The global adoption of English as the primary medium of instruction in higher education has become increasingly significant, particularly in the context of international and regional scientific atmosphere, which are predominantly conducted in English (Altbach 2004, p. 10). This process of internationalization has led to a growing emphasis on English language familiarity and dominance within academia worldwide. In North America, Quebec presents an intriguing case, by retaining French as its sole official language and enacting legislation to support international francophone students. Amidst the implementation of Bill 96, the Act on Respecting French, the Official and Common Language of Quebec, we will examine the language of instruction in STEM education in Quebec. This legislation seeks to strengthen the use of French within English schools, raising concerns about linguicism that may potentially isolate international students and English-speaking individuals from essential resources and support in Quebec. Our investigation will delve into the linguistic impact of Canadian and Quebec's language policies on international students in higher education from a decolonial/anti-colonial perspective. Building on existing work on linguicism (Skutnabb-Kangas 2015) in Canada and particularly in Quebec (Bourhis & Carignan 2010, Tomic 2013, Jean-Pierre 2018, Kubota et al. 2021), we will utilize the recent example of Bill 96. Decolonial scholars, predominantly Indigenous and Global South scholars, are referenced extensively, particularly those critiquing the establishment of colonial higher education institutions globally (Battiste 2013, de Sousa Santos 2007, Grosfoguel 2013, Maldonado-Torres 2007). In our contribution we will examine linguicism in Canadian and in Quebec’s international higher education. By incorporating a decolonial framework, we analyze linguicism in internationalization as a potential perpetuator of coloniality, driven by economic, social, and political power dynamics through the experiences of international engineering students. Our data include interviews with international students enrolled in engineering programs as well as university documents. Critical discourse analysis (CDA) will be applied to identify (i) how international engineering students are experiencing linguicism in Quebec, (ii) how language politics and policies are influencing their aspirations, motivations, and choices, (iii) how the students’ understanding of success is shaped by linguicism, (iv) and how an “ideal international student” is constructed through their willingness to conformity, non-resistance, and assimilation. The results illustrate how linguistic power relations in Quebec are upheld and maintained through language and in the construct of the “ideal international student”.

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