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DOI: 10.1057/9781137443601.0014

accommodation, 37, 46, 84accommodation strategies, see

also accommodation, 37, 66–67, 87

accomplishment approach, 54, 67, 73

acculturation, 20, 22, 42–44, 52, 75, 80, 107

action research, 105–106adjustment, see acculturation

sociocultural adjustment, 42–43

psychological adjustment, 42–43

Anglophone countries, 2, 3, 64Applied Linguistics, 3, 110appreciative inquiry, 103, 104assimilation, 88–91, 92Asian students, 71, 77–81

classroom (definition of), 4classroom interaction,

challenges to, 84–87experiential model, 96–101functions of, see also cultural

scripts, face, pragmatic strategies, 12–16, 66

student perspectives, 39–42tutor perspectives, 35–39

Classroom Interactional Competence (CIC), 13, 113

Communication Evaluation and Development (CED), 104

Community of Practice, 14, 16, 62, 100–101, 104, 110, 115

contextualisation cues, 15, 56, 98

Continuing Professional Development (CPD), 31, 98, 100, 104–105, 107

transmissive vs. transformation CPD, 105

Conversation Analysis, 106, 121corpus, 87, 106, 109, 114Corpus Linguistics, 106cross-cultural psychology, 33, 35culture, see also

contextualisation cues, cultural scripts, cultural shock

culture-language nexus, 72–73

essentialist views, 69–72, 77–78, 82, 91

socialisation approach, see also socialisation, 61, 73–74, 82, 87, 97, 99

cultural scripts, 40, 61, 69, 73–74

culture shock, 22, 42curriculum content, 8, 11–12,

20, 29, 32, 36, 52, 64, 80, 95, 114

curriculum internationalisation, see internationalisation of the curriculum

Index

Index

DOI: 10.1057/9781137443601.0014

deficiency approach, 54, 65, 66, 73, 89directness, 62, 64–65, 67, 90discourse (definition of), 54discourse analysis, 106

education studies, 3, 35educational mobility, 2educational psychology, 3, 33, 107engagement, 55, 59–61English

language proficiency, 37, 41–42, 43, 45–47, 48–49, 66, 75, 81, 92, 112

native speakers of, 38, 41, 47, 49, 53, 54, 61, 63, 67, 73, 83, 86–87, 88, 109, 115

non-native speakers of, 47, 49, 54–55, 55–58, 58–64, 72–73, 80, 84–87, 91

as a lingua Franca (ELF), 54, 61–67, 73, 90, 92, 98, 103, 106, 110

as a second language (ESL), 36, 89for Academic Purposes (EAP), 30,

59, 91, 102varieties of, 2, 60, 64, 86–87, 90,

109–110ethnography, 83, 105–107, 108–109experiential learning, 82, 96, 104, 110experiential model of classroom

interaction, 96–101, 101–107explicitness, see directness,exploratory practice, 83, 105

face, 13, 14, 40, 57, 59, 62, 78, 81, 91, 104face threat, 14, 59, 62face-to-face interaction, 34, 35, 46

gatekeeping encounter, 16gatekeeping power, 66, 86–87global citizenship, 9, 11, 20, 22, 27–28,

101–102group work, 48–51, 62, 71, 77, 113

habitus, 74Higher Education Academy (HEA),

18–20, 32, 90HE International Unit (IU), 23–24

home students, 2, 11, 22, 29–30, 33, 42, 44–47, 48–51, 52, 66, 70, 71, 84–87, 90, 101–104, 111–115

host nationals, see home studentshost students, see home studentshumour, 38, 46, 48–49, 52, 85, 92

Initiation-response-feedback (IRF), 13intercultural competence, 8, 19, 20,

32, 94for the classroom, 93–96, 96–101

intercultural competencies, see intercultural competence

intercultural skills, see intercultural competence

Interlanguage Pragmatics (ILP), 53–54international competence, see

intercultural competenceInternationalisation, 2–4, 7–9

abroad vs. at home, 9–11, 16–18, 18–24, 26–29, 47, 94, 95, 101–104, 109–110, 114

institution-centred vs. student-centred, 22

of the curriculum, 11–12, 16–18, 18–24, 26–33, 101–104, 109–110, 114–115

stakeholder policies and strategies, 18–24

symbolic vs. transformative, 8university policies and strategies,

16–18, 24–32, 114–115Internationalising Higher Education

Framework, 20, 11, 115International students, see also non-

native speakers, 2–3, 8, 9–11, 16–18, 20, 21–22, 25, 26–29, 29–32, 32–33, 35–37, 39–42, 42–44, 45–47, 48–51, 51–52, 71, 75, 77–82, 85–88, 90–92, 100, 101–104, 113–115

