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This paper reports on the findings of a qualitative study which investigated a group of English as a second language (ESL) university students' perceptions of their global identities in intercultural English as a lingua franca (ELF) communication at an international university in Hong Kong. Drawing on data collected via in-depth interviews and elicited journals, the paper found that these students shared a number of similarities in how they perceived and characterized their global identities in ELF contexts on campus. The analysis revealed that the expression of their global identities involved not only identification with the wider global community, but also acceptance of linguistic variation in the global use of English, display of communicative competence to ensure mutual understanding in lingua franca communication, and positive orientations toward hybrid linguistic practices in ELF settings. The findings reported in this paper will contribute to our understanding of the linguistic and cultural dimensions in the expression of global identities among ESL university students in ELF communication. [ABSTRACT FROM AUTHOR]

This article focuses on a comparative study of how diverse subject disciplines in different higher education institutions in Australia and Hong Kong approached the challenge of internationalising the curriculum (IoC). Case study analysis identifies five conditions conducive to improving intercultural student interaction, engagement and adaptation through an internationalised higher education curriculum. The findings suggest that opportunities for IoC, such as those outlined, afford multiple benefits for both domestic and international students in higher education. These include, better cross-cultural mixing, intercultural competency development and adaptation to different higher education contexts. Implications for higher education institutions interested in creating conditions that facilitate an internationalised curriculum are discussed. [ABSTRACT FROM AUTHOR]