LANGUAGE AND INTERCULTURAL 

COMMUNICATION

Issue 1-6,  2022

LANGUAGE AND INTERCULTURAL COMMUNICATION（SSCI 二区，2021 IF：1.532）2022年第1-6期共发文48篇，其中研究性论文41篇，书评7篇。研究论文涉及跨文化交际、身份认同、医疗口语、语言景观、教师教育、多语现象、多模态、语言教学和语言融合等多个领域。欢迎转发扩散！（2022年已更完）

目录

ISSUE 1

ARTICLES

■Well-educated, middle-class Chinese immigrants in Canada, by Fan Zhang, Pages 7-20.

■Functions of small talk in healthcare interpreting: an exploratory study in medical encounters facilitated by healthcare interpreters, by Cristina Álvaro Aranda, Raquel Lázaro Gutiérrez, Pages 21-34.

■Cosmopolitan translation in multilingual cities: a Macao experience, by Ge Song, Pages 35-49.

■Pre-service teachers’ translingual negotiation strategies at work: telecollaboration between France, Turkey, and the USA, by Baburhan Uzum, Pages 50-67.

■Experiences of and preparedness for Intercultural Teacherhood in Higher Education: non-specialist English teachers’ positioning, agency and sense of legitimacy in China, by Huiyu Tan, Pages 68-84.

■Banal nationalism and global connections: the 23rd World Scout Jamboree as a site for cosmopolitan learning, by Hanne Tange, Pages 85-99.

REVIEWS

■Intercultural foreign language teaching and learning in higher education contexts, by Li’yang Miao, Pages 100-101.

ISSUE 2

ARTICLES

■Dance, multilingual repertoires and the Italian landscape: asylum seekers’ narratives in an arts-based project, by Andrea Ciribuco, Pages 111-124.

■Intimate engagements with language: creative practices for inclusive public spaces in Iceland, by Anna Wojtyńska, Pages 125-140.

■Intermedia and interculturalism: practitioners’ perspectives on an interactive theatre for young ethnic minority students in Hong Kong, by Samuel C. S. Tsang, Pages 141-154.

■From ethnography to performance: transforming interview narratives into artistic performative acts – The project ‘Greco’ at the Buffer Fringe Performing Arts Festival, by Elena Ioannidou, Pages 155-175 .

■The use of blind-portrait: an opportunity to de-essentialise intercultural, educational research, by Zhuo Min Huang, Pages 176-190.

■Voice activated: a transformative approach to language learning, by Sheila Macdonald, Pages 191-203.

■Intercultural musicking: learning through klezmer, by Richard Fay, Pages 204-220.

■Film-making as creative praxis: capturing the intimate side of interculturality, by Judith Rifeser, Pages 221-234.

■Intercultural communication, creative practice and embodied activisms: arts-based interculturality in the Maghreb, by Lara Martin Lengel, Pages 235-252.

ISSUE 3

ARTICLES

■Intercultural communication: the pros and cons of being a ‘Discipline’, by Flavia Monceri, Pages: 266-279.

■From intercultural to transcultural communication, by Will Baker, Pages: 280-293.

■Engaging non-essentialism as lived wisdom: a dialogue between intercultural communication and Buddhism, by Vivien Xiaowei Zhou, Pages: 294-311.

■Acts of distinction at times of crisis: an epistemological challenge to intercultural communication research, by Zhu Hua, Rodney H. Jones & Sylvia Jaworska, Pages: 312-323.

■Co-inclusion: problematising binary understandings of social inclusion, by Eva Polymenakou & Richard Fay, Pages: 324-336.

■A research trajectory for difficult times: decentring language and intercultural communication, by Prue Holmes & Beatriz Peña Dix, Pages: 337-353.

■Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy, by Melinda Dooly & Ron Darvin, Pages: 354-366.

■Searching for a third-space methodology to contest essentialist large-culture blocks, by Adrian Holliday, Pages: 367-380.

■The master’s tools will never dismantle the master’s house: decolonising intercultural communication, by Giuliana Ferri, Pages: 381-390.

