ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book aims to help novice and experienced international education scholars become more aware of limitations and gaps in the field. It also aims to contribute to the literature on interculturality, international education, language/intercultural development, the adjustment/learning of study abroad students, second language identities, internationalisation, intercultural education, and global citizenship. The book deals with different topics related to interculturality, language and international education, compose the book. It examines the major research paradigms that underpin current investigations of interculturality in study abroad contexts, namely: (post-)positivism, interpretativism, constructivism, critical theory, and pragmatism. The chapter focuses on adjustment, second language socialisation, and contemporary notions of translanguaging in relation to study abroad. It identifies and discusses external or environmental factors and individual differences that can lead to profound differences in sojourn learning and engagement.
