Today, more students choose to study abroad than ever before, with nearly 7.3 million enrolled on overseas programmes in 2024 – a figure predicted to rise to 9 million by 2030, according to Unesco. For those who cannot travel, online instruction and transnational education widen access to global classrooms. This internationalisation of higher education means the multilingual classroom is the norm.
Students studying in their second, third or even fourth language must work hard to understand complex concepts and communicate effectively. But plain language is not the only challenge. In global university courses, contrasting cultural norms and assumptions can create tensions and barriers to participation and marginalise non-native speakers. This can result in educators viewing international students through a deficit lens. Although this might lead to better support, it risks overlooking the benefits that linguistic diversity brings to the classroom. This collection explores how to harness multilingualism to enrich learning and build community. It includes guidance on teaching students with varying language proficiency and on creating inclusive classrooms where multilingual students can all participate and flourish.
Boost class participation among multilingual students
Many students find speaking up in class daunting, but for those learning in another language the fear of making a mistake is heightened. Educational and cultural expectations play a part because not all students have been schooled in interactive environments – for some, speaking up could be deemed disrespectful. Learn how building rapport and cultural awareness can build confidence and belonging so everyone feels able to speak up.
How to support multilingual international students in the classroom: Multilingual students face unique challenges that affect their participation and communication in the classroom, but educators can take steps to make them feel welcome. Read advice from Andrea Feldman at the University of Colorado Boulder.
‘Chinese students have plenty to say – when the conditions are right’: Silence in the classroom does not always signal disengagement. Learn about cultural and linguistic reasons behind low participation and strategies to better support multilingual learners from Rui He and Alex Baratta of the University of Manchester.
Just call me Alex! Why dropping the ‘professor’ could boost students’ confidence: When students are allowed to address teachers by their first name, it can calm nerves and encourage even the quietest voices to join the conversation, explains a team from the University of Edinburgh.
The importance of educational cultural awareness in the multicultural classroom: What happens when you mix contrasting worldviews and pedagogies in one university classroom? Hong Kong University of Science and Technology’s Marie N. Bernal explores how to balance students’ biases – and your own – to prepare them for a globalised world.
How to use think-pair-share to improve classroom discussions: Educators can modify the think-pair-share strategy to help students craft more detailed responses and take greater ownership of discussions. Learn how from Xingyi Ouyang at Xi’an Jiaotong-Liverpool University.
Teaching students with varying language proficiency: practical tips
Language fluency in international classrooms varies hugely. For some studying in a second or third language, spoken ability might match that of their native-speaking peers, while for others expression, comprehension and vocabulary retrieval are daily struggles. By adopting universal design for learning principles and making adaptations to reduce mental load, educators can cater to a range of abilities, as these resources show.
Eleven ways to support international students who use English as a second language: A disconnect between lecturers’ assumptions and the realities of the student experience can hinder learning. Read advice on how to bridge it and foster a compassionate learning environment in the process, from Peter O’Rourke at the University of Exeter.
How to teach clinical communication skills in a foreign language from scratch: This hands-on approach to clinical practice integrates content and language and enables both local and international students to acquire communication skills and vocabulary alongside activities relevant to medical practice. Katalin Fogarasi and Judit Császár from Semmelweis University break it down.
Mind your language – inclusive teaching for international students: Learning about your international students and being mindful of how you use language in the classroom can have a profound impact on students’ experience and attainment, as the University of Chester’s Mark Whalley explains.
Breaking language barriers: supporting non-native English-speaking students: Advice for better supporting and including students who are non-native speakers of English, based on research comparing more than 4,000 native and non-native English-speaking undergraduates from 46 universities, by academics at Xi’an Jiaotong-Liverpool University.
Move beyond one-size-fits-all education for international students: Build a more inclusive and linguistically sensitive learning environment for global students with these tips from Anthony Manning at Arden University.
A universal design approach to teaching multilingual students: An explanation of how universal design for learning can improve teaching for multilingual international students and domestic students alike, by Andrea Feldman at the University of Colorado Boulder.
Foster communication and collaboration between students in global classrooms
It is natural for some voices to dominate in group work, but language proficiency does not have to be the reason for this. Read about how to spark lively debates, facilitate peer feedback and encourage teamwork in multilingual classrooms.
Three ways to make your classroom a multilingual environment: How to develop intercultural communication skills in students of different ethnic backgrounds, from the perspective of a translation educator at Hong Kong Baptist University.
A ‘smart’ way to get students working together: Reduce the tendency to “divide and write” with a five-step process that draws on individual strengths, promotes constructive communication and ensures equal participation, outlined by a team at Xi’an Jiaotong-Liverpool University.
How to foster debate in multicultural classrooms: If educators want their students to hone the skills of respectful debate across cultural boundaries, these eight tips from the University of Westminster’s Daphne Vallas – including planning and agreeing definitions – offer a place to start.
Navigating the choppy waters of intercultural differences in an international classroom: Advice on overcoming the challenges of teaching diverse students on humanities and political science courses from Farish A. Noor at the University of Malaya.
Peer review in multilingual classes: Peer review can be a powerful pedagogical tool for developing multilingual students’ essay-writing and communication skills if they are given clear guidance on the process, explains Andrea Feldman at the University of Colorado Boulder.
Give everyone a chance to speak in class: Implementing turn-taking protocols and allowing students time to prepare are two strategies that ensure every student has an equal opportunity to participate in discussions, explains Yishi Lin from Xi’an Jiaotong-Liverpool University.
Harness the benefits of linguistic diversity in higher education
Find out how to promote and integrate multilingualism into teaching and learning and campus culture, for example, by adopting translanguaging in the classroom and by bringing students together with multilingual events.
