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Plurilingual and Intercultural Pedagogy for All in Higher Education provides a compelling rationale and practical approach for the integration of diverse voices and languages within the educational offering on postgraduate Englishmedium instruction programmes in higher education. In making its case for plurilingual and intercultural approaches to English-medium education, the book critically engages with themes such as English-medium instruction pedagogies, interculturality, internationalisation at home, language commodification, language ideologies and student mobility. It catalogues and draws upon existing bi/plurilingual approaches to teaching and learning on English-medium instruction academic modules to propose a pedagogy tailored to such modules in global higher education. Designed to appeal to lecturers responsible for constructing syllabi and teaching and learning activities for English-medium instruction modules, the book presents a constructively aligned pedagogic approach and a sound rationale for integrating multiple student languages into academic modules. This enables educators from all disciplines to incorporate diverse perspectives into their syllabi and teaching. This book is essential reading for educators across disciplines who wish to embrace linguistic and cultural diversity in their teaching. The internationally adaptable pedagogy presented will also be of interest to researchers, students and policymakers working in higher education.
Deborah C. Darling is a senior lecturer in Applied Linguistics at Queen Mary, University of London. She is also an Honorary Research Associate at the Institute of Cornish Studies. Her research mainly centres around discourse analysis, interculturality, language ideologies and language use in institutional settings. Her work has appeared in The Routledge Handbook of Critical Interculturality in Communication and Education (2024) and The Concise Routledge Encyclopaedia of New Concepts for Interculturality (2025).
1. Introducing student mobility in higher education 2. EMI Pedagogies in Higher Education 3. Tensions arising from English Medium Instruction 4. Valuing the linguistic diversity in higher education 5. Connections between language policy, internationalisation and interculturality 6. Plurilingual pedagogic approaches 7. 8. Conclusion: the value of a plurilingual approach
