This chapter explores the uneven geographies of access, participation, and belonging in global higher education, focusing on how language shapes the lived experiences of international students and faculty. Drawing on classroom-based narratives from India and Oman, it examines how linguistic norms, institutional expectations, and cultural assumptions determine inclusion and exclusion in academic spaces. While student mobility is often framed as a success of globalization, the chapter argues that it remains embedded in hierarchies of language, identity, and geography. Multilingual learners from rural or non-elite backgrounds, and faculty from “non-native” English-speaking contexts, often face marginalization due to misalignment with dominant academic norms. Using Bourdieu's linguistic capital, postcolonial critiques, and critical internationalization studies, the chapter calls for moving beyond tokenistic diversity. It advocates for multilingual pedagogies, translanguaging, and ethical student mobility to build a more equitable and culturally responsive global education landscape.