Internationalizing Higher Education: English Language Policy and Practice

Internationalizing Higher Education: English Language Policy and Practice

Maureen Snow Andrade (Utah Valley University, USA), Norman W. Evans (Brigham Young University, USA) and K. James Hartshorn (Brigham Young University, USA)
DOI: 10.4018/978-1-4666-9752-2.ch010
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Although global educational mobility often requires fluency in a foreign language, this fluency may be insufficient for academic tasks, and institutions may provide insufficient opportunities for further linguistic progress. This chapter examines higher education practices for the assessment of English language skills and continued development of English language proficiency for international students. Implications indicate that although institutions view international students as critical to strategic planning and feel these students need increased English language proficiency, institutions generally have not considered innovative approaches. The results support the viability of the proposed framework to guide institutions through a thorough examination of current practices and identification of future direction for research.
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Recognizing the merits of studying abroad, substantial numbers of students pursue higher education opportunities outside their country of origin. Experiencing a new culture, practicing and developing skills in a foreign language, and interest in degrees not available in local institutions are some factors that draw students to distant locations for further study. In some cases, admission requirements and cost of higher education abroad may offer increased access. In other cases, a degree from a particular institution or nation may be considered more prestigious and desirable than its counterpart in the home country.

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