Language and Intercultural Communication最新文献

{"title":"Enhancing language teachers’ skills for intercultural instruction: affordance of collaborative reflection","authors":"Zia Tajeddin, Zari Saeedi, Neda Khanlarzadeh","doi":"10.1080/14708477.2023.2256720","DOIUrl":"https://doi.org/10.1080/14708477.2023.2256720","url":null,"abstract":"ABSTRACTThis study investigated the effects of collaborative reflection (CR) on Iranian English language teachers’ intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving teachers’ ICC skills and practice as it enabled them to notice cultural episodes of the lessons and teach ICC productively based on the principles and models learned from CR. Nonetheless, although CR was beneficial for all teachers, the novice ones took more advantages from the CR sessions.Cette étude a examiné les effets de la réflexion collaborative (RC) sur la pratique pédagogique interculturelle des professeurs d'anglais iraniens. Les données ont été recueillies en observant l'enseignement en classe de quatre enseignants novices et expérimentés avant et après huit séances de la RC. Le résultat a révélé que la RC était un outil efficace pour améliorer les compétences et la pratique de la compétence communicative interculturelle (CCI) des enseignants, car elle leur permettait de remarquer les épisodes culturels des leçons et d'enseigner la CCI de manière productive sur la base des principes et des modèles appris de la RC. Néanmoins, même si la RC a été bénéfique pour tous les enseignants, les novices ont tiré davantage parti des séances de la RC.KEYWORDS: L2 teachersintercultural communicative competence (ICC)intercultural practicecollaborative reflection (CR)teachers’ reflection Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsZia TajeddinZia Tajeddin is Professor of Applied Linguistics at Tarbiat Modares University, Iran. His main areas of research include teacher education, intercultural language education, and L2 pragmatics. He serves as the editor (with Thomas Farrell) of the Springer book series Studies in Language Teacher Education. He co-edits two international journals: Applied Pragmatics (John Benjamins) and Second Language Teacher Education (Equinox). He has published his studies in Language Testing, Journal of Language, Identity, and Education, International Journal of Applied Linguistics, Australian Journal of Teacher Education, The Language Learning Journal, and Language and Intercultural Communication, among others. He is the co-editor of Lessons from Good Language Teachers (Cambridge University Press, 2020), Pragmatics Pedagogy in English as an International Language (Routledge, 2021), Teacher Reflection: Policies, Practices and Impacts (Multilingual Matters, 2022), and Language Education Programs: Perspectives on Policies and Practics (Springer, 2023).Zari SaeediZari Saeedi received her Ph.D. from the British University of Trinity College and is an Associate Professor of Allameh Tabataba’i University, Iran. She has taught various B.A., M.A., and Ph.D. courses in different universities, taking part in di","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sense of belonging: international students’ experience of intercultural and cultural inclusion in Saudi universities","authors":"Abdulaziz Salem Aldossari","doi":"10.1080/14708477.2023.2257193","DOIUrl":"https://doi.org/10.1080/14708477.2023.2257193","url":null,"abstract":"ABSTRACTThis study investigated the intercultural inclusion of international students in Saudi universities, especially the language and culture barriers while interacting with local peers within and beyond classroom settings. Qualitative data gathered through interviews with 12 international students revealed that the Arabic language, shared human experiences, and a lack of intercultural awareness pose challenges. International students avoid engaging with local peers due to a lack of confidence stemming from their limited language proficiency and the array of accents they encounter. In terms of commonalities, factors such as ethnicity, economic status, and academic performance are considered impediments to seamless intercultural integration.تبحث هذه الدراسة في تجربة الطلاب الدوليين للإندماج بين الثقافات في الجامعات السعودية، ولا سيما التحديات التي تواجههم أثناء التعامل مع أقرانهم المحليين داخل وخارج الفصول الدراسية، لقضايا متعلقة باللغة والثقافة. تم إجراء مقابلة مع 12 طالبًا دوليًا في الجامعات السعودية، وتوصلت النتائج إلى أن التحديات التي يواجهها الطلاب الدوليين تتعلق باللغة العربية، والقواسم المشتركة بين البشر، ونقص الوعي بين الثقافات، حيث أنهم يتجنبون الانخراط مع أقرانهم المحليين بسبب نقص الثقة لأنهم لا يجيدون اللغة واللهجات المختلفة. أما فيما يتعلق بالقواسم المشتركة، تعتبر الإثنية والوضع الاقتصادي والأداء الأكاديمي عقبات في طريق اندماجهم بين الثقافات أيضاً.‏KEYWORDS: Interculturalcultural inclusionengagementinternational studentsdomestic peers AcknowledgementsThe author extends his appreciation to the King Saud University for supporting this work, and special thanks to all participants who facilitated the data collection.