(Ebook) Academic Mobility through the Lens of Language and Identity Global Pandemics and Distance Internationalization 1st Edition by Tamilla Mammadova ISBN 9781003366942 1003366945

PART I Language Development and Identity Construction within International Mobility

1. Shaping European Identity via Mobility Exchange Programs for CIS Country Students

Introduction

European Identity through the lens of Europeans

Study Abroad Programs and a European Identity

Discussion of Methodological Approach

Discussion of the Findings

General Perception of a European Identity

Students’ Cognitive Identification

Impact of Student Mobility Programs on Identity Transformation

Conclusion

Appendix

References

2. The Impact of Englishization of Higher Education on Exchange Students’ Attitudes Toward Local Languages

Introduction

Englishization of Higher Education

Erasmus Plus student mobility

Impact of Erasmus Plus on Language Development

Discussion of Methodological Approach

What Have We Found?

Students’ Attitudes Toward the Local Language and Culture

Opportunities for Learning the Local Language

Impact of the Dominance of English on the Learning of Local Languages

Conclusion

Appendix 1: Semi Structured Interview Protocol

Demographic Questions

Pre-departure

During Erasmus Plus mobility

Post-Erasmus Mobility

Benefiting from Erasmus

Other

Appendix 2

References

3. (Inter)-national Mobility in Swiss Higher Education: Bilingual Policies, Multilingual Students, and “Englishization”

Introduction

Linguistic Hegemony, Symbolic Power, and Heteroglossia

Gramsci’s linguistic hegemony

Bourdieu’s Linguistic Capital and Symbolic Power

Bakhtin’s Heteroglossia

Discussion of Methodological Approach

Discussion of the Findings

Challenges when Starting University in a Non-L1 and/or International Context

Monolingual Instruction, Bilingual Programs, and Multilingual Learners

Englishization at UNIFR

Some Reflections

Conclusion

References

4. Language Attitudes and Identity Construction Through Minority Language Learning in a Host Country: A Case Study of Chinese in Catalonia

Introduction

Understanding Language Attitudes

Discussion of Methodological Approach

Discussion of the Two Cases

Case 1: Lucas

Case 2: Nestor

Some Reflections on the Two Cases

Conclusion

References

5. Study Abroad in Diverse Contexts: A Comparative Analysis of the Role of the Linguistic and Cultural Setting in Study Abroad Through the Erasmus Program

Introduction

Study Abroad in the Sense of a Context

Discussion of Methodological Approach

What Have We Found?

Beginning of the Stay – Setting Expectations

End of the Stay – Aligning Expectations with Reality

Some Reflections upon the Findings of the Three Contexts

Conclusion

Appendix

References

6. Ground Realities of International Students in China: Identity, Social Network, Language and Literacy Socialization

Introduction

Research on Mobility Experiences of International Students in China

A Language and Literacy Socialization Approach to ISM Research

Discussion of Methodological Approach

Mobility Experiences of International Students in China: Synopses of Three Projects

Project 1: Pragmatic Socialization into L2 Chinese Requests

Project 2: Identity Construction and Social Network Development in L2 Chinese Socialization

Project 3: The Role of Social Networks in Academic Discourse Socialization

Conclusion

Appendix

References

7. “Not just English”: Identity and Positionality Among Japanese Bilingual Returnees

Introduction

Understanding Returnee Image in Japan

Discussion of Methodological Approach

Japanese Self and English Self

Self-Assessment

Hierarchies and Hegemonic Influences

What is Revealed about the Japanese Returnees?

Conclusion

References

8. In-between Varied Identities: Engagement of Indian Students as Partners in an Australian University

Introduction

Postcolonial Theory and the Perception of Being a Knowledge-Holder

Student-Partners’ Identities as Knowledge-Holders

Discussion of Methodological Approach

Discussion of the Procedure to Formulate Thematic Groups

Student-Partners as Agentic “Knowers”

Relational Agencies as “Knowers”

Negotiating Co-Ownership of Knowledge

General Reflections

Conclusion

References

9. Intercultural Awareness and International Identities: Necessary Support and Preparation for Academic Staff

Introduction

Internalization and Higher Education

Student Mobility

Language and Identity of the Students in the Mobility Programs

Intercultural Learning through Culturally Sustaining Pedagogy

How to Prepare Academic Staff to Create Intercultural Learning for Mobile Students through CSP?

Create Collaborative and Supportive Learning Settings

Encourage Student-Centered Learning

Develop Cultural Competence for Students

Improve the Critical Consciousness of Students

Conclusion

References

PART II International Academic Mobility in the Light of Global Pandemics

10. Travel Policies and International Student Mobility in the Wake of the COVID-19 Pandemic: A General Review of Cases in Australia and China

Introduction

Australia’s Travel Restriction Policies and International Student Mobility

China’s Travel Restriction Policies and International Student Mobility

The Impact of Restricted Travel Policies on the lives of Chinese and Australian students

Conclusion

References

11. Coordinating an Outbound Study Abroad Program During a Pandemic: A Case Study of Academic Staff Experiences in Japan

Introduction

SA Program Overview

Establishment and Management of SA Programs

Discussion of Methodological Approach

Discussion of the Findings

Positive Experiences

Students’ Performances

Improving SA Programs and the Future

Conclusion

References

12. Maintaining and Mobilizing Network Capital: Exchange Students’ Friendships During the COVID-19 Pandemic

Introduction

International Student Mobility and Network Capital

The Finnish Context

Discussion of Methodological Approach

Discussion of the Findings

To Stay or Leave the Host Country?

