Aristovnik, A., Keržič, D., Ravšelj, D., Tomaževič, N., & Umek, L. (2020). Impacts of the COVID-19 pandemic on life of higher education students: A global perspective. Sustainability, 12(20), 8438. https://doi.org/10.3390/su12208438
Arkoudis, S., Yu, X., Baik, C., Borland, H., Chang, S., Lang, I., … Watty, K. (2010). Finding common ground: enhancing interaction between domestic and international students. Australian Teaching and Learning Council. Retrieved from http://www.cshe.unimelb.edu.au/research/projectsites/enhancing_interact.html
Arkoudis, S., Watty, K., Baik, C., Yu, X., Borland, H., Chang, S., Lang, I., Lang, J., & Pearce, A. (2013). Finding common ground: enhancing interaction between domestic and international students in higher education. Teaching in Higher Education, 18(3), 222–235. https://doi.org/10.1080/13562517.2012.719156
Benzie, H. J., Pryce, A., & Smith, K. (2017). The wicked problem of embedding academic literacies: Exploring rhizomatic ways of working through an adaptive leadership approach. Higher Education Research & Development, 36(2), 227–240. https://doi.org/10.1080/07294360.2016.1199539
Blasco, M. (2015). Making the tacit explicit: rethinking culturally inclusive pedagogy in international student academic adaptation. Pedagogy, Culture & Society, 23(1), 85–106. https://doi.org/10.1080/14681366.2014.922120
Carroll, J. (2005). Lightening the load: teaching in English, learning in English. In J. Carroll & J. Ryan (Eds.), Teaching international students: improving learning for all. London; New York: Routledge.
CAST. (2021). About Universal Design for Learning. CAST | Until Learning Has No Limits. https://www.cast.org/impact/universal-design-for-learning-udl
Clarence, S., & McKenna, S. (2017). Developing academic literacies through understanding the nature of disciplinary knowledge. London Review of Education, 15(1), 38–49.
Channon, S. B., Davis, R. C., Goode, N. T., & May, S. A. (2017). What makes a ‘good group’? Exploring the characteristics and performance of undergraduate student groups. Advances in Health Sciences Education, 22(1), 17–41. https://doi.org/10.1007/s10459-016-9680-y
Chardin, M. & Novak, K. (2021). Equity by Design. Thousand Oaks: Corwin.
Cogie, J., Lorinskas, S., & Strain, K. (1999). Avoiding the proofreading trap: The value of the error correction process. The Writing Center Journal, 19(2), 7.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Davis, L. P., & Museus, S. D. (2019). What Is deficit thinking? An analysis of conceptualizations of deficit thinking and implications for scholarly research. NCID Currents, 1(1). https://doi.org/10.3998/currents.17387731.0001.110
Day, T., Chang, I.-C. C., Chung, C. K. L., Doolittle, W. E., Housel, J., & McDaniel, P. N. (2021). The immediate impact of COVID-19 on postsecondary teaching and learning. The Professional Geographer, 73(1), 1–13. https://doi.org/10.1080/00330124.2020.1823864
De Costa, P. I. (2020). Linguistic racism: its negative effects and why we need to contest it. International Journal of Bilingual Education and Bilingualism, 23(7), 833–837. https://doi.org/10.1080/13670050.2020.1783638
Dervin, F. (2016). Interculturality in education: A theoretical and methodological toolbox. Palgrave Macmillan.
Dimitrov, N. (2009). Western guide to mentoring graduate students across cultures. University of Western Ontario Teaching Support Centre.
Dimitrov, N., & Haque, A. (2016). Intercultural teaching competence: a multi-disciplinary model for instructor reflection. Intercultural Education, 27(5), 437–456. https://doi.org/10.1080/14675986.2016.1240502
Dovchin, S. (2019). The politics of injustice in translingualism: Linguistic discrimination. In T. A. Barrett & S. Dovchin (Eds.), Critical inquiries in the sociolinguistics of globalization (pp. 84–101). Multilingual Matters.
Evans, N. J., Forney, D. S., & Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice (1st ed). Jossey-Bass Publishers.
