ABSTRACT
Most higher education institutions (HEIs) today present themselves as internationally or globally oriented. Recent surveys have shown that, for many educators, internationalisation is still primarily about research and, within education, about mobility and switching the language of instruction to English in non-Anglophone countries. Language choice is a key component in the curriculum that is often not overtly explained or consciously utilised. Leveraging a wide language repertoire in the classroom as in the above example contributes to an inclusive learning environment where students whose first language is not the language of instruction, do not feel excluded because of the language(s) employed in classroom interaction. The language of instruction in a given programme may be the local language of a given HEI, or it may be English or another major language functioning as the academic lingua franca.
