ABSTRACT
English has played an instrumental role in the materialization of efforts to internationalize higher education. However, ideologies of language and race, such as native-speakerism, raciolinguistics, and monolingual norms have not only remained rigidly embedded in English language education and use in academic contexts, but have also been reproduced and complexified through neoliberalism. This chapter contextualizes and problematizes the impact of English language use informed by neoliberal and language ideologies in English-medium higher education in the Global North by exploring the experiences of multilingual international students, especially those from the Global South. Neoliberalism is employed as a framework to help understand key changes in higher education, but also as an object of critique, especially by focusing on its impact on the individual student, teaching, learning, and assessment as it enables the proliferation of race and language ideologies. This chapter offers recommendations for English-medium institutions of higher education from a decolonial perspective.
