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The rapid growth of international students in UK higher education increases linguistic diversity in academic and social contexts in a British university, and that raises issues regarding the extent to which multilingualism influences interactions and inter-relationships between tutors and international students within classroom settings. This study explores the factors affecting the ways Thai students position themselves in relation to their tutors and peers with regard to oral participation in pre-sessional EAP and postgraduate classrooms. The findings reveal how the construction and negotiation of the Thai students' identities are influenced by linguistic ideologies and power relations existing within situated multilingual classroom contexts and the wider sociocultural environment. This study suggests EAP tutors acknowledge the status of English as an international language to enhance international students' classroom participation. It is also vital to improve the attitudes of students and academic staff regarding social inclusion and tolerance towards international students who bring about a positive, intellectual and social climate within the British university landscape.
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