■Interrupting the cognitive empire: keynote drama as cultural justice, by Alison Phipps & Tawona Sitholé, Pages: 391-411.

ISSUE 4

ARTICLES

■Toward the internationalization of higher education: developing university students’ intercultural communicative competence in Spain, by Birgit Strotmann & Claudia Kunschak, Pages: 419-438.

■Hospitality and internationalization-at-home: the intercultural experiences of ‘buddies’ at a summer school in China, by Xu Jia & Fred Dervin, Pages: 439-454.

■Child language brokering and multilingualism in Catalonia: language use and attitudes in a bilingual region, by Gema Rubio-Carbonero, Mireia Vargas-Urpí & Judith Raigal-Aran, Pages: 455-472.

■It … he [the Moon] didn’t look tasty! Transnational children’s use of metaphors as a transcultural tool to gain symbolic power in family discourse, by Sally Zacharias, Pages: 473-486

Book Reviews

■Language as Symbolic Power, Claire Kramsch, Cambridge, Cambridge University Press, 2020, 300 pp., £22.99 (Hardback), ISBN: 9781108798891, by Marie-Anne Hansen-Pauly, Pages: 487-488.

■Intercultural communication in interpreting: power and choices, Jinhyun Cho, Oxon, Routledge, 2021, 164 pp., £32.99 (Paperback), ISBN: 978-1-138-61061-3, by Shaoqiang Zhang, Pages: 489-490

■Contesting grand narratives of the intercultural, Adrian Holliday, Abingdon, Routledge, 2022, 148 pp., £44.99 (hardcover), ISBN: 978-0-367-48299-2, by Anabela V. Simões, Pages: 490-492.

ISSUE 5

ARTICLES

■Reflections on the co-construction of an interpretive approach to interculturality for higher education in China, by Prue Holmes, Sara Ganassin & Song Li, Pages: 503-518.

■A collaborative autoethnography of developing a ‘Cultural Stories’ exercise for intercultural teaching in China, by Ruobing Chi, Hongling Zhang & Steve Kulich, Pages: 519-533.

■Acculturation in a multicultural classroom: perspectives within the yin-yang metaphor framework, by Ran An, Jiajia Zhu, Yuran Li & Hui Zhu, Pages: 534-551.

■To be or not to be internationalised: students’ experience of intercultural encounters in Hong Kong universities, by Hans J. Ladegaard, Pages: 552-566.

■Constructing interculturality through intercultural dialogues and autoethnography: building relations, nurturing preparedness and rejecting boundaries, by Jianwei Xu, Ann Peeters & Maarten Gernay, Pages: 567-582.

■Making sense of the unexpected: critical incident training in three Chinese universities, by Hongbo Dong, Martin Cortazzi & Lemin Shen, Pages: 583-598.

■Resources for intercultural learning in a non-essentialist perspective: an investigation of student and teacher perceptions in Chinese universities, by Claudia Borghetti & Xiaolei Qin, Pages: 599-614.

Book Reviews

■Transcultural communication through global Englishes: an advanced textbook for students by Will Baker and Tomokazu Ishikawa, London and New York, Routledge, 2021, 390 pp., £34.99 (Paperback), ISBN: 9780367409357, by Lin Zheng, Pages: 615-617.

ISSUE 6

ARTICLES

■Dual identities? Transnational identities? Psychological acculturation research in dialogue with discursive approaches to the identity work of individuals with a migration background, by Catho Jacobs, Dorien Van De Mieroop & Colette Van Laar, Pages: 624-641.

■Investment in transnational identity to become microcelebrities in China: on American uploaders’ success in a Chinese video-sharing website, by Xingsong Shi, Yujie Chang & Jiawei Gao, Pages: 642-661.

■‘Coming here you should speak Chinese’: the multimodal construction of interculturality in YouTube videos, by Wing Yee Jenifer Ho,Pages: 662-680.

■Questioning translanguaging creativity through Michel de Certeau, by Marco Santello, Pages: 681-693.

■Racing neoliberalism and remote Indigenous education in the Northern Territory of Australia: a critical analysis of contemporary Indigenous education language policy and practice, by Janine Oldfield, Pages: 694-708.

