Frontmatter -- Contents -- Acknowledgements -- Preface -- Part 1 -- 1 Who, Why and What about Chinese International Students -- 2 Languaging across Borders: Linguistic Demands, Challenges and an Integrated Framework -- 3 A Four-Month In-Depth Investigation: An Overview of Study Design -- Part 2 -- 4 Chinese International Students are Not Chinese International Students -- 5 First Semester Languaging Journeys of Three Regular High Students -- 6 First-Semester Languaging Journeys of Two American High Students -- 7 Revisiting Within-Group Variabilities among Chinese International Students -- Part 3 -- 8 An Overview of Myths and Realities -- 9 Myth 1: TOEFL Results Accurately Predict International Students' Ability to Function Linguistically on College Entry -- 10 Myth 2: An English-Only Policy is Necessary in College Classrooms to Help International Students Improve Their Linguistic Functioning in English -- 11 Myth 3: First Year Writing Guarantees International Students' Successful Writing Performances in Content-Area Courses -- 12 Myth 4: English is Responsible for All the Challenges Facing Chinese International Students -- 13 Myth 5: Chinese International Students are Well Supported in American Higher Education Linguistically and Academically -- 14 Revisiting Myths and Realities -- Appendix A -- Appendix B -- References -- Index