Language at the intersection of internationalization policy and practice in higher education

Abstract

This article examines the complex interplay between internationalization policies and their implementation in higher education, highlighting the often-overlooked role of language. It argues that internationalization policies are not neutral frameworks, but are shaped by power dynamics and stakeholder interests, which can lead to the marginalization of certain groups. The study identifies the challenges and opportunities faced by international students and doctoral candidates within the context of these policies and emphasizes the need to place language at the center of efforts to promote inclusivity and meaningful educational experiences. By adopting a dynamic perspective on policy as an evolving process influenced by various actors, the article challenges traditional linear conceptions of its implementation. It argues that a thoughtful commitment to language can bridge the gap between policy directives and local practices, thereby enriching the educational landscape. Drawing on qualitative data collected from teachers and students, this research contributes to a deeper understanding of how language shapes interactions and identities in the context of internationalization. Ultimately, it calls for a reassessment of the linguistic dimensions of internationalization policies to better reflect the complexity of practices in higher education.