Introducing translanguaging – and other ways to promote multilingualism: If universities are serious about internationalisation, they must confront the hegemony of English-medium instruction. Dylan Williams from Seoul National University outlines how.
How translanguaging can improve the learning experience and boost students’ confidence: Research into nursing education in Indonesia found that using two or more languages in the learning environment allowed students to grasp technical concepts quickly and easily. Erikson Saragjh from Universitas Sumatera Utara explains how it worked.
Unlock the benefits of multilingualism in higher education: To create inclusive campuses, we need to embrace multilingualism, say Katherine Mansfield and Julio Gimenez from the University of Westminster.
Australian universities need to do more than pay lip service to multilingualism: How can we train Australian schoolteachers in cultural and linguistic diversity if our universities are English-only zones? Embed translanguaging practices in our courses, writes Sue Ollerhead from Macquarie University.
The global STEM workforce is multilingual. Is your institution keeping up?: English might dominate research and industry, but engineers increasingly work across languages, cultures and markets. Universities that recognise multilingualism as a professional asset will better prepare graduates for the realities of global practice, says Sarah L. Rodriguez from Virginia Tech.
How language surveys can shape a multilingual university: A biennial language survey changed how one university thought about linguistic diversity – and helped give students a voice. Katherine Mansfield from the University of Westminster explains how.
Use technology to build students’ spoken language skills
Digital tools can help students practise speaking without the risk of feeling foolish or making costly mistakes. Learn how to use avatars in VR environments to simulate realistic conversations and how to incorporate GenAI and text-to-speech platforms into self-directed activities for students of English as a foreign language.
What virtual reality and AI can do for language learners: Virtual reality and artificial intelligence can support nervous students to progress from silence to speaking confidently in foreign language classes. Learn how, from Alícia Moreno Giménez at Lancaster University.
How I use AI tools to enhance EFL students’ speaking skills: AI tools can help students of English as a foreign language build confidence in academic speaking by offering structured practice opportunities, personalised feedback and support with idea generation. Ka Ho To from Xi’an Jiaotong-Liverpool University explains how.
Assessment that gives everyone a fair chance to demonstrate learning
A one-size-fits-all approach to assessment can disadvantage students who face additional language barriers. By offering students options for how they demonstrate their understanding and drawing on their strengths, educators can make assessment more equitable for all students. Discover how.
Fair approaches to assessment and plagiarism for multilingual learners: By applying principles of universal design for learning, lecturers can develop fairer approaches to assessment and plagiarism for multilingual international students. Andrea Feldman from the University of Colorado Boulder offers insight.
AI-proof project-based assessments by making them context-specific: Project-based assessments rooted in real-world, institution-specific contexts help reduce over-reliance on GenAI by emphasising collaboration, oral defence and critical thinking. Learn how to design one effectively from a team at Xi’an Jiaotong-Liverpool University.
How storytelling can turn international students into the most powerful voices in the room: Turning presentations into a visual storytelling task allows international students to demonstrate their learning through elements such as sound, visuals, silence and pacing rather than just language. Natalie Cummins from the University of Technology Sydney explains how.
Four changes to help improve multilingual students’ writing: Without academic writing instruction, multilingual students are more likely to rely on AI. Making small shifts can better support them, writes Bridget Goodman from Nazarbayev University.
Promote deeper learning in English for academic purposes
Learn about strategies that build stronger language skills in English for Academic Purposes (EAP) students. These include a framework for building vocabulary, a collaboration method between academic subject experts and EAP teachers and a podcast to get students engaging with the language outside of class.
Content is king in EAP teaching: Content-based instruction is reshaping English for academic purposes teaching by making subject matter central to language learning. Garth Elzerman and Catherine Sari from Xi’an Jiaotong-Liverpool University share four strategies for creating deeper, more purposeful engagement in the classroom.
A new way of ensuring repeated EAP vocabulary exposure: Practical steps to enhance student vocabulary learning through a systematic approach that assures repeated exposure to important terms, outlined by a team at Xi’an Jiaotong-Liverpool University.
Four ways to integrate the SDGs into English language classes: Connecting the Sustainable Development Goals with language teaching and learning can provide meaningful learning experiences, writes Chaonan Xu from Xi’an Jiaotong-Liverpool University.
How to start a language-teaching podcast: Suggestions for teachers who want to create podcasts to supplement formal classroom learning, based on the experience of Chengchen Qian, an English for academic purposes teacher at Xi’an Jiaotong-Liverpool University.
Why inclusion in EAP needs a rethink: Teaching English for academic purposes should be inclusive by its very nature. Independent academic Angelos Bakogiannis explains how to centre student voices, challenge assumptions about academic language and design learning for meaningful participation and belonging.
Combat linguistic bias and discrimination in the classroom
Bias around different languages and accents can fuel overt and covert discriminatory behaviour that marginalises non-native speakers. Learn about the effects of linguistic racism and how to tackle it head-on in these resources.
‘What colour is your English?’ Linguistic racism’s impact on faculty of colour: Linguistic racism doesn’t just affect international students – it can hurt the mental health of staff too. Academics from Curtin University and Inland Norway University of Applied Sciences offer guidance on combating it.
Tackling accent bias: the ‘last acceptable form of discrimination’: Accent bias undermines Black international students’ confidence and belonging in UK universities. Institutions must tackle this exclusion through awareness, training and a proactive celebration of linguistic diversity, writes Patrice Seuwou from the University of Northampton.
Linguistic racism can take a high toll on international students: Even seemingly innocuous comments on the way that students use dominant local languages can have severe effects on mental health, says Curtin University’s Sender Dovchin, who offers advice on tackling both overt and covert linguistic racism.
Thank you to all Campus contributors who shared their expertise in this guide.
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