Book Reviews

■A framework for critical transnational research: advancing plurilingual, intercultural, and inter-epistemic collaboration in the academy edited by Manuela Guilherme, London and New York, Routledge, 2022, 188 pp., £120 (hardback), ISBN: 9781032127026, by Sadia Shad, Pages: 709-711.

■An intercultural approach to English language teaching: 2nd edition by John Corbett, Bristol, Multilingual Matters, 2022, 328 pp., £29.95 (Hardback), ISBN 9781788928601, by Singhanat Nomnian, Pages: 711-713.

摘要

Well-educated, middle-class Chinese immigrants in Canada

Fan Zhang, The School of Foreign Languages, Shanghai University, Shanghai, People’s Republic of China

Abstract This paper investigates the language fluency problems of skilled immigrants from the Chinese Mainland to Canada. It capitalises on interview data to explore the relationships between Chinese immigrants' identities, second language practices, and language skills. It reports the informants' difficulty in integrating into their workplaces and their unwillingness to make considerable investments in learning English. Drawing on Bourdieu's (1984) theory of practice and linking it with the issue of identity, this paper explains how the habitus of the informants interact with their milieux, how a marginalised identity emerges, and how this identity negatively impacts on their oral proficiency in English.

Functions of small talk in healthcare interpreting: an exploratory study in medical encounters facilitated by healthcare interpreters

Cristina Álvaro Aranda, FITISPos-UAH Research Group, University of Alcalá, Madrid, Spain

Raquel Lázaro Gutiérrez, FITISPos-UAH Research Group, University of Alcalá, Madrid, Spain

Abstract This exploratory study analyses the functions of small talk in interpreter-mediated healthcare encounters. Drawing on a dataset of hospital visits with participation of five trained interpreters, analysis of particular excerpts reveals that small talk helps both patients and providers to fulfil functions similar to those reported in monolingual visits, thus (a) supporting interpersonal relationship building (e.g. establishing trust) and (b) goal achievement (e.g. minimising pain). Successful attainment of small talk functions relies heavily on healthcare interpreters, who are observed to co-construct and participate in small talk pursuing their own set of objectives, such as reassuring patients and facilitating the providers’ clinical work.

Cosmopolitan translation in multilingual cities: a Macao experience

Ge Song, Applied Translation Studies Programme, Division of Humanities and Social Sciences, BNU-HKBU United International College, Zhuhai, People’s Republic of China

Abstract As a Chinese society featuring multilingualism, Macao is a showcase for the encounter between Chinese and Western cultures. Its public signs often see a flexible alignment of scripts in Chinese, Portuguese and English, which declare a kind of correspondence, equivalence and thus translation. This study examines the multilingual linguistic landscape, and reveals how the harmonious coexistence of polymorphous cultural streams makes Macao a microcosm cultivating and being cultivated by cosmopolitan translation. This paper takes a translational approach to linguistic landscape research, with the focus on the relation and interaction of languages. The study of Macao’s linguistic landscape challenges the binary notion of translation as something perennially related to source and target texts, and deconstructs the linear conception of translation as something that happens to be an original that moves across cultural and linguistic boundaries. This study also sheds some light on the interlingual practices in other multilingual cities, theoretically and methodologically.

Key words Cosmopolitan translation; linguistic landscape; Macao multilingualism; cultural hybridity

Pre-service teachers’ translingual negotiation strategies at work: telecollaboration between France, Turkey, and the USA

Baburhan Uzum, School of Teaching and Learning, Sam Houston State University, Huntsville, TX, USA

Bedrettin Yazan, College of Education and Human Development, The University of Texas at San Antonio, San Antonio, TX, USA

Sedat Akayoglu, Faculty of Education, Bolu Abant Izzet Baysal University, Bolu, Turkey

Latisha Mary, School of Education, University of Strasbourg, Strasbourg, France

Abstract Our study draws from discussion board data from a telecollaboration including three teacher education courses in France, Turkey, and the USA. Our data analysis of three groups' conversations (n = 21) addressed this research question: How do participants use translingual negotiation strategies in online contact zones as they construct their cultural, linguistic, and professional identities? The findings indicate that preservice teachers employed: Envoicing and interactional strategies to create a caring teacher identity and resolve conflicts; recontextualizing strategies to maintain the frame of culturally-responsive instruction through their linguistic choices; and entextualizing strategies to locate self in time and space when discussing future teaching and diverse students.

