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Cross cultural teaching and learning for home and international students maps and discusses the increasing internationalisation of teaching and learning at universities around the world. This new phenomenon brings both opportunities and challenges, as it introduces what can be radically different teaching, learning and assessment contexts for both students and staff. This book moves beyond the rhetoric of internationalisation to examine some of the more complex issues for practitioners, researchers, students and those working in transnational or non-Anglophone contexts. It recognises that although universities around the world enthusiastically espouse internationalisation as part of their mission, there is currently little information available about carrying out this vision in terms of pedagogy and curriculum at a practical level. This book fills that gap comprehensively, organising its information around four main themes: New ways of teaching, learning and assessing: Challenges and opportunities for teaching practice, student engagement and participation, assessment and supervision of learning. New ways of designing and delivering curriculum: Internationalising the curriculum for all students within ‘home’ and ‘abroad’ contexts. New ways of thinking and acting: Developing the global citizen, intercultural learning and respectful dialogue, responding to student diversity and equity, enhancing graduate employability and future life trajectories. New ways of listening: Discovering and responding to new or unfamiliar voices among students and staff, embracing ‘other’ academic and intellectual traditions. Illustrated by a wide range of examples from around the world, this book brings together contemporary work and thinking in the areas of cross cultural teaching and internationalisation of the curriculum. Table of Contents Introduction Chapter 1 Capitalising on a multicultural learning environment: Using group work as a mechanism for student integration Chapter 2 Exploring new frontiers in an internationalised classroom: Team-based learning and reflective journals as innovative learning strategies Chapter 3 Developing capability: International students in doctoral writing groups Chapter 4 Feedback or feed forward? Supporting Master’s students through effective assessment to enhance future learning Chapter 5 Internationalisation and quality in higher education: perspectives of English, Australian and Czech senior academics Chapter 6 The challenges of multi-lingualism for international students in Denmark Chapter 7 Engaging students in academic transitions: A case of two projects using student voice and technology to personalise the experience Chapter 8 Business lessons without business: Can Arts-based training enhance cultural competence? Chapter 9 Towards the global citizen: Utilising a competency framework to promote intercultural knowledge and skills in HE students Chapter 10 Exploring stakeholder perspectives regarding a ‘global’ curriculum: A case study Chapter 11 Socrates in the Low Countries: Designing, implementing, and facilitating internationalisation of the curriculum at the Amsterdam University of Applied Sciences (HvA) Chapter 12 Future curriculum for future graduates? Rethinking higher education curriculum for a globalised world Chapter 13 Global citizenship and campus community: Lessons from learning theory and the lived-experience of mobile students Chapter 14 Toward the intercultural self: Mahatma Gandhi’s international education in London Chapter 15 A mismatch of expectations? An exploration of international students’ perceptions of employability skills and work-related learning Chapter 16 Pathologies of silence? Reflecting on international learner identities amidst the classroom chatter Chapter 17 Raising students' awareness of the construction of communicative (in)competence in international classrooms Chapter 18 Internationalising the curriculum for all students: The role of staff dialogue Chapter 19 Developing the multicultural community of practice: Starting at induction Chapter 20 Listening to ‘other’ intellectual traditions: Learning in transcultural spaces