This book touched upon a key issue on language policy of higher education in the context of glocalization—a tension between globalization and nationalization that affects the language use of teaching and learning. The authors used Catalan universities as a special case to examine how different key stakeholders, such as administrative staff, teachers, and international students, navigate and respond to the challenges associated with the introduction of English as the lingua franca to the bilingual setting with both Catalan and Spanish as prominent working languages.

After a systematic review of internalization and language use, the authors first provided a macro view of language policy regulations at Catalan universities by conducting a document analysis of university language policies. This top-down approach emphasized the idea that Catalan universities should not only protect and promote the national Catalan language but also foster students’ linguistic competence (i.e. English and Spanish). The authors then took a situated, qualitative, and ethnographic approach to identify three different conflicting stances that key stakeholders struggle with and navigate. This approach afforded a micro view of how language policy penetrated into decision-making processes in classrooms and daily life and how different stakeholders were involved in the stance-taking processes. Universities were promoting and protecting Catalan as the main language, while this stance was challenged by international students who held a stance of resistance towards a monolingual studying environment. The content lecturers took an intermediate stance, dancing between the agendas of the university and international students.

Using mixed methods with multiple data sources such as policy documents, participant observation, interviews, and focus-groups, this book offers an excellent example of how to connect both macro and micro views of language use when higher education becomes more internationalized while remaining locally and nationally relevant. This book will not only benefit scholars who are specialists in the field of language policy and planning and multilingualism but will also offer some policy insights for university administrative staff and language policy makers. The authors provide a solution—translanguaging pedagogy—that helps universities and language policymakers balance the tensions between global and local agendas. One of the fundamental principles in this pedagogy highlights that the minority language should be used freely in a space without any threat posed by the dominant language. At the same time, the majority language should coexist with the minority language in some space that allows individuals to be linguistically competent. This pedagogy further emphasizes that other languages should be activated as a resource and used to enhance students’ language awareness. Overall, this book links macro and micro perspectives on language policy and internationalization in higher education and offers some important insights on how different stakeholders may respond to the challenges associated with glocalization.