Mediación lingüística y cultural en el contexto de la movilidad académica internacional: una revisión sistemática

Sara Lucía Monroy

doi:10.17533/udea.ikala.356538

Authors

Sara Lucía Monroy Universidad EAN https://orcid.org/0000-0002-1336-5821

DOI:

https://doi.org/10.17533/udea.ikala.356538

Keywords:

international students, internationalization of higher education, linguistic and cultural mediation, academic mobility, translanguaging

Abstract

This article analyzes how functional the “mediation” category is in the context of higher education internationalization, as several research works report that international students must face multiple challenges during their academic stay abroad. To do this, we carry out a systematic review of empirical studies published between 2020 and 2023 that account for linguistic-cultural strains in international academic mobility scenarios. Particularly, we focus on conceptualizing the term “mediation”, what circumstances led to it, and which strategies were implemented to overcome barriers hindering intercomprehension. Drawing on the PRISMA statement guidelines, we designed a methodological path, which involved gathering together a sample of 43 entries for in-depth analysis. Findings reveal that implementing English as a medium of instruction in non-Anglophone countries is a stress factor in classrooms abroad. In response to this situation, translanguaging operates as the mediation strategy with the best potential to overcome communicational gaps in these scenarios as well as promoting multilingualism, inclusion, and educational equity for worldwide higher education. To conclude, we discuss the importance of universities including their research contributions on linguistic and cultural mediation in their language policy-making for local and international students.

|Abstract

= 60 veces | PDF (ESPAÑOL (ESPAÑA))

= 80 veces| | EPUB (ESPAÑOL (ESPAÑA))

= 2 veces|

Downloads

Download data is not yet available.

Author Biography

Sara Lucía Monroy, Universidad EAN

Profesora asociada, Universidad ean, Bogotá, Colombia.

References

Aizawa, I., Rose, H., Thompson, G. y Curle, S. (2023). Beyond the threshold: Exploring English language proficiency, linguistic challenges, and academic language skills of Japanese students in an English medium instruction programme. Language Teaching Research, 27(4), 837-861. https://doi.org/10.1177/1362168820965510

Arasaratnam-Smith, L. A. y Deardorff, D. K. (2022). Developing intercultural competence in higher education. International students’ stories and self-reflection. Routledge. https://doi.org/10.4324/9781003229551

Bauman, Z. (1999). La globalización. Consecuencias humanas. Fondo de Cultura Económica.

Bijsmans, P., Schakel, A., Baykal, A. y Hegewald, S. (2022). Internationalisation and study success: Class attendance and the delicate balance between collaborative learning and being lost in translation. European Journal of Higher Education, 12(3), 314-331. https://doi.org/10.1080/21568235.2021.1971099

Blini, L. (2009). La mediación lingüística en España e Italia: difusión de un concepto problemático. Entreculturas, (1), 45-60. https://doi.org/10.24310/Entreculturasertci.vi1.11817

Chen, R. T. (2023). Sojourning in non-Anglophone Europe: A qualitative study of Taiwanese students’ English language identities. Journal of Multilingual and Multicultural Development, 1-14. https://doi.org/10.1080/01434632.2023.2239788

Chen, S. (2022). Facilitating the development of intercultural competence via virtual internationalization. Frontiers in Communication, 7, 1-5. https://doi.org/10.3389/fcomm.2022.894728

Choi, J. (2021). “No English, Korean only”: local students’ resistance to English as a lingua franca at an ‘English only’ university in Korea. Language and Intercultural Communication, 21(2), 276-288. https://doi.org/10.1080/14708477.2020.1845712

Corbett, J. (2020). Revisiting mediation: Implications for intercultural language education. Language and Intercultural Communication, 21(1), 8-23. https://doi.org/10.1080/14708477.2020.1833897

Council of Europe. (2021). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. https://cvc.cervantes.es/ensenanza/biblioteca_ele/marco_complementario/mcer_volumen-complementario.pdf

Gholami, P., Amerian, M., Dowlatabadi, H. y Mohammad, A. (2021). Developing EFL learners’ intercultural sensitivity through computer-mediated peer interaction. Journal of Intercultural Communication Research, 50(6), 571-587. https://doi.org/10.1080/17475759.2021.1943496

Gong, Y., Gao, X., Li, M. y Lai, C. (2021). Cultural adaptation challenges and strategies during study abroad: New Zealand students in China. Language, Culture and Curriculum, 34(4), 417-437. https://doi.org/10.1080/07908318.2020.1856129

