Learning and Teaching Multilingually in Higher Education

Patchareerat Yanaprasart is Senior Lecturer at the University of Geneva, Switzerland. Her research focuses on intercultural and multilingual communication, particularly in professional, educational and expatriate contexts, and explores how language, culture and identity interact in multilingual workplaces and international mobility. Sílvia Melo-Pfeifer is Full Professor at the University of Hamburg, Germany. Her research focuses on visual methods, multilingual pedagogies and language teacher education. Her publications include Visualising Language Students and Teachers as Multilinguals (with Paula Kalaja, Multilingual Matters, 2025).

• Yongyan Zheng: Foreword1. Why a Book on Learning and Teaching Multilingually in Higher Education?Part 1 Internationalisation of and Linguistic Diversity in Higher Education: Institutional Voices on an Apparent Conundrum2. Internationalisation in and of Higher Education3. Language Policies in Higher Education4. Academic MobilityXuesong (Andy) Gao: Discussion Part 1: Learning Multilingually in Higher EducationPart 2 Multilingualism in Teaching and Learning in Higher Education : Issues of Legitimacy and Authenticity in Students’ Voices5. The Bi-National Empirical Study: Methodological Considerations6. Beliefs About Authentic (Multilingual) Teachers and Teaching in Higher Education7. Students’ Beliefs About Multilingual Teachers and Teaching in Higher Education8. Language, Knowledge and Power in Higher Education: Teaching and Producing Knowledge MultilinguallyVander Tavares: Discussion Part 2: Teaching and Living Multilingualism in Higher Education during Neoliberal TimesSusana Pinto: Afterword: Humanising Learning and Teaching in Higher Education Through MultilingualismReferencesIndex

This much-needed book critically examines language ideologies and practices in university teaching and learning. It reconceptualizes internationalization as complex 'internationalizationS' explores its links with multilingualism and 'multiperspectivity', and highlights the often-overlooked multilingual repertoires of teachers and students. Its critical, polycentric approach makes it a valuable contribution to language policy, academic governance, and the international scholarly community.