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the current policies and practices of Chinese universities regarding internationalization and international students. It also
counters earlier studies that show how deeply rooted the discourses of native speaker and native-speaking varieties of English are
in English-medium-instruction programs around the world. All in all, the paper makes theoretical and empirical contributions to
the emerging literature on international students’ education and academic experiences in China. Through accounts obtained from
international students of varied backgrounds, the paper also sheds light on nuances of internationalization, medium of
instruction, and academic mobilities.
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