The rise of international migration has led to a growing number of students studying in a second-language environment. Although these students are often seen as having weaker language skills (Sharma, 2016; Kuo, 2011), language proficiency is crucial for their academic success and social integration (Akanwa & Emmanuel, 2015). In addition to language barriers, international students also face a range of challenges such as cultural differences, social adaptation difficulties, health concerns, educational obstacles, housing problems, insufficient institutional support, and financial hardships, therefore, it is important for universities to provide additional resources and more specific support to meet their academic and social needs (Akanwa & Emmanuel 2015). However, the exact support needed is still unclear due to the diverse backgrounds and complexities faced by international students, including cultural and linguistic adjustments and immigration policies. The term "international" fails to accurately represent this group's diverse subgroups and can lead to overgeneralization or fragmentation (Valdez, 2016; Sharma, 2016). To better understand these challenges, this study categorises subgroups of international students studying in a second language as ‘ISLA students’ (International Second Language Acquisition students) and seeks solutions.

 This forms the basis for the the following objectives:

1) to identify the  challenges and existing  supports of International students who study in a second language context, also referred as International Second Language Acquisition (ISLA) Students;
2) to provide a sustainable and implementational solution for ISLA students;and 
3) to develop the formal definition of ISLA Students.

Research Questions:

1. What is the definition of international second language acquisition (ISLA) students? 

2. What are the barriers and enablers of ISLA students in higher education ? 

To this end, four research aims are set: 

• to raise awareness of challenges experienced by ISLA students with regard to knowledge acquisition at higher education; 

• to support and enhance international students learning experience through participation in research informed transformative approach;   

• to inform higher education educators’ continuing professional development with regard to the specifics of engagement with ISLA students; 

• to contribute to the sustainable development of a transformative learning environment at higher education for all. 

Theoretical Framework:

The study will be informed by a combination of Bronfenbrenner's Bioecological System Theory (2005), Lave and Wenger's (2009) Situated Learning theory, and Wenger's Communities of Practice (2011), specifically the concept of legitimate peripheral participation. This conceptual framework provides a comprehensive and integrated lens for examining the complex experiences of ISLA students and their facilitators in higher education. Communities of Practice offer an understanding of ISLA students’ learning in practice through participation in these communities at the higher education level and the challenges faced in such processes (Wenger, 2011). This framework also aids in the development of a formal definition for ISLA students Bronfenbrenner's theory allows for the assessment of ISLA students' barriers and enablers through a holistic system context, as it outlines the various interrelated environmental factors that shape their learning experiences. It also provides a means of understanding how the environment surrounding ISLA students either hinders or facilitates their growth and development, using the microsystem, mesosystem, exosystem, macrosystem, and chronosystem (Bronfenbrenner & Cole, 1981).

This study follows a design-based research methodology. The current phase aims to investigate barriers and enablers that will support the next phase. To achieve this, an integrative review has been chosen to examine the status quo and any gaps holistically, while an informative review will be conducted throughout the project to update the background and context. Following Onwuegbuzie & Frels’s (2016) guidance, a protocol has been developed to guide this investigation, outlining the steps of review, such as search, sources, criteria, and documentation. To formulate a formal definition of ISLA students, the review of literature will be the method and 20 peer researchers from multidisciplinary backgrounds will be invited to review the definition. Additionally, the ISLA society, serving as a bridge between theory and practice, has been established at the University of Galway to facilitate collaboration between stakeholders and provide a basis for stakeholder participation in design and change. This will inform next phase interviews and lead to novel educational interventions.

The overarching aim of this research project is to inform the work of higher education institutions that seek to develop meaningful support for international students who study in a second language context, referred to here as International Second Language Acquisition (ISLA) students. A particular focus of this work is on helping to understand how ISLA students can successfully achieve learning outcomes through a positive and transformative experience that is founded upon equity and equality of access to academic engagement at higher education - a challenge that is prevalent at higher education across Europe. Currently, this research is focused on uncovering the barriers and enablers that ISLA students experience at higher education, also to provide a formal definition of ISLA students. This work will inform the development of an evidence based educational intervention.

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