Gyogi, E. (2022). Plurilingual pedagogy in the Japanese language classroom: Benefits and challenges for creating more equitable classroom practices. International Journal of Bilingual Education and Bilingualism, 25(9), 3289-3302. https://doi.org/10.1080/13670050.2022.2049689

Hajar, A. y Mhamed, A. A. S. (2021). Investigating language identities of international postgraduate students in Britain: A qualitative inquiry. Journal of Multilingual and Multicultural Development, 45(4), 1127-1142. https://doi.org/10.1080/01434632.2021.1946549

Hamel, R. E. (2017). La expansión del imperio del inglés: retos para las lenguas súper-centrales. En Bein, R., Bonnin, J. E., di Stefano, M., Lauria, D. y Pereira, M. C. (eds.). Estudios del análisis del discurso, glotopolítica y pedagogía de la lectura y la escritura. Tomo II: Glotopolítica (pp. 41-66). Editorial de la Facultad de Filosofía y Letras, Universidad de Buenos Aires. https://www.researchgate.net/publication/327322337_La_expansion_del_imperio_del_ingles_retos_para_las_lenguas_super-centrales

Itoi, K. y Mizukura, R. (2023). Experience of Japanese exchange students in EMI programmes: Benefits and issues of translanguaging. International Journal of Multilingualism, 21(3), 1434-1453. https://doi.org/10.1080/14790718.2023.2177652

Kim, J. (2020). International students’ intercultural sensitivity in their academic socialisation to a non-English-speaking higher education: A Korean case study. Journal of Further and Higher Education, 44(7), 939-955. https://doi.org/10.1080/0309877X.2019.1627298

Knight, J. y De Wit, H. (2018). Internationalization of higher education: Past and future. International Higher Education, (95), 2-4. https://doi.org/10.6017/IHE.2018.95.10715

Köylü, Z. y Borràs, J. (2023). “I came as a visitor, but I stayed”: An ERASMUS-Sojourn in an EFL country. Language and Intercultural Communication 1-15. https://doi.org/10.1080/14708477.2023.2286471

Kubota, R. (2020). Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 41(5), 712-732. https://doi.org/10.1093/applin/amz033

Ladegaard, H. (2022). To be or not to be internationalised: Students’ experience of intercultural encounters in Hong Kong universities. Language and Intercultural Communication, 22(5), 552-566. https://doi.org/10.1080/14708477.2022.2125002

Le Ha, P., Thi Phuong Anh, D. y Hang T. D., N. (2022). (Accidental) Internationalisation of higher education beyond English, and complementary, intersecting desires: Korean international students pursuing education in Vietnam. Globalisation, Societies and Education, 1-15. https://doi.org/10.1080/14767724.2022.2098697

Li, W. y Gong, Y. (2022). Agency in the nexus of identity and social network: Understanding the second language socialization experiences of international students in China. Journal of Language, Identity y Education, 1-19. https://doi.org/10.1080/15348458.2022.2092484

Liang, M. (2021). Multilingual and multimodal mediation in online intercultural conversations: A translingual perspective. Language Awareness, 30(3), 276-296. https://doi.org/10.1080/09658416.2021.1941069

Liddicoat, A. (2022). Intercultural mediation in language teaching and learning. En T. McConachy, I. Golubeva y M. Wagner (Ed.), Intercultural learning in language education and beyond. Evolving concepts, perspectives and practices (pp. 41-59). Multilingual Matters. https://doi.org/10.21832/9781800412613-010

Lin, S. (2022). Negotiating language choice in multilingual lab meetings: Voices from domestic and international students in Taiwan. International Journal of Bilingual Education and Bilingualism, 25(1), 117-130. https://doi.org/10.1080/13670050.2019.1636762

Lin, S. E., Tan, D. Y. C. y Chang, K. L. (2022). Facework strategies and intercultural conflict management procedures between international undergraduates and Malaysian instructors at a private university. Issues in Language Studies, 11(2), 20-36. https://doi.org/10.33736/ils.4162.2022

Liu, S. (2023). Spatial repertoires and virtual communicative effectiveness: bilingual international students’ use of polysemiotic explicitness strategies to preempt and resolve English as a lingua franca miscommunication. International Journal of Bilingual Education and Bilingualism, 27(4), 501-521. https://doi.org/10.1080/13670050.2023.2213798