Ferris, D. (2008). Response to student writing: Implications for second language students. Lawrence Erlbaum Associates. doi:10.4324/9781410607201
Fischer, L., Meyers, C., & Dobelbower, S. (2017). Exploring how pedagogical strategies change student perceptions of writing apprehension. Journal of Agricultural Education, 58(4), 254–268. https://doi.org/10.5032/jae.2017.04254
Gunawardena, C. N., Frechette, C., & Layne, L. (2018). Culturally inclusive instructional design: A framework and guide. Routledge
Hannon, J., & D’Netto, B. (2007). Cultural diversity online: student engagement with learning technologies. International Journal of Educational Management, 21(5), 418–432. https://doi.org/10.1108/09513540710760192
Harding, L. M. (2018). Students of a feather “flocked” together: A group assignment method for reducing free-riding and improving group and individual learning outcomes. Journal of Marketing Education, 40(2), 117–127. https://doi.org/10.1177/0273475317708588
Houshmand, S., Spanierman, L. B., & Tafarodi, R. W. (2014). Excluded and avoided: Racial microaggressions targeting Asian international students in Canada. Cultural Diversity and Ethnic Minority Psychology, 20(3), 377–388. https://doi.org/10.1037/a0035404
Indiana University Bloomington Center for Innovative Teaching and Learning. (2021). Authentic Assessment. Teaching Resources: Assessing Student Learning. https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/index.html
Kachru, B. B. (1996a). The paradigms of marginality. World Englishes, 15(3), 241–255. https://doi.org/10.1111/j.1467-971X.1996.tb00112.x
Kachru, B. B. (1996b). World Englishes: Agony and ecstasy. Journal of Aesthetic Education, 30(2), 135. https://doi.org/10.2307/3333196
Kelly-Laubscher, R. F., & Van der Merwe, M. (2014). An intervention to improve academic literacies in a first year university biology course. Critical Studies in Teaching and Learning, 2(2), 1–23.
Killick, D. (2018). Developing intercultural practice: academic development in a multicultural and globalizing world. http://www.myilibrary.com?id=1032840
King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46(6), 571–592. https://doi.org/10.1353/csd.2005.0060
Kirkness, V. J., & Barnhardt, R. (2001). First Nations and higher education: The four Rs – respect, relevance, reciprocity, responsibility. In R. Hayoe & J. Pan (Eds.), Knowledge across cultures: A contribution to dialogue among civilizations. Comparative Education Research Centre, The University of Hong Kong. http://www.ankn.uaf.edu/IEW/winhec/FourRs2ndEd.html
Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001
Lampi, J. P., & Reynolds, T. (2018). Connecting practice & research: From tacit to explicit disciplinary writing instruction. Journal of Developmental Education, 41(2), 26–28.
Lea, M. R., & Street, B. V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher Education, 23(2), 157–172. https://doi.org/10.1080/03075079812331380364
Lea, M. (2016). Academic literacies: looking back in order to look forward. Critical Studies in Teaching and Learning, 4(2), 88–101. http://cristal.epubs.ac.za/index.php/cristal/article/view/91/123
Lillis, T., & Scott, M. (2015). Defining academic literacies research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics and Professional Practice, 4(1), 5–32. https://doi.org/10.1558/japl.v4i1.5
Mahboob, A., & Szenes, E. (2010). Linguicism and racism in assessment practices in higher education. Linguistics and the Human Sciences, 3(3), 325–354. https://doi.org/10.1558/lhs.v3i3.325
Matsuda, P. K., & Cox, M. (2011). Reading an ESL writer’s text. Studies in Self-Access Learning Journal, 2(1), 4–14.
McKay, T. M., & Simpson, Z. (2013). The space between: Pedagogic collaboration between a writing centre and an academic department. Perspectives in Education, 31(4), 27–42.
Middendorf, J. K., & Shopkow, L. (2018). Overcoming student learning bottlenecks: Decode the critical thinking of your discipline (First edition). Stylus.
