Language policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’

Abstract In order to better compete in an increasing neoliberalised education system, many Higher Education Institutions (HEIs) have developed internationalisation strategy that aims at incorporating intercultural and global dimension into curricula learning environments for all. This agenda raises important language policy issues are often side-lined the UK other Anglophone countries where English monolingual ethos prevails. Centrally, question arises indeed as whether processes impact on HEIs’ policies countries. paper takes case of a Russell Group University focuses two masters programmes attract annually ‘multilingual elite’ (Barakos Selleck 2019). It examines institution’s adopted levels ‘texts’, ‘discourses’ ‘practices’ (Bonacina-Pugh 2012), using critical discourse analysis documents conversation classroom interactions. We argue is core even that, methodologically, articulation findings from conversational analyses represents step forward field policy.