The Global Classroom: A Phenomenological Study of International Student Experiences in a Reimagined Intercultural Communication Course

This dissertation examines the experiences of multilingual international student participants who took part in a semester-long intercultural communication course that was purposefully designed and implemented with half enrollment each of domestic and international students at a Midwestern American university. Despite university efforts towards internationalization, they often fall short of the meaningful engagement needed truly promote intercultural and mutual understanding. International and domestic students share classroom and other spaces on campus, yet they remain overwhelmingly disconnected from one another. Using phenomenology and Baker’s (2011) model of Intercultural Awareness, this study analyzed the international students’ experience in this course to learn more about how universities, including content departments and Intensive English Programs, can better serve and connect their international and domestic students. Data were collected through course assignments, reflective journals, and interviews and analyzed using interpretive phenomenological analysis (IPA). The findings reveal that creating courses and experiences that incorporate purposeful participation, sustained interaction, and intentional guidance and training in intercultural communication can more meaningfully and authentically connect international and domestic students. This research advances our understanding of international student engagement on campus, intercultural communication and awareness, and the role that more substantive, supported, and sustained relationships have on multilingual learners’ English language development.Advisor: Jenelle Reeves