Volume 1, Issue 2 December 2020, pp. 60–73 
Regular Articles
Towards sustainable internationalization
in post-COVID higher education:
Voices from non-native English-speaking international students in Canada
Phoebe Kang 
1
1 University of Toronto, Canada 
DOI: https://doi.org/10.29140/mle.v1n2.383
Abstract
International students have been a dominant topic in Canadian government and institutional strategies in recent years (Tamtik, 2017; Trilokekar & El Masri, 2020). As of 2019, the Canadian Bureau of International Education (CBIE) reports over 600,000 international students in Canada across all levels of study. In the midst of the COVID-19 pandemic, the complexities around student engagement, learning and community building are complicated by remote learning. International students, in particular, face increasing challenges due to isolation from home countries and a reduction of in-person support services. We must now, more than ever, identify and address the lack of supports available to international students. This qualitative study provides voices from non-native English-speaking international students in Ontario universities speaking about the institutional support systems they have experienced in Canada. The findings are reported in a narrative format.
Copyright
© Phoebe Kang
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Kang, P. (2020). Towards sustainable internationalization in post-COVID higher education: Voices from non-native English-speaking international students in Canada . Migration and Language Education, 1(2), 60–73. https://doi.org/10.29140/mle.v1n2.383
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