Experiences of and preparedness for Intercultural Teacherhood in Higher Education: non-specialist English teachers’ positioning, agency and sense of legitimacy in China

Huiyu Tan, Experiences of and preparedness for Intercultural Teacherhood in Higher Education: non-specialist English teachers’ positioning, agency and sense of legitimacy in China

Ke Zhao, Experiences of and preparedness for Intercultural Teacherhood in Higher Education: non-specialist English teachers’ positioning, agency and sense of legitimacy in China

Fred Dervin, Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland

Abstract This article focuses on a case study of English language teachers, who are asked to teach intercultural communication to mixed classes of local and international students in Chinese Higher Education, although they do not specialize in this complex field. They were interviewed to find out about their experiences and perceptions of this ‘improvised’ Intercultural Teacherhood. The study shows that their engagement with intercultural communication differs while the presence of international students has a major impact on all the teachers’ identity and sense of legitimacy. The paper ends on recommendations for (research on) preparing teachers to teach IC.

Key words China; higher education; Intercultural communication; teacher identity; teacherhood

Banal nationalism and global connections: the 23rd World Scout Jamboree as a site for cosmopolitan learning

Hanne Tange, Culture and Learning, Aalborg University, Aalborg, Denmark

Abstract The article explores the possibilities for cosmopolitan learning within a site such as the 23rd World Scout Jamboree. The approach is interdisciplinary, combining a theoretical conceptualisation of ‘cosmopolitan learning’ taken from Intercultural Education with a Cultural Studies focus on the representation of national and global cultures. This inspires an ethnographic exploration of the way that scout organisations and individual participants use artefacts, exhibitions and performances to communicate a sense of national/regional situatedness, world consciousness and interconnectivity. To decode cultural practices a three-layered framework has been employed, drawing on the three elements of national, global, and hybrid/fused culture.

Key words Global citizenship; national culture; representation; cosmopolitanism; intercultural learning; scout movement

Intercultural foreign language teaching and learning in higher education contexts

Li’yang Miao, Hangzhou Dianzi University, Hangzhou, People’s Republic of China

Abstract In a rapidly changing and diversified educational landscape due to migration, refugees, exchange programs, tourism, etc., foreign language education is increasingly responding to an ‘intercultural’ call by going beyond purely linguistic concerns. This movement has stimulated a proliferation of studies in recent decades, particularly in higher education contexts. The book Intercultural Foreign Language Teaching and Learning in Higher Education Contexts represents a recent endeavor in this body of work...

Beyond and besides language: intercultural communication and creative practice

Lou Harvey, School of Education, University of Leeds

Gameli Tordzro, University of Glasgow, School of Education UNESCO Chair in Refugee Integration Through Languages and The Arts 

Jessica Bradley, School of Education, University of Sheffield

Abstract The intercultural field has some history of drawing on the arts and creative practice to support the teaching, research and understanding of communication. However, there has been little theoretical engagement with the relationship between language and creative practice: most of this work has either not foregrounded language and communication as part of its agenda (e.g. Burnard et al., 2016) or has taken language for granted as a focus for communication (e.g. Crutchfield & Schewe, 2017). In recent years an emerging body of intercultural work engaging with post-human and new materialist philosophy and arts-based methodology has problematised the role, representationality and materiality of language and its role in communicating, knowing and being (Bradley et al., 2018; Bradley & Harvey, 2019; Frimberger, 2016; Frimberger et al., 2018; Gonçalves Matos & Melo-Pfeifer, 2020; Harvey & Bradley, 2021; Harvey, McCormick, & Vanden, 2019; Harvey, McCormick, Vanden, Collins, et al., 2019; Harvey et al., 2021; Lytra et al., 2022; Moore et al., 2020; Phipps, 2019; Porto & Houghton, 2021; Ros i Solé et al., 2020). The philosophical excavation of the ontology of language, and its relationship with other modes of communication beyond and besides language (Thurlow, 2016; see also Pennycook, 2018), has enabled this research to engage productively and innovatively with ongoing and urgent questions in the field relating to de-essentialising (Ferri, 2018; Harvey, McCormick & Vanden 2019; MacDonald, 2019; MacDonald & O’Regan, 2013); decolonising (Phipps, 2013, 2019); research methodology, relationships and ethics (Bradley et al., 2018; Holliday & MacDonald, 2020) and artistic research and production processes as communication and interaction (Tordzro, 2018a, 2018b, 2019). This special issue invited contributors to engage deeply with the role of language in relation to creative practice in intercultural settings to further engage with these concerns at the levels of ontology and epistemology, and to consider the implications for social justice and knowledge democracy.

