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Internationalisation is a key issue impacting on higher education today, but what is actually meant by this term and how does it relate to the notion of global citizenship, which also features prominently on the higher education agenda? How does the promotion of foreign language learning and intercultural communication help inform the pursuit of internationalisation? And, as the twenty-first century progresses, how are universities meeting the challenges of developing languages-based curricula that reflect the requirements of an increasingly global marketplace?
This book brings together...

This book comprehensively analyzes the development of interculturally blended third spaces by the second language learner, beginning with the linguistic and sociocultural imprints of the first language and culture on the mind and culminating in a phase-model of the development of intercultural competence. The focus of the book is on the gradual development of interculturally blended third spaces in the mind of the learner as genuinely new bases for construction.

Learning a foreign language in its cultural context has a significant effect on the subjective mind, ranging from the unsettling to the inspirational. The complex interplay between native and foreign languages, their cultural conceptualisations and discourses and the mind and body of the learner results in the subjective construction of individual positionings located -in between- the languages and cultures involved. These processes are not restricted to the cognitive level of learning but also involve deep-seated habits, values and beliefs. These habits, values and beliefs are to a certain...