Frontmatter -- Contents -- Contributors -- Preface -- Introduction -- Part 1: English as a Lingua Franca for Higher Education Teaching and Learning -- Chapter 1. The Relationship between Teaching Language and Student Learning in Swedish University Physics -- Chapter 2. Students' and Teachers' Self- Assessment of English Language Proficiency in English-Medium Higher Education in Denmark: A Questionnaire Study -- Part 2: When the Offi cial Lingua Franca Happens to be the First Language of the Majority: The Case of the United Kingdom -- Chapter 3. Perceptions of Identity and Issues of Concern among International Students in the United Kingdom -- Chapter 4. Developing Perceptions of Interculturality: A Troublesome Space? -- Chapter 5. Internationalising the University: Enabling Selves-in-the-World -- Part 3: The Construction of International Perspectives in 'International' Student Group Work -- Chapter 6. Educational Practices in the International University: Language as a Resource for Intercultural Distinction in a Project Group Meeting -- Chapter 7. International Basic Studies in the Humanities: Internationalization and Localization in Four Dimensions -- Part 4: Academic Writing and Literacy in a Transnational Perspective -- Chapter 8. Crossing Borders: The Feasibility of Harmonising Academic Literacy Standards across Europe -- Chapter 9. Plagiarism in the International University: From Kidnapping and Theft to Translation and Hybridity -- Part 5: East and West at the International University -- Chapter 10. International Students at China Three Gorges University: A Survey -- Chapter 11. How Far Can Face and Hierarchy Affect Developing Interaction between Korean University Students and their Supervisors in the United Kingdom? -- Chapter 12. Intercultural Interaction: Teacher and Student Roles in the Classroom of Portuguese as a Foreign Language in Macau, China