Dance, multilingual repertoires and the Italian landscape: asylum seekers’ narratives in an arts-based project

Andrea Ciribuco, School of Languages, Literatures & Cultures, National University of Ireland, Galway, Ireland

Abstract This article examines the impact that an arts project had on the relationship between a group of asylum seekers and the Italian town where they live. The project brought together local youth and asylum seekers to engage in dance workshops and video-making workshops. This article combines interviews with project participants and teachers with an analysis of their artistic output. In doing so, it analyses how the multimodal nature of the activities enabled participants to communicate their concerns and aspirations without necessarily using the Italian language – emphasizing the body as a communicative resource and placing it in dialogue with the landscape.

Key words Asylum; dance; multimodal; multilingualism; refugees

Intimate engagements with language: creative practices for inclusive public spaces in Iceland

Anna Wojtyńska, School of Social Sciences, University of Iceland, Reykjavík, Iceland

Lara Hoffmann, Department of Social Sciences, University of Akureyri, Akureyri, Iceland

Dögg Sigmarsdóttir,  Reykjavík City Library, Reykjavík, Iceland

Ewa Marcinek, Independent, artist

Abstract The article discusses an artistic event “Emotions Icelandic Awakes” organized by the Reykjavik City Library as part of the national celebrations for Icelandic Language Day. It examines the potential of affording genuine attention to language as a matter of emotional inquiry for the process of intercultural exchange. We reflect on the role of public institutions in providing an inclusive space that facilitates intercultural communication and where agency and language ownership is discursively determined by the participants. We consider inclusive public spaces as places of ‘enacting hospitality‘ and counterspaces that may help to deconstruct the hegemonic position of Icelandic language in contemporary public discourse regarding immigrants in Iceland.

Key words Public spaces; inclusion; linguistic integration; immigrants; artistic methods; Iceland

Intermedia and interculturalism: practitioners’ perspectives on an interactive theatre for young ethnic minority students in Hong Kong

Samuel C. S. Tsang, University of Oxford, Oxford, UK

Chi Ying Lam, Royal College of Music, London, UK

Lee Cheng, Anglia Ruskin University, Cambridge, UK

Abstract This paper reports findings from a case study of an interactive theatre for young ethnic minority pupils in Hong Kong. Drawing upon Higgins’s (1966) notion of ‘intermedia’ as a configurational principle, this creative project entails collaboratively-designed performances with elements of drama, music, dance, puppetry, and language learning principles. This study explores – from practitioners’ perspectives – the pedagogical affordances of this intermedia-inspired collaborative project in early childhood settings targeting culturally diverse groups in Hong Kong. Qualitative findings emerging out of autoethnographic reflections of five practitioners, complemented with nonparticipant observation, have pointed to the emergence of an interculturalist gestalt in dialogue with an intermedial configuration. We argue that this opens up spaces for artistic participation and learning beyond language(s) in the early years through tapping into the pedagogical potentials of this creative project. Qualitative data also suggest that practitioners’ abilities to exercise flexibility and openness in response to an intermedial configuration have a mediating effect. Concluding remarks are made of the under-utilisation of intermedia as a boundary-destabilising and configurational principle in arts-based endeavours, and as a pedagogical principle in which multimodal and multisensory learning is embraced as the way forward, with insights drawn from cultural democracy and culturally responsive pedagogy.