MacGregor, A. y Folinazzo. G. (2018). Best Practices in Teaching International Students in Higher Education: Issues and Strategies. TESOL Journal, 9(2), 299-329. https://doi.org/10.1002/tesj.324

Mack, L. (2023). From proofreader to mediator: The roles negotiated by NNES tutors in EFL writing tutorials. Mentoring y Tutoring: Partnership in Learning, 31(1), 122-142. https://doi.org/10.1080/13611267.2023.2164980

Maringe, F., Foskett, N. y Woodfield, S. (2013). Emerging internationalisation models in an uneven global terrain: Findings from a global survey. Compare, 43(1), 9-36. https://doi.org/10.1080/03057925.2013.746548

Mitchell, R. y Güvendir, M. (2023). The language affiliations of mobile students in the international university. International Journal of Multilingualism, 20(3), 966-983. https://doi.org/10.1080/14790718.2021.1975719

Muthuswamy, V. V. y Varshika, G. (2023). Analysing the influence of cultural distance and language barriers on academic performance among international students in higher education institutions. Journal of International Students, 13(3), 415-440. https://ojed.org/index.php/jis/article/view/6370

Ndlangamandla, S. (2024). The coloniality of English proficiency and EMI: Decolonization, language equity, and epistemic (in)justice. International Journal of Language Studies, 18(1), 105-130. https://doi.org/10.5281/zenodo.10468271

Ou, A. W., Gu, M. M. y Hult, F. M. (2023). Translanguaging for intercultural communication in international higher education: Transcending English as a lingua franca. International Journal of Multilingualism, 20(2), 576-594. https://doi.org/10.1080/14790718.2020.1856113

Ou, A. W., Gu, M. M. y Lee, J. C. (2022). Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity. Journal of Multilingual and Multicultural Development, 45(5), 1732-1745. https://doi.org/10.1080/01434632.2021.2021210

Ou, A. W. y Gu, M. M. (2022). Competence beyond language: translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese university. International Journal of Bilingual Education and Bilingualism, 25(8), 2741-2758. https://doi.org/10.1080/13670050.2021.1949261

Peng, A. y Patterson, M. (2022). Relations among cultural identity, motivation for language learning, and perceived English language proficiency for international students in the United States. Language, Culture and Curriculum, 35(1), 67-82. https://doi.org/10.1080/07908318.2021.1938106

Pinto, S. y Araújo e Sá, M. H. (2020). Researching across languages and cultures: a study with doctoral students and supervisors at a Portuguese university. European Journal of Higher Education, 10(3), 276-293. https://doi.org/10.1080/21568235.2020.1777449

Pundziuvienė, D., Meškauskienė, A., Ringailienė, T. y Matulionienė, J. (2023). The role of linguistic and cultural mediation in learning the host country’s language. Sustainable Multilingualism, 23(1), 121-142. https://doi.org/10.2478/sm-2023-0015

Rajendram, S., Shi, W. y Jun, J. (2023). Translanguaging in higher education: Experiences and recommendations of international graduate students from the Global South. Critical Inquiry in Language Studies, 20(3), 258-278. https://doi.org/10.1080/15427587.2023.2242991

Ramírez, A. A. (2011). Condiciones para la internacionalización de la educación superior: entre la inclusión y la exclusión en un mundo globalizado. RUSC. Universities and Knowledge Society Journal, 8(2), 152-164. https://dialnet.unirioja.es/servlet/articulo?codigo=4581854

Rienties, B., Beausaert, S., Grohnert, T., Niemantsverdriet, S. y Kommers, P. (2012). Understanding academic performance of international students: The role of ethnicity, academic and social integration. Higher Education, 63(6), 685-700. https://doi.org/10.1007/s10734-011-9468-1

Santos, B. D. (2020). Toward an aesthetics of the epistemologies of the South: Manifesto in twenty-two theses. En B. D. Santos y M. P. Meneses (Eds.), Knowledges born in the struggle (pp. 117-126). https://doi.org/10.4324/9780429344596-7

Shi, W. (2023). A positioning analysis of international graduate students’ perspectives and practices of translanguaging at a Canadian higher education institution. International Journal of Multilingualism, 21(3), 1517-1531. https://doi.org/10.1080/14790718.2023.2189725

Shirahata, M. (2023). English is “the language everybody shares” but it is “my native language”: language ideologies and interpersonal relationships among students in internationalizing higher education. Language and Intercultural Communication, 23(5), 453-469. https://doi.org/10.1080/14708477.2023.2217793