International Teaching Assistants (ITAs), 55–58, 72, 74, 75–76, 88–90

interpretivism, 107intonation, 57, 58, 88

Index

DOI: 10.1057/9781137443601.0014

language competence, see English language proficiency

language proficiency, see English language proficiency

Leadership Foundation for Higher Education (LFHE), 11, 22–23

learning shock, 42learning style, 10, 21, 36, 41, 69, 70, 71,

92, 94, 101lecturers, see tutorslet it pass, 67local university students, see home

students

marginalisation, see also silencing, 11, 12, 40–42, 49–50, 52, 85

mentoring, see also peer-mentoring, 96–97, 98–99, 100, 102, 105, 108

miscommunication, see misunderstanding

misunderstanding, 15, 56–58, 59–61, 65, 75, 92, 94–95, 113

mobile students, 2

nativeculturedom, 67, 86nativespeakerdom, 47, 67, 86nativespeakerness, see

nativespeakerdomnegotiation,

of cultural frames of reference, 13, 14, 62, 73, 86–87, 89, 110

of meaning, 61, 64–66, 87, 89, 97, 99, 110

normscultural (linguistic & pragmatic),

55–58, 60, 61–63, 67, 72–73, 74–75, 86–87, 112, 113

native speaker norms, 41, 47, 54, 57–58, 59, 61–64, 72–73, 86–87, 88–90

pragmalinguistic vs. sociopragmatic, see also cultural norms, 72

othering, see also self-othering, 49, 50

participative learning, 40, 48–51, 76–77, 92, 112

peer-mentoring, see also mentoring, 96–97, 98–99, 100, 102, 105, 108

phenomenology, 107, 108pitch, see intonationPostgraduate Certificate in Higher

Education (PGCert HE), 24, 32, 104

practice-based research, 83, 92, 105, 106, 111, 114

practitioner ethnography, see also practice-based research, 109

practitioner-led research, see practice-based research

pragmalinguistic failure, 56pragmatics, 31, 54, 56–58, 75, 108, 113pragmatic strategies, 3, 56–58, 64–65,

66–67, 87, 97, 99corrective / reactive strategies, 58, 65preventative / proactive strategies,

58, 65pedagogy, 12, 26, 114

pedagogic challenges, see also tutor support, 21, 38, 84–86

pedagogic practices, see teaching practices

peer interaction, 40politeness, 58, 59, 60–61, 62, 91politeness marker, 59positivist research paradigm, 107prejudice, see also stereotypes, 15, 47,

49–51, 85, 86

reflective practice, see also reflection, 95, 104

reflection, see also reflective practice, 21, 30, 32–33, 39, 74, 79, 90, 91, 92, 93, 94, 95, 96–100, 102–104, 104–107, 110, 113

retrospection, 56, 108

socialisation,educational, 38, 49, 59, 60, 61, 73–75,

82, 87, 97, 99language, 61, 73–75, 87, 97, 99

Index

DOI: 10.1057/9781137443601.0014

Sociocultural Theory, 106Second Language Acquisition (SLA),

53, 54, 72self-othering, see also othering, 50SETT-framework, 13, 98, 103, 106, 113silence, 49, 52, 60, 79, 80–82, 91, 106silencing, see also marginalisation, 40,

49, 52, 85social contact, 42–44, 44–47, 50social integration, 44staff, see tutorsstereotypes, 15, 42, 46, 48–50, 70, 79,

80–81, 113stereotyping, see stereotypessupport

staff support, 10, 17, 18–24, 29–32, 88–91, 94–95, 104–107, 113–115

student support, 10, 17, 18–23, 29–32, 91–92, 101–104, 113–115

teachers, see tutors,teaching

practices, 21, 37–39, 42, 61, 74, 76, 87, 97, 99, 104–105

strategies, see also teaching practices, 31, 60, 64–66, 95

style, 38, 76, 81, 89, 92, 95transcription, 105, 108, 114transformational learning, 78–79tutors, 12–13, 25, 29–32, 35–39, 48, 50,

55–61, 59–62, 64–66, 73–74, 85, 88–91, 94–95, 98–99, 104–109

tutor-led classroom, 4, 35, 38, 42, 74, 113

unequal status encounter, 66universal teaching strategies, 95Universities UK, 18, 23, 24UK Professional Standards Framework

(UKPSF), 18, 19, 20Quality Assurance Agency (QAA),

18, 20Quality Code for Higher Education,

21, 22