Maintaining and Developing Friendship Networks

Mobilizing Friendship Networks

Conclusion

References

13. Assessing the Quality of International Student Mobility in Spain in the Time of COVID-19: A Study of International Students’ Reflections on their Cross-Cultural and Linguistic Competencies

Introduction

Discussion of Methodological Approach

Discussion of the Findings

Cultural Immersion: Interacting with Local and Mobile Student Populations

Cultural Immersion: Learning and Practicing the Local Language

Digital Distance Learning

Pre-Departure and Post-Arrival Orientation Programs

Long Term Bonds with International and Local Students

General Reflections

Conclusion

References

14. Student Engagement Before and After the Global Pandemic: A Case of International Students in a Pre-Sessional English for Academic Purposes Programme (PEAP)

After-COVID Universities and Their Students

Student Engagement

Student-Centeredness

Active Learning

International Students in the Pre-sessional English for Academic Purposes Programmes (PEAP)

Personalizing Curricular Content

Student Evaluation and Tutor Reflections

Conclusion

References

15. Internationalizing Nursing Education Programs with COIL: A Case Study of Pandemic Policy Analysis

Introduction

Collaborative Online International Learning Best Practices

COIL Globally

Discussion of Methodological Approach

Internationalizing Nursing Education

Pandemic Policies

Conclusion

References

PART III Emerging Distance Internationalization as a new paradigm of International Academic Mobility

16. Globalization of Higher Education: A Review of Emerging Distance Internationalization

Introduction

The Number of International Students is Huge and Shows a Trend of Continuous and Rapid Growth

The Destination Countries of International Student Flows are extensive, but the Distribution is Seriously Uneven

Mobility Costs and Social Networks are Primary Factors Affecting International Student Mobility

Educational Quality and Academic Reputation are Fundamental Driving Forces Affecting International Student Mobility

Students’ Cross-Cultural Education and Learning Mobility are Increasingly Frequent

From Internationalization Abroad to Domestic Internationalization

Build on Meaningful Cross-Cultural Interaction and Support Development with the Inclusive Technological Revolution

Online Intercultural Cooperative Learning Model for Distance Education Internationalization

Discussion of Some Practical Recommendations

Incorporation of Technology

Implementation of Specific Curricula

Preparation of Teachers and Staff

Conclusion

References

17. On Technology-Based Mobility: Harnessing Intercultural Experiences during Virtual Student Mobility

Introduction

International Student Mobility and IaD

Technology-Based Mobility

Virtual Mobility (VM)

Virtual Student Mobility (VSM)

Virtual Exchange

Global Digital Exchange

Collaborative Online International Learning

What do the Terms have in Common?

Acceleration of VSM during the Pandemic “as Trans-Border Mobility Became a Nearly Illegal Act”

Strategic advantages of Virtual Student Mobility

Shortcomings of VSM and the Digital Divide

Discussion of Methodological Approach

Visibility of Cultural Differences in Virtual Spaces

Rhythm in Virtual Collaboration

Geographic Location in Virtual Collaboration

Technology, Adversity, and Resourcefulness

Discussion of the Findings

Conclusion

References

18. (Re)Imagined Communities and (Re)Invented Literacy Practices through Internalization at Home

Introduction

Internationalization at Home and VE

A Theoretical Lens: Multiliteracies

Discussion of Methodological Approach and Findings

Theme 1. Mobile Discussions from Global Themes to Local Concerns

Theme 2. Mobile Literacies, Mobile Technologies

A Shift in Literacies

A Discovery about Technologies

Concluding Remarks

References

19. Virtual Student Mobility: The Case of an Action Research Project between Japan, China, and Spain

Introduction

Development of the Project

Discussion of the Video Analysis

Representation of Japan

Representation of China

Representation of Spain

Discussion of the Survey Results

Conclusion

References

20. Developing Intercultural Sensitivity and Discomfort Through Collaborative Virtual Exchange

Introduction

Collaborative Online International Learning (COIL): A Globally Networked Learning

Discussion of Methodological Approach

Preparing to COIL

COIL Pairing

COIL Project: Learning Outcomes

Collaborative

Intercultural Development

Critical Digital Literacy

Deciding on Virtual Technologies

What Did We Come Up With?

Respecting, Listening, Seeing from Others’ Perspectives, And Discomfort

Recognizing the Value of Teamwork, Negotiating, and Relationships

From the Local to the Global: Preparing for the Future

Critical Issues

Conclusion

References

21. Virtual Internationalization in Teacher Education: Experiences from Four Projects Conducted at German Higher Institutions

Introduction

Discussion of the Virtual Formats and Their Participants

Short-Term Formats

Long-Term Formats

Conclusion

Appendix

References

Conclusion

Index