Critical and reflective discussion of the challenges and possibilities of increasingly multilingual higher education. This book investigates the perceptions of universities toward the role and place of language in the complex process of internationalising academic knowledge and work and offers a unique focus on the lived experiences of both teachers and students in multilingual university contexts. The authors explore how multilingual teachers and students navigate issues of identity, authenticity and belonging, centring their voices and underscoring the beliefs, struggles and innovations of students and educators navigating multilingual higher education environments. The book bridges policy, teaching practice and student experience in higher education and is grounded in empirical, cross-national research, providing a comparative insight into how multilingualism is experienced and enacted across different higher education systems, making it both evidence-based and potentially globally relevant. It provides fresh insights into what it means to teach and learn across diverse linguistic landscapes and envisions a more inclusive, humanised and equitable approach to multilingual higher education.