Languages and the Internationalization of Higher Education in China: A Review from a Sociolinguistic Perspective

Abstract

Language plays a central role in shaping the internationalization of higher education, particularly in non-Anglophone contexts such as China. This systematic review examines how language functions as both a medium and a symbol in China’s evolving internationalization agenda, drawing on literature published between 2014 and 2024 from Scopus, Web of Science, and China National Knowledge Infrastructure. Guided by five thematic research questions, the review explores the role of English, the promotion of Mandarin as a global language, multilingual practices in internationalized universities, the influence of language policy on academic mobility, and the tension between linguistic nationalism and globalization. The findings reveal that while English remains the dominant language for academic communication and policy implementation, its effectiveness is often hindered by gaps between institutional goals and pedagogical realities. At the same time, Mandarin is strategically promoted as a vehicle of cultural diplomacy, contributing to China’s soft power while complicating language planning for international students. Multilingual practices, though under-recognized, are prevalent in classrooms and informal interactions, indicating a need for more inclusive language policies. Language proficiency requirements serve as both enablers and barriers to academic mobility, depending on institutional support and policy alignment. The review concludes that sustainable internationalization in China requires a more balanced and context-sensitive language strategy that embraces linguistic diversity while supporting academic equity. Limitations and future research directions are also discussed.