International mobility can provide students with opportunities for intercultural learning and developing language skills. Language proficiency is also a factor in the choice of a host university and satisfaction with study abroad programmes. The present study examines student reflections on the role language played in their academic, social, and personal experiences during international mobility, drawing on interviews with 21 international students at European universities. The findings underscore the importance of international academic languages, particularly English, but also point to the students’ interest in local languages for social interaction with the community. This interest is often driven by a desire for deeper integration and to counteract national stereotypes. This research highlights the complex relationship between language and mobility, where language constitutes both a tool and a barrier. This dynamic is particularly evident in students’ interactions, where communicating with other international students was often perceived as less stressful than with native speakers. Students’ agency is key in navigating these dynamics, which are mediated by prevailing language ideologies and institutional constraints. Ultimately, language in international mobility settings shapes academic success, social integration, and the negotiation of personal identity.

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International student mobility,Languages,Experience,Language competence,Study abroad

• Educational Sciences - Social Sciences
• Languages and Literature - Humanities

This publication is an output of the following project(s):

• Internationalisation of Higher Education in Portugal: mutual learning and transferability of promising practices