Abstract
Abstract Reflecting the global push for internationalisation, higher education institutions (HEIs) have experienced a surge in English-medium education in multilingual university settings (EMEMUS). Of the many topics and angles pursued in the equally vast research landscape, multilingualism has so far received comparatively less attention, especially when approached from the perspective of students. By combining recent conceptualisations of multilingualism and of EMEMUS, this paper offers a qualified literature review, discussing four research scenarios that foreground different student groups and some of their multilingual experiences and practices. Based on the ROAD‑MAPPING framework, such discussions retain a level of detail that allows for a comprehensive interpretation across scenarios, offering insights into the complexity and fluidity of multilingualism within EMEMUS.
Published Version
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