Song, Y. (2021). “Uneven consequences” of international English-medium-instruction programmes in China: A critical epistemological perspective. Journal of Multilingual and Multicultural Development, 42(4), 342-356. https://doi.org/10.1080/01434632.2019.1694525

Song, Y. y Xia, J. (2021). Scale making in intercultural communication: Experiences of international students in Chinese universities. Language, Culture and Curriculum, 34(4), 379-397. https://doi.org/10.1080/07908318.2020.1857392

Spero, T. (2022). Global citizenship education as bounded self-formation in contemporary higher education internationalisation projects. Globalisation, Societies and Education, 20(3), 349-364. https://doi.org/10.1080/14767724.2021.1896999

Sung, C. C. M. (2021). International students’ negotiation of identities during transnational studies in Hong Kong: The role of language. Compare: A Journal of Comparative and International Education, 51(5), 764-781. https://doi.org/10.1080/03057925.2019.1674635

Sung, C. C. M. (2022a). English only or more?: Language ideologies of international students in an EMI university in multilingual Hong Kong. Current Issues in Language Planning, 23(3), 275-295. https://doi.org/10.1080/14664208.2021.1986299

Sung, C. C. M. (2022b). Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective. Research in Comparative and International Education, 17(4), 602-619. https://doi.org/10.1177/17454999221111630

Tejada-Sánchez, I. y Molina-Naar, M. (2020). English medium instruction and the internationalization of higher education in Latin America: A case study from a Colombian university. Latin American Journal of Content y Language Integrated Learning, 13(2), 339-367. https://doi.org/10.5294/laclil.2020.13.2.8

Tharapos, M. y O’Connell, B. (2022). (Re)constructing identity in the transnational classroom: The student perspective. Accounting Education, 31(5), 502-535. https://doi.org/10.1080/09639284.2021.2017305

Tsang, A., Aubrey, S. y Yuan, R. (2023). Multiculturalism and multilingualism in higher education: Intercultural activity participation and opportunities for language learning. International Journal of Multilingualism, 21(3), 1332-1348. https://doi.org/10.1080/14790718.2022.2164769

Urrútia, G. y Bonfill, X. (2010). Declaración PRISMA: una propuesta para mejorar la publicación de revisiones sistemáticas y metaanálisis. Medicina Clínica, 135(11), 507-511. https://doi.org/10.1016/j.medcli.2010.01.015

Volet, S. E. y Ang, G. (2012). Culturally mixed groups on international campuses: An opportunity for inter-cultural learning. Higher Education Research & Development, 31(1), 21-37. https://doi.org/10.1080/07294360.2012.642838

Xu, J., Peeters, A. y Gernay, M. (2022). Constructing interculturality through intercultural dialogues and autoethnography: Building relations, nurturing preparedness and rejecting boundaries. Language and Intercultural Communication, 22(5), 567-582. https://doi.org/10.1080/14708477.2022.2104863

Xu, W., Stahl, G. y Cheng, H. (2023). The promise of Chinese: African international students and linguistic capital in Chinese higher education. Language and Education, 37(4), 516-528. https://doi.org/10.1080/09500782.2022.2074797

Yilmaz, T., Li, S. y Lee, Y. J. (2024). A multilingualism-as-resource approach in a graduate-level English-medium instruction (EMI) program at a Korean university. Journal of Multilingual and Multicultural Development, 1-14. https://doi.org/10.1080/01434632.2024.2314659

Zhang, X., Lütge, C. y Zou, L. (2021). Investigating international students’ attitudes toward local teachers’ L1 use and learning practices in English-medium instruction in Germany: A Chinese case study. Journal of Multilingual and Multicultural Development, 45(5), 1509-1523. https://doi.org/10.1080/01434632.2021.1986053

Zhao, K., Du, X. y Tan, H. (2021). Student engagement for intercultural learning in multicultural project groups via the use of English as a lingua franca. Language, Culture and Curriculum, 34(4), 438-457. https://doi.org/10.1080/07908318.2020.1858094

Zheng, Y. y Qiu, Y. (2023). Epistemic (in)justice in English medium instruction: Transnational teachers’ and students’ negotiation of knowledge participation through translanguaging. Language and Education, 38(1), 97-117. https://doi.org/10.1080/09500782.2023.2248968