Journal of International and Comparative Education (JICE)

Overcoming Linguistic and Cultural Barriers to Student/Staff Communication in International Higher Education: Chinese Students’ Experience and Preferences

2025-10-17T03:21:49+08:00

This study examines the communication preferences of Chinese undergraduates in an international university program in China, focusing on the role of language, culture, and communication tools in interactions with foreign staff. Based on semi-structured interviews with 14 students, the research investigates three main questions: how students prefer to communicate with foreign staff (either face-to-face or digitally), perceived differences between the communication style of local and foreign staff, and strategies students use to overcome linguistic barriers. Findings indicate a clear preference for face-to-face communication, valued for its potential to enhance language skills, build rapport, and make use of non-verbal cues. Despite this preference, digital communication is still widely used due to its convenience and embedded translation features, which help bridge language gaps. Students reported differences in communication style between foreign and local staff, with foreign teachers generally perceived as more informal and approachable. The study underscores the importance of culturally sensitive communication and offers recommendations for enhancing studentstaff interactions, such as encouraging foreign staff to familiarize themselves with Chinese educational norms and using digital tools to support communication. This research provides valuable insights for improving communication strategies in international educational settings.

Reconceptualizing The IBDP and IAL as English-Medium Instruction: A Critical Review of Policy and Pedagogical Implications for International Schools

2025-10-21T03:04:19+08:00

This paper offers a critical reconceptualisation of the International Baccalaureate Diploma Programme (IBDP) and International A-Levels (IAL) as forms of English-medium instruction (EMI). Despite their global implementation in international schools, these curricula are rarely analysed through an EMI lens, even though they serve increasingly linguistically diverse student populations for whom English is an additional language (LX). Drawing on a critical review of policy documents and literature, the paper examines how English is positioned, how language support is managed, and how assessment and pedagogy are framed. Informed by principles of Critical Discourse Analysis (CDA), the paper critiques the limited and inconsistent guidance regarding support for LX learners. It argues that failing to conceptualise these curricula as EMI has led to gaps in teacher preparation, curriculum equity, and access. The paper concludes with recommendations for curriculum providers, policymakers, and international schools to better align educational practice with the multilingual realities of their student populations.

Nepali Students In Japanese Language Schools: Investigating Motivations And Experiences Of Educational Mobility

2025-10-21T03:29:46+08:00

The rapidly growing number of Nepali students in Japan represents a significant yet under-researched student population in international education research. This paper investigates Nepali students` motivations for educational mobility and experiences in Japanese language schools (nihongo gakkō), key institutions for hosting international students. Drawing on semi-structured interview narratives with eight Nepali students, this study argues that their mobility signifies a new trend and greater accessibility in educational mobility, primarily driven by non-academic aspirations. The findings suggest that the motivations behind Nepali students` mobility essentially lie in the inherent dream of upward social mobility and are strongly influenced by emerging mobility infrastructures. This study aims to enrich the current scholarship on marginal student mobility by shedding light on the mobility motivation of Japan’s rapidly growing Nepali student population.

Emergent Conceptual Definition and Development of a Confucian Heritage Culture Scale for Malaysian Chinese Pre-University Students

2025-10-21T03:41:03+08:00

This article describes the development of a Confucian heritage culture (CHC) scale, where a conceptual definition of CHC emerged from interdisciplinary perspectives. The scale dimensions adopted interdisciplinary perspectives from history, psychology, political science, and science education. The validity and reliability of the scale were determined. Statistical analysis, conducted through Exploratory Factor Analysis (EFA), suggested a four-factor CHC dimension in a sample of 430 Chinese pre-university chemistry students. The four-factor dimensions were (1) being principled, (2) dependence on the teacher, (3) harmony, and (4) education. The proposed dimensions were then confirmed using Partial Least Squares Structural Equation Modelling (PLS-SEM) with an additional sample of 441 students. the findings were also supported by prior qualitative research, which showed that CHC was associated with being principled, dependence on the teacher, harmony, and education. Based upon confirmed dimensions, the emergent CHC was conceptually defined. the implications for educational policy and practice are discussed.

Reclaiming the Teaching Discourse in Higher Education: Curating a Diversity of Theory and Practice

2025-10-21T04:05:55+08:00

Reclaiming the Teaching Discourse in Higher Education: Curating a Diversity of Theory and Practice. By Ian M. Kinchin (Ed) (2025). 234 pages. ISBN: 9781350411470 (print), London: Bloomsbury Academic. £ 63 (GBP) (hardcover)