Key words Intermedia; theatre for early years; arts-based interventions; artistic participation; autoethnography

From ethnography to performance: transforming interview narratives into artistic performative acts – The project ‘Greco’ at the Buffer Fringe Performing Arts Festival

Elena Ioannidou, Department of Education, University of Cyprus, Nicosia, Cyprus

Valentina Christodoulou, Department of Education, University of Cyprus, Nicosia, Cyprus

Ellada Evangelou,  Independent Scholar

Abstract The current paper presents the recontextualization process of ethnographic narratives collected during the five-year research project GRECO ‘Language and identity among Romeika speakers in Cyprus’, into a participatory performance at the Nicosia Buffer Fringe Performing Arts Festival 2019. The project focused on the narratives of Romeika speakers, a sub-group of Turkish Cypriots who had Greek and not Turkish as a home language. The paper focuses on the theoretical concepts of performance and ethnography to describe the way a group of researchers, students and artists engaged in a dialogic process with raw data and transformed it into a fully-fledged participatory performance. The project and the festival are described as two sites of crossings in the heavily politicized context of Cyprus, where issues of identity and language, space and belonging are contested in a constant processing of othering. The process of formulating narratives into performance text is presented through five different stages: narratives, dialogicality/agency, space/multiple contexts, embodiment, performance. The project’s outcome, an interactive performance, served to challenge the dominant discourses on the binarity of space, identity and border, both in the local context of Cyprus and in other contexts of conflict and borders.

Key words Ethnography; performance; narratives; language and identity; embodiment; Romeika speakers

The use of blind-portrait: an opportunity to de-essentialise intercultural, educational research

Zhuo Min Huang, Manchester Institute of Education, The University of Manchester, Ellen Wilkinson Building Manchester, UK

Voice activated: a transformative approach to language learning

Sheila Macdonald, Beyond The Page Ltd, Kent Innovation Centre, Millennium Way, Broadstairs, UK

Jodi Watson, Department of Education, University of 

Abstract This article explores a cross-disciplinary collaboration within English for Speakers of Other Languages (ESOL) provision for adults born outside the United Kingdom (UK). By foregrounding collaborative practice between a language practitioner and an artist, we offer a practical experience of working beyond and besides language which offers both an example and a challenge to academics seeking to analyse arts-informed educational practice. We propose that attention to voice in ESOL can make a significant contribution to achieving the complementary aims of confidence in the target language and developing multilingual, multi-directional community integration.

Intercultural musicking: learning through klezmer

Richard Fay, Manchester Institute of Education, The University of Manchester, Manchester, UK

Daniel J. Mawson, Music Department, The University of Manchester, Manchester, UK

Caroline Bithell, Music Department, The University of Manchester, Manchester, UK

Abstract This article focuses on a particular arena of creative practice: music students’ largely sonic experience of Otherness through world music ensemble performance of klezmer (music with its roots in the weddings and other social occasions of mostly Yiddish-speaking Ashkenazi Jews in eastern and central Europe). Having briefly introduced klezmer, we situate our university ensemble into the traditions for teaching/learning it. We then present our pedagogic framework which combines ethnomusicological and intercultural thinking. We conclude with observations on how the module enables both increased transmusicality (through experience of a musical Other) and increased intercultural awareness (through the cultural encounters generated through klezmer performance).

Key words Voice; ESOL; intercultural; communication; language teaching

Film-making as creative praxis: capturing the intimate side of interculturality

Judith Rifeser, Goldsmiths, University of London, Department of Educational Studies, London, UK

Cristina Ros i Solé, Goldsmiths, University of London

Abstract This article employs creative film-making to explore the doing of the intimate and personal aspects of the intercultural encounter. It offers an alternative paradigm for the use of visual methods for ethnographic and auto-ethnographic research. Drawing on phenomenological and auto-ethnographic perspectives, it investigates the lived, subjective experience through film-making praxis via excerpts of the experimental audio-visual essay A caressing dialogical encounter (Rifeser, UK, 2019). By using “pensive-creative praxis” (Rifeser, 2020a), a parallel can be established with an understanding of the intercultural encounter in its all its multi-dimensional and multi-layered complexity (Ros i Solé, forthcoming, 2022).

