| dc.description.abstract | This thesis concentrates on the mechanisms connecting language use to the integration and inclusion of international students in non-anglophone settings. As student populations are increasingly diversifying through processes of internationalization in higher education, research into their integration and inclusion is crucial to ensure successful study outcomes. Conceptualizing integration and inclusion as based on participation and personal relationships, this thesis engaged in a study of the role of language as a facilitator or barrier to participation and personal relationships of international students in a non-anglophone study environment. To that end, this project focused on international Master students at a Norwegian university. It made use of interviews with both international and local students to investigate students’ experiences with the effect of language use on interaction and participation in academic and extracurricular activities. In addition, a quantitative analysis of the linguistic context of student life at the university under research was conducted to contextualize the identified processes linking language to inclusion and integration of students. The results show that where language use is combined with a low proficiency, individuals are prevented from participating in extracurricular activities and experience exclusion. While English functions as a common language facilitating cross-cultural contact and common participation in activities, a dominant monolingual use of Norwegian in the local environment leaves international students often excluded, and segregates local and international students into separate activity spaces. A wide use of English in academic contexts ensures successful integration and inclusion of international students, in contrast. Before the backdrop of these findings, it is suggested that higher education institutions engaging in internationalization processes need to carefully examine their language policies and practices in order to ensure a successful study experience of their international students. Extending the provision of language courses or institutionalizing bilingualism are two possible options weakening the segregation processes at play. | |