Abstract Despite the growing body of literature on international student experiences, little attention has been paid to Kurdish students, a group whose study abroad experience is relatively new and largely driven by scholarship programs funded by the Kurdistan Regional Government. Through semi-structured interviews, this qualitative case study explores the intercultural experiences of Kurdish international students in multicultural classrooms in the United Kingdom, using Communities of Practice theory as a framework. The findings show that language proficiency considerably affected their intercultural experiences. The study also highlights the complex role of cultural differences and the limited interaction between Kurdish and native English-speaking students, reinforcing their sense of peripheral participation in the classroom. This study, therefore, contributes to the growing discourse on international student mobility and offers recommendations for enhancing international students’ integration into higher education.

Abstract Amid a shifting global cultural landscape, fostering global identity (GI) among students has become a critical focus in international education ( Hendershot & Sperandio, 2009 ). Japan’s surge in international student enrollment, driven by policies promoting global learning within a multicultural context, underscores the need to examine how international students navigate their experiences in Japan and manifest a GI. This study views international students as active agents, investigating multifaceted factors shaping their GI. Combining questionnaire data and semi-structured interviews, the analysis applies Identity Theory ( Stryker & Burke, 2000 ) to explore both personal and external influences during their time in Japan. The findings reveal that students’ regional backgrounds, language proficiency, and engagement with academic, multicultural, and local Japanese communities significantly relate to GI formation. This empirical evidence challenges the traditional view of GI as an inherent disposition, instead linking it to community dynamics within the unique context of a non-Western and non-English-language setting.

Abstract In light of increasing internationalization and diversity in German higher education (HE), the key role of language proficiency in social and academic adaptation has been widely recognized. Acknowledging international students’ pro-active role in their language learning pathways, our study explored students’ language learning agency in German HE. Drawing on Bandura’s ( 1999 , 2006 , 2008 ) model of triadic reciprocal causation, we employed a qualitative approach to examine the interplay between personal factors, environment, and language learning behavior. Furthermore, we evaluated the practical applicability of Bandura’s theoretical model for studying the agentic behavior in a real-world setting. Our findings demonstrate its usefulness as an analytical lens, revealing that language learning agency is strongly shaped by the individual’s perception of the three factors. Insights from our study not only enhance our understanding of international students’ role in shaping their language learning pathways but also highlight the relevance of institutional offerings, their accessibility, and significant others.

Abstract Given the increasing diversity of additional language (L2) learners in Europe, this study investigates the views and attitudes toward the use of English as a lingua franca (ELF) in learning and teaching L2 Greek among Erasmus+ participants (students and teachers) in a university setting in Greece. It further explores the pedagogical implications for L2 instruction within the Erasmus+ framework. Using questionnaires, interviews, and classroom observations, the study examines teachers’ and students’ attitudes and experiences with ELF in multilingual classrooms. Findings reveal positive attitudes toward ELF among both students and teachers, particularly during the initial stages of L2 teaching and learning. ELF is perceived as a valuable tool for fostering inclusivity, facilitating communication, and enhancing learning in multilingual classrooms. The study highlights the pedagogical benefits of translanguaging in ELF contexts, recognizing the positive impact of students’ full utilization of their linguistic resources, and argues that a mindful approach can promote plurilingualism.

Abstract This study explores how study-abroad learners perceive and interpret gaps in their L2 pragmatic knowledge. While previous research focuses on pragmatic development in specific speech acts or pragmatic phenomena, this research adopts a learner-centered approach, emphasizing pragmatic challenges noticed by learners themselves during naturalistic interactions. Data were collected through learning journals and interviews with five Chinese students studying in the United Kingdom over one academic year. Results reveal that learners predominantly notice pragmatic gaps in three scenarios: (1) encountering unfamiliar sociopragmatic and pragmalinguistic features, (2) experiencing difficulties in negotiating social or moral meanings, and (3) receiving implicit feedback from interlocutors regarding their pragmatic choices. Pragmatic awareness was particularly triggered in rapport-sensitive interactions with tutors and non-transactional conversations like small talk. While noticing sometimes led to metapragmatic reflection, learners often overgeneralized or misinterpreted sociopragmatic norms. The findings highlight the need for specialized pragmatics instruction in ESL/EFL contexts to support SA students.

Abstract In this article, we reflect on how stay-abroad data and research have contributed to the field of second language acquisition and on what form future contributions could take. To do so, we use a recent model of second-language interaction (Geeslin, 2020, 2023) as a framework, focusing on two components of the model: learner characteristics (i.e., gender, identity) that shape language use and input available to learners. For each component, we reference empirical research on sociolinguistic and phraseological development in stay-abroad contexts to formulate six testable hypotheses. We show how these hypotheses may fruitfully guide future research, with the goal of refining this model of second-language interaction and informing theory building within the field of second language acquisition more generally.

Abstract This study investigated the experiences of 24 international students from eight countries studying Arabic as a second language at a university in the Occupied Palestinian territories. Five native Arabic instructors who taught the students were also interviewed. The study attempted to answer the following research question: what challenges in communication did Arabic as a foreign language learners report when using Palestinian colloquial Arabic (ammya) with Palestinians (locals) outside of the university classroom? Data was collected using semi-structured interviews and analyzed using qualitative thematic analysis. Findings show that students preferred using ammya to communicate with locals, that locals were willing to speak ammya, and that effective communication requires increased cultural awareness. Implications for Arabic study abroad second language learning programs are provided.

Abstract This article draws on a larger research project investigating Swiss adolescents’ study abroad (SA) experiences and offers a detailed case study centered on the social integration of a 16-year-old student, Lily, during her year in England. A highly sociable individual and a skilled basketball player, Lily’s narrative sheds light on the intricate challenges associated with social integration during a SA program, revealing complex power dynamics among teenage high school students, with bullying emerging as a poignant manifestation. It challenges the prevailing discourse that often idealizes language learning during immersion as a straightforward and enjoyable process within a friendly and supportive host environment. Instead, it delves into the sensitive issue of adolescents abroad facing instances of bullying. Communities of practice and othering provide valuable insights into the unfriendly attitudes exhibited by the hosts and Lily’s defensive response, contributing to a nuanced understanding of the dynamics at play during adolescent SA experiences.