M. Guzikova, O. Kocheva, T. Vershinina

Ural Federal University (RUSSIAN FEDERATION)
With globalization, the universities landscapes are rapidly developing from monocultural and monolingual space to an increasingly diverse one. International classroom is a challenge for students and lecturers alike. Using thematic and interpretative analysis of the written narratives and interview transcripts of the academics and students from the three universities in the three countries (Russia, China and Denmark) this research shows what the distinctive features of such an experience are as compared to the «mono»-learning and teaching situation. Specifically, we look at the multilingual practices in the classroom communication and at the factors that disturb and facilitate communication. We have summarized the responses from these diverse cultural and linguistic backgrounds and compiled the strategies and tactics that characterize an international classroom.

The article discusses the reliability and limitations of the collected data. Synthesis from correlating teachers and learners impressions and perceptions and comparing them across several locations will inform strategies of curriculum internationalization and creation of a multilingual and multicultural environment at educational institutions.