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Article published In: Study Abroad Research in Second Language Acquisition and International Education
Vol. 11:1 (2026) ► pp.40–67

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Voices from the periphery

A qualitative study of international students’ experiences in multicultural classrooms in higher education in the United Kingdom

ORCiD logo with link | Gulf University for Science and Technology
ORCiD logo with link | University of Ha’il
 | Soran University
 | University of Constantine 1 – Frères Mentouri
Published online: 20 November 2025
DOI logo with link
https://doi.org/10.1075/sar.24019.lou
Abstract
Despite the growing body of literature on international student experiences, little attention has been paid to Kurdish students, a group whose study abroad experience is relatively new and largely driven by scholarship programs funded by the Kurdistan Regional Government. Through semi-structured interviews, this qualitative case study explores the intercultural experiences of Kurdish international students in multicultural classrooms in the United Kingdom, using Communities of Practice theory as a framework. The findings show that language proficiency considerably affected their intercultural experiences. The study also highlights the complex role of cultural differences and the limited interaction between Kurdish and native English-speaking students, reinforcing their sense of peripheral participation in the classroom. This study, therefore, contributes to the growing discourse on international student mobility and offers recommendations for enhancing international students’ integration into higher education.
Article outline
  • 1.Introduction
  • 2.Intercultural communication, internationalization, and student participation in communities of practice
  • 3.Theoretical framework: communities of practice
  • 4.Methodology
    • 4.1Ethical considerations
    • 4.2Participants
    • 4.3Data collection and analysis
    • 4.4Researchers’ positionality
    • 4.5Trustworthiness
  • 5.Findings
    • 5.1Navigating language barriers
    • 5.2Cultural adaptation and awareness
    • 5.3Power dynamics and L1 English speakers’ dominance
    • 5.4Challenges and opportunities in classroom interactions
  • 6.Discussion
  • 7.Conclusion
  • References
References (84)
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