Key words Intercultural; film-making; creative; praxis ethnography; embodied

Intercultural communication, creative practice and embodied activisms: arts-based interculturality in the Maghreb

Lara Martin Lengel, a School of Media and Communication, Bowling Green State University, Bowling Green, Ohio, USA

Meriem Mechehoud,  School of Media and Communication, Bowling Green State University, Bowling Green, Ohio, USA; La Faculté des Lettres, Sciences Humaines et Sociales, Laboratoire Langues et Texts, and Le Centre de Réseaux et Systèmes d’Information et de Communication et de Télé-enseignement, l’Université Badji Mokhtar in Annaba, Annaba, Algeria

Victoria A. Newsom, Communication Studies and affiliate faculty in Social Justice and Diversity, Olympic College, Bremerton, Washington, USA

Abstract Grounded by a theoretical framework of art and interculturality, critical intercultural communication, and performance studies, this study analyses women's intercultural arts-based practice and performance in the North African Maghreb region. We examine how creative practice is employed in constructing cultural identity, peaceful political resistance, and decolonisation of Maghrebi citizens and nations. We analyse how Maghrebi creative practice transcends linguistic, social, and political boundaries, offering possibilities for profound intercultural exchange. We also examine how creative practice allows re/envisioning cultural identities through music, dance and theatrical work, and developing diverse embodied, performative communities of feminist practice both within and outside the Maghreb.

Key words Embodied activism; identity; interculturality; North African Maghreb region; music; performance studies

Intercultural communication: the pros and cons of being a ‘Discipline’

Flavia Monceri, Dipartimento di Scienze Umanistiche, Sociali e della Formazione, Università degli Studi del Molise, Campobasso, Italy

Abstract Nowadays, intercultural communication can be considered a ‘discipline’ clearly inserted within the ‘system of science’. At first sight, this seems to be a major achievement on the way to elaborate consistent theories and effective models to be applied in the several fields in which intercultural interactions occur. Moreover, the increasing visibility and reputation of Intercultural communication within the ‘scientific community’ may be a useful step towards spreading a favourably intercultural attitude around the globe. But this does not come at no cost, as I argue in this mainly epistemologically oriented article, by showing that the process through which Intercultural communication has been institutionalised followed the usual ‘rules of the game’ coming from the traditional understanding of ‘Western modern science’, which should be instead radically put into question.

    Attualmente, la Comunicazione interculturale può senz’altro essere considerata una ‘disciplina’ chiaramente inserita nel ‘sistema della scienza’. A prima vista, ciò appare come un’importante acquisizione sulla via dell’elaborazione di teorie coerenti e di modelli efficaci da applicare nei molti ambiti nei quali avvengono interazioni interculturali. Inoltre, la crescente visibilità e reputazione della Comunicazione interculturale entro la ‘comunità scientifica’ può costituire un utile passo verso la diffusione a livello globale di un atteggiamento favorevole all’interculturalità. Ma ciò non va immune da costi, come sostengo in questo articolo orientato primariamente in senso epistemologico, mostrando che il processo attraverso il quale la Comunicazione interculturale è stata istituzionalizzata ha seguito le usuali ‘regole del gioco’ provenienti dalla definizione tradizionale della ‘scienza occidentale moderna’, che dovrebbe essere invece messa radicalmente in questione.

From intercultural to transcultural communication

Will Baker, Centre for Global Englishes, University of Southampton, Southampton, UK

Abstract The fluidity of communicative practices in current intercultural communication research raises difficult questions about how we understand core concepts in the field. Links between linguistic resources, other modes, and cultures are created in situ suggesting that relationships between ‘named' languages and cultures cannot be taken for granted. We frequently see emergent cultural practices and references which are neither part of any one culture or, crucially, necessarily in-between cultures. Thus, the traditional metaphor of ‘inter’ for intercultural communication is no longer adequate and such communication is better approached as transcultural communication where borders are transcended, transgressed and in the process transformed.