Murdoch University. (n.d.). Working with students from Mainland China: A condensed guide for Australian lecturers. Retrieved August 22, 2017, from http://chinapostgraduates.murdoch.edu.au/
Murray, N., & Nallaya, S. (2016). Embedding academic literacies in university programme curricula: A case study. Studies in Higher Education, 41(7), 1296–1312. https://doi.org/10.1080/03075079.2014.981150
Nederveen Pieterse, A., Van Kippenberg, D., & Van Dierendonck, D. (2013). Cultural diversity and team performance: The role of team member goal orientation. Academy of Management Journal, 56(3), 782–804. Business Source Complete.
Pecorari, D. (2010). Academic writing and plagiarism: a linguistic analysis. London: Continuum
Pennycook, A. (1996). Borrowing others’ words: text, ownership, memory, and plagiarism. TESOL Quarterly, 30(2), 201. https://doi.org/10.2307/3588141
Reid, R., & Garson, K. (2017). Rethinking multicultural group work as intercultural learning. Journal of Studies in International Education, 21(3), 195–212. https://doi.org/10.1177/1028315316662981
Richards, K., & Pilcher, N. (2018). Academic literacies: The word is not enough. Teaching in Higher Education, 23(2), 162–177. https://doi.org/10.1080/13562517.2017.1360270
Roessingh, H., & Douglas, S. R. (2012). Educational outcomes of English language learners at university. The Canadian Journal of Higher Education, 42(1), 80–97. http://journals.sfu.ca/cjhe/index.php/cjhe/article/view/182449/182509
Rose, L.T. (2016). The End of Average: How We Succeed in a World That Values Sameness. Toronto: Harper Collins.
Ryan, J., & Carroll, J. (2005). “Canaries in the coalmine”: International students in Western universities. In J. Carroll & J. Ryan (Eds.), Teaching international students: improving learning for all (ebook, pp. 3–10). Routledge. https://ebookcentral.proquest.com
Sah, P. K. (2019). Academic discourse socialization, scaler politics of English, and racialization in study abroad: A critical autoethnography. The Qualitative Report, 24(1), 174+. Gale Academic OneFile. https://link.gale.com/apps/doc/A581311618/AONE?u=ko_acd_can&sid=AONE&xid=ecb020f0
Sharma, D. (2005). Dialect stabilization and speaker awareness in non-native varieties of English. Journal of Sociolinguistics, 9(2), 194–224. https://doi.org/10.1111/j.1360-6441.2005.00290.x
Skutnabb-Kangas, T. (2016). Linguicism. In G. Gertz & P. Boudreault (Eds.), The SAGE Deaf studies encyclopedia (pp. 583–586). SAGE Publications. https://www-doi-org.roxy.nipissingu.ca/10.4135/9781483346489.n188
Stewart, S. (2016). Advancing a critical and inclusive practice. In F. Tuitt, C. Haynes, & S. Stewart (Eds.), Race, equity, and the learning environment: the global relevance of critical and inclusive pedagogies in higher education (First edition, pp. 9–22). Stylus Publishing, LLC.
Tadmor, C. T., Satterstrom, P., Jang, S., & Polzer, J. T. (2012). Beyond individual creativity: The superadditive benefits of multicultural experience for collective creativity in culturally diverse teams. Journal of Cross-Cultural Psychology, 43(3), 384–392. https://doi.org/10.1177/0022022111435259
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Waitoller, F. R., & Thorius, K. A. K. (2016). Cross-pollinating culturally sustaining pedagogy and universal design for learning: Toward an inclusive pedagogy that accounts for Dis/Ability. Harvard Educational Review, 86(3), 366-389,473-474.
Wingate, U. (2006). Doing away with ‘study skills.’ Teaching in Higher Education, 11(4), 457–469. https://doi.org/10.1080/13562510600874268
Wingate, U. (2018). Academic literacy across the curriculum: Towards a collaborative instructional approach. Language Teaching, 51(3), 349–364. https://doi.org/10.1017/S0261444816000264
Wrigley, T. (2005). Inclusive pedagogies — restoring agency and voice to the learner. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio En Educación, 3(1), 297–315.