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World Language Communities of Practice: Bridging Universities with Internationalization at Home

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Title: World Language Communities of Practice: Bridging Universities with Internationalization at Home
Language: English
Authors: Amy Corrinne Roberts (ORCID 0000-0002-6068-6396), Dilnoza Khasilova (ORCID 0000-0001-5548-7977)
Source: Asian Journal of Education and Training. 2025 11(1):13-21.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: International Education, Second Language Instruction, Second Language Learning, Universities, Language Teachers, Communities of Practice, Cultural Awareness, Global Approach, Informal Education, Intercultural Communication, College Second Language Programs, Foreign Students, Teacher Attitudes, Teacher Role, International Educational Exchange
Geographic Terms: Wyoming
ISSN: 2519-5387
Abstract: This article explores how world language communities of practice advance internationalization at home on a university campus through qualitative case study research. These communities exemplify a multidimensional approach to global engagement, blending global perspectives with the local campus through non-formal and cross-cultural language initiatives. One specific program, the World Language and Culture Program (WLCP) served as the focal point of investigation. Participants included 15 WLCP teachers, international students, scholars and community members located on a university campus in the United States Rocky Mountain Region. The community of practice framework was used to examine the program. Data collection included interviews with WLCP teachers, participant observations of classes and analysis of program documents. The analysis employed a case-by-case approach focusing on each WLCP teacher as a distinct case. Findings suggest that WLCP teachers play a critical role in promoting intercultural competence and enhancing the visibility and active involvement of the international campus community. Implications indicate that the WLCP is a bridge between local and international campus communities, creating a space for cultural exchange and learning beyond traditional classroom settings. Non-formal initiatives like the WLCP highlight how leveraging the diverse experiences, languages and cultures of international communities can enhance internationalization at home.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1471233
Database: ERIC
FullText Text:
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  Data: World Language Communities of Practice: Bridging Universities with Internationalization at Home
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  Data: <searchLink fieldCode="AR" term="%22Amy+Corrinne+Roberts%22">Amy Corrinne Roberts</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6068-6396">0000-0002-6068-6396</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dilnoza+Khasilova%22">Dilnoza Khasilova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5548-7977">0000-0001-5548-7977</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asian+Journal+of+Education+and+Training%22"><i>Asian Journal of Education and Training</i></searchLink>. 2025 11(1):13-21.
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: 9
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22College+Second+Language+Programs%22">College Second Language Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Students%22">Foreign Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22International+Educational+Exchange%22">International Educational Exchange</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Wyoming%22">Wyoming</searchLink>
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  Data: 2519-5387
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This article explores how world language communities of practice advance internationalization at home on a university campus through qualitative case study research. These communities exemplify a multidimensional approach to global engagement, blending global perspectives with the local campus through non-formal and cross-cultural language initiatives. One specific program, the World Language and Culture Program (WLCP) served as the focal point of investigation. Participants included 15 WLCP teachers, international students, scholars and community members located on a university campus in the United States Rocky Mountain Region. The community of practice framework was used to examine the program. Data collection included interviews with WLCP teachers, participant observations of classes and analysis of program documents. The analysis employed a case-by-case approach focusing on each WLCP teacher as a distinct case. Findings suggest that WLCP teachers play a critical role in promoting intercultural competence and enhancing the visibility and active involvement of the international campus community. Implications indicate that the WLCP is a bridge between local and international campus communities, creating a space for cultural exchange and learning beyond traditional classroom settings. Non-formal initiatives like the WLCP highlight how leveraging the diverse experiences, languages and cultures of international communities can enhance internationalization at home.
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  Data: EJ1471233
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      – Text: English
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        PageCount: 9
        StartPage: 13
    Subjects:
      – SubjectFull: International Education
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Universities
        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Cultural Awareness
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      – SubjectFull: Global Approach
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      – SubjectFull: Informal Education
        Type: general
      – SubjectFull: Intercultural Communication
        Type: general
      – SubjectFull: College Second Language Programs
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      – SubjectFull: Foreign Students
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      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Teacher Role
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      – SubjectFull: International Educational Exchange
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      – SubjectFull: Wyoming
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      – TitleFull: World Language Communities of Practice: Bridging Universities with Internationalization at Home
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