In this critical essay, Yumi Matsumoto uses the concept of English as a lingua franca to understand multilinguals’ communicative practices and to support an alternative understanding of English language use among international students in US university classrooms. The essay draws on two examples of university classroom interactions involving non-native international students’ English use and considers them through both more traditional perspectives on second language acquisition and an English as lingua franca approach, which analyzes communicative practices without making assumptions about students’ status as either native or non-native English speakers. These cases suggest that multilingual international student English use is transforming the notion of “Englishes,” specifically multiple English language norms and communicative practices in US university classrooms. By understanding international students’ communicative practices and valuing how they communicate and achieve understanding through different Englishes, Matsumoto asserts, we can provide better educational support for multilingual international students and empower them.
Skip Nav Destination
Article navigation
Winter 2022
Research Article|
December 08 2022
Multilingual International Students’ Communicative Practices in US University Classrooms: Rethinking Appropriate Englishes Through English as a Lingua Franca Perspectives
YUMI MATSUMOTO
YUMI MATSUMOTO
University of Pennsylvania
Search for other works by this author on:
Harvard Educational Review (2022) 92 (4): 486–507.
Citation
YUMI MATSUMOTO; Multilingual International Students’ Communicative Practices in US University Classrooms: Rethinking Appropriate Englishes Through English as a Lingua Franca Perspectives. Harvard Educational Review 1 December 2022; 92 (4): 486–507. doi: https://doi.org/10.17763/1943-5045-92.4.486
Download citation file:
Sign in
Don't already have an account? Register
Client Account
You could not be signed in. Please check your email address / username and password and try again.
Could not validate captcha. Please try again.
Sign in via your Institution
Sign in via your InstitutionCiting articles via
Distracting, Erasing, and Othering: A Critical Analysis of the Teachers Pay Teachers’ Teach for Justice Collection
KATY SWALWELL<span class='al-author-delim'>, </span>NOREEN NASEEM RODRÍGUEZ<span class='al-author-delim'>, </span>AMY UPDEGRAFF<span class='al-author-delim'>, </span>LESLIE ANN WINTERS
Public Goods, Private Goods, and School Preferences
LESLIE K. FINGER<span class='al-author-delim'>, </span>DAVID M. HOUSTON
Norms of Convivencia as Practices of Abjection: Saving the Nation by Saving the Muslim Girl
BELÉN HERNANDO-LLORÉNS
Global Flows and Critical Cosmopolitanism: A Longitudinal Case Study
CATHERINE COMPTON-LILLY<span class='al-author-delim'>, </span>MARGARET R. HAWKINS
Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy, by Sigal R. Ben-Porath, Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy, by Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb, Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education, by Sarah Dryden-Peterson
Megan L. Bogia<span class='al-author-delim'>, </span>Abhinav Ghosh<span class='al-author-delim'>, </span>Santiago Pulido-Gómez