{'fraction_non_alphanumeric': 0.017838405036726127, 'fraction_numerical': 0.0, 'mean_word_length': 5.863309352517986, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Intercultural Language Teaching in an Era of Internationalization

Internationalization is on the lips of educationists, especially those in higher education. It is a phenomenon throughout the world, and though there are variations in the practice, there is much similarity in the rhetoric. In practice, internationalization has largely, until recently, been a matter of structural changes rather than having an effect on curriculum. One structural feature often presented as part of internationalization is to impose or strongly recommend language learning for all. In this chapter, the author's intention is to examine more carefully what internationalization might mean when educational values are taken into consideration—the values of internationalism rather than internationalization—and then to discuss and illustrate the kind of language teaching which addresses not just “communication” but a values education that is based on internationalism.