ABSTRACT

The appropriation of the English language has been taking place in ways that have empowered users of English, particularly the ‘Other’ speakers of it (Doiz, Lasagabaster, & Sierra 2013; Park & Wee 2012; Preisler, Klitgard, & Fabricius 2011; Tsui & Toleffson 2007). In this sense, many countries and their institutions in Europe and Asia have been able to take advantage of the international status of English to internationalise and to enhance their higher education competitiveness. The establishment of English-medium programs and of Western universities in many countries all over Europe and Asia is a major strategy. In such a context, several arising questions include (1) what does intercultural interaction mean in English-medium programmes?, (2) whose norms are to be followed?, and (3) what intercultural space is shared and how are they negotiated? While these questions have been studied extensively in the English-speaking West (Campbell 2012; Leask 2010; Marginson & Sawir 2011; Ryan & Viete 2009; Sercombe 2011; Sowden 2005), they remain more or less under-explored outside this boundary.