Language issues in the internationalizing university: Experiences of students, faculty, and staff

This research project investigates the experiences of students, faculty, and administrative staff regarding linguistic diversity in an internationalized Canadian higher education institution. Through qualitative interviews I investigate ideologies and assumptions about language and linguistic diversity that shape participants’ experiences with internationalization of education. I find that most student and faculty participants see linguistic diversity on campus as a problem to be fixed in light of the hegemony of the English language. This can lead to inequality and negative perceptions of multilingual students. On the other hand, most staff participants present critical perspectives about the role of language in processes of internationalization. I highlight the need for holistic analysis of the intersections of language and internationalization that consider the voices of staff, in addition to students and faculty. My recommendations for more linguistically-inclusive practices include flexibility in communicative practices, institutional and pedagogical practices that value linguistic and cultural diversity, and cross-cultural professional development for faculty and staff.