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsAbdulaziz Salem AldossariAbdulaziz Salem Aldossari (King Saud University, College of Education) is an Associate Professor in Educational Policies Department at College of Education, King Saud University. He has PhD degree in social foundation of Education from University of Wisconsin- Milwaukee. His research and teaching interests are in the areas of emerging methods in qualitative research, urban education, cultural issues and community engagement for social change. Dr. Aldossari has completed two translated books on educational policies and equality. He also conducted several research focusing on cultural stigma of vocational education, othering theory and its relation to identity, gender roles and social engagement.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134885417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The role of language use and communication in Mainland Chinese students’ cross-cultural adaptation to Hong Kong: a qualitative investigative study","authors":"Xiaoyan I. Wu, Bernadette M. Watson, Susan C. Baker","doi":"10.1080/14708477.2023.2250748","DOIUrl":"https://doi.org/10.1080/14708477.2023.2250748","url":null,"abstract":"ABSTRACTMainland Chinese students’ (MCSs’) cross-cultural adaptation experiences in Hong Kong have remained under-researched. Our study investigates this phenomenon with a language and social psychology approach and explores the role of Cantonese ability and communication with locals. We invoked Communication Accommodation Theory (CAT) to investigate the intergroup communication between MCSs and locals. Thematic analysis of ten semi-structured interviews revealed that MCSs considered self-perceived Cantonese abilities and communication with locals critical for their adaptation. Invoking CAT to investigate this intercultural context provided valuable insights into the importance MCSs place on locals’ communicative behaviours when deciding whether to communicate in the local language.内地学生在香港的跨文化适应经历仍未得到充分研究。本研究从语言和社会心理学的角度调查该现象，并探讨粤语能力以及与香港本地人的交际在他们适应过程中的作用。我们调用了交际适应理论（CAT）来研究内地学生和本地人的组间交际。基于十次半结构式访谈的主题分析显示，内地学生认为他们的粤语自我认知水平和与香港本地人的交际对于他们有效的跨文化适应而言至关重要。调用交际适应理论来调查这种跨文化情境能够就本地人的交际行为在内地生是否决定使用当地语言进行交际方面提供宝贵的见解。KEYWORDS: Cantonese abilityintergroup communicationCommunication Accommodation TheoryMainland Chinese studentscross-cultural adaptation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsXiaoyan I. WuXiaoyan Ivy Wu is a PhD candidate with the Department of English and Communication at Hong Kong Polytechnic University. Her PhD thesis is positioned at the intersection of the social psychology of language and cross-cultural psychology and investigates the role of language and communication in Mainland Chinese students’ cross-cultural adaptation to Hong Kong. She takes an intergroup approach to both second language acquisition and health communication. She focuses on both practitioner–patient and practitioner–practitioner communication, and has also researched into end-of-life communication between care workers and their service users.Bernadette M. WatsonBernadette M. Watson is a health psychologist and honorary professor at the School of Psychology, The University of Queensland, Australia. She researches how individuals communicate interpersonally and in groups, primarily in the health context and also in intercultural communication. She conducts research into patient and health professional interactions as well as between multi-disciplinary and multicultural teams of health professionals. Her focus is on the influence of identity and intergroup processes and how individuals communicate their identity to their speech partners. Her research is applied, translational and interdisciplinary.Susan C. BakerSusan C. Baker is a social-developmental psychologist with research interests in the area of language and intergroup communication. Her publications focus on second language learning and motivation, Gaelic language survival, communication strategies, intercultural relations, and health communication. She is an honorary senior research fellow at the University of Queensland, an","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136016096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"English as a lingua franca and interculturality: navigating structure- and process-oriented perspectives in intercultural interactions","authors":"Milene Mendes de Oliveira","doi":"10.1080/14708477.2023.2254285","DOIUrl":"https://doi.org/10.1080/14708477.2023.2254285","url":null,"abstract":"The growth in streams of online intercultural communication goes hand in hand with the use of English as a lingua franca. In this article, I argue that there are synergies between the theory and analytical notions developed in the frameworks of ELF and Intercultural Studies (specifically the notion of ‘interculturality’). The study of communicative practices in which linguistic and communicative common ground is created in situ can be combined with theoretical reflections on culturality and interculturality coupled with structural and processual understandings of ‘culture.’ The argument is substantiated by the empirical analysis of an interactional sequence in ELF that took place in the context of an online intercultural game.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136016362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spatial repertoire, translingual creativity, and identity in Chinese speakers’ online intercultural experience","authors":"Ying Wang","doi":"10.1080/14708477.2023.2246440","DOIUrl":"https://doi.org/10.1080/14708477.2023.2246440","url":null,"abstract":"This paper uncovers L1 Chinese speakers' online intercultural communication where they deploy English as a lingua franca and other spatial repertoires to co-construct translanguaging practices with their interlocutors and present three-fold identities - translingual, L1 Chinese, and legitimate users of English, leading to the argument that non-native English speakers and spatial repertoires play agentive roles in shaping English in the trends of globalisation and digitalisation.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136130520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"My foreign body: exploring lived experiences of speaking a foreign language","authors":"Maria Luisa Pérez Cavana","doi":"10.1080/14708477.2023.2250756","DOIUrl":"https://doi.org/10.1080/14708477.2023.2250756","url":null,"abstract":"The significance of the body in learning and speaking a foreign language is an under-researched topic in a field characterized by a strong focus on cognition and sociolinguistics. This paper is designed to contribute to a newly emerging line of inquiry addressing the move away from the pure linguistic approach towards a more humanistic perspective. Within this context, phenomenology has been considered both as a relevant and as an under-researched approach. This article contributes to the current research on foreign languages studies by expanding our understanding of what it means to speak a language as experienced in the body.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135064137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconstructing British identity: Formula One, Michael Schumacher and the British Press at the turn of the century","authors":"Corinne Painter","doi":"10.1080/14708477.2023.2250751","DOIUrl":"https://doi.org/10.1080/14708477.2023.2250751","url":null,"abstract":"National identity is created through inclusions and exclusions; by who and what is included and who and what is excluded. This article examines how British identity was constructed, expressed, and re-constructed in the British press through articles about German Formula One driver Michael Schumacher in the 1990s and early 2000s. The representations of Schumacher, and the frequent invocations of the Second World War, illuminate insecurities in the British press about Britain’s role in the world and their concerns about a newly reunited Germany playing a more prominent role on the global stage.","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process","authors":"Giovanna Fassetta, M. Imperiale, Sahar Alshobaki, N. Al-Masri","doi":"10.1080/14708477.2023.2247386","DOIUrl":"https://doi.org/10.1080/14708477.2023.2247386","url":null,"abstract":"In this article we discuss the outcomes of a project which taught Arabic as a ‘refugee language’ to primary school staff so they could welcome Arabic speaking children and families. The project was grounded in a commitment to social justice and inclusive education practices, and in an understanding of integration as a two-way process. The evaluation shows that teaching Arabic to primary staff had a positive impact on Arabic speaking children and families, on staff’s own practice","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45795111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical intercultural pedagogy for difficult times: conflict, crisis, and creativity","authors":"Yonghua (Yoka) Wang","doi":"10.1080/14708477.2023.2253070","DOIUrl":"https://doi.org/10.1080/14708477.2023.2253070","url":null,"abstract":"","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45885066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Native speakerism and the Japanese ideal of English language teaching: globalisation, ideology, and practice","authors":"C. Samuell","doi":"10.1080/14708477.2023.2248962","DOIUrl":"https://doi.org/10.1080/14708477.2023.2248962","url":null,"abstract":"","PeriodicalId":46608,"journal":{"name":"Language and Intercultural Communication","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42448750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}