Key words Intercultural communication; transcultural communication; trans theories; intercultural awareness; applied linguistics

Engaging non-essentialism as lived wisdom: a dialogue between intercultural communication and Buddhism

Vivien Xiaowei Zhou, The Business School, Edinburgh Napier University, Edinburgh, UK

Acts of distinction at times of crisis: an epistemological challenge to intercultural communication research

Zhu Hua, Language Learning and Intercultural Communication at Institute of Education, University College London (UCL). 

Rodney Jones, Sociolinguistics and Head of the Department of English Language and Applied Linguistics at the University of Reading. 

Sylvia Jaworska, Professor of Professional Communication at the University of Reading.

Abstract In this article, we reflect on the epistemological frameworks and priorities of intercultural communication research regarding ‘cultural differences’. With the current challenge posed by the COVID-19 pandemic, along with the growing political and social polarisation in recent years, we argue for a need to (re)focus attention to the ways acts of distinction (i. e., the explicit marking and accentuating of cultural differences) function in everyday encounters. The notion of acts of distinction, supported with principles from interactional sociolinguistics and moment analysis, can further our understanding of the dynamics of domination and the symbolic dimensions of group formation.

Key words Acts of distinction; symbolic power; symbolic violence; cultural differences; domination

Co-inclusion: problematising binary understandings of social inclusion

Eva Polymenakou, School of Engineering, University of West Attica, Athens, Greece

Richard Fay, Manchester Institute of Education, The University of Manchester, Manchester, UK

Abstract This paper responds to a gap between theorists' bilateral understandings of social inclusion and the more unilateral understandings available to refugee support practitioners. We argue that scholarly work on social inclusion does not consistently reflect intercultural conceptualisations of societies as emergent spaces continually coming into being through the participation of all their members and bilateral understandings can institutionalise ‘local/newcomer’ power asymmetries. Our intercultural field can learn from the concept of co-inclusion which encapsulates key tenets of intercultural thinking and promotes a horizontal, collective, ongoing process of social inclusion that involves all members of a given society.

Key words Co-inclusion, migrants, refugees, social inclusion, Greece, integration

A research trajectory for difficult times: decentring language and intercultural communication

Prue Holmes, Durham University, Durham, UK

Beatriz Peña Dix, University of Los Andes, Bogotá, Colombia

Abstract This study investigates how critical intercultural pedagogy, creative arts methods, inspired by new materialism, can support new forms of language and intercultural learning in contexts of conflict. Columbian university scholarship recipients in pre-service English language education from disadvantaged backgrounds, co-research alongside the researcher/educator to develop drama games for language and intercultural learning directed at teachers and learners in the students' home communities. The transformative, collaborative research approach, drawing on critical pedagogy and ‘Theatre of the Oppressed’, aims to decentre language and intercultural communication education, and promote a social activist stance among students in the face of local and global uncertainties.

Key words  Conflict; critical intercultural pedagogy; higher education; migration; new materialism; translanguaging

Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy

Melinda Dooly, Department of Didactics of Language and Literature, Universitat Autònoma de Barcelona, Barcelona, Spain

Ron Darvin, Language and Literacy Education Department, University of British Columbia, Vancouver, Canada

Abstract Discourses surrounding digital technologies have often foregrounded their capacity to connect people however, in reality, online communication can also result in fragmentation, polarization and modes of exclusion. To address these issues, this paper highlights the need for learners to develop a critical digital literacy (CDL) that contributes to a greater understanding of how power and ideologies operate online. By proposing a two-pronged teaching strategy that integrates inquiry-based learning and digital activism, this paper seeks to demonstrate how the field of language and intercultural communication can help imagine a more equitable and inclusive online world through focused teaching strategies.

Key word Critical digital literacy; critical digital pedagog; yinquiry-based learning; digital activism; intercultural communicative competence

Searching for a third-space methodology to contest essentialist large-culture blocks

Adrian Holliday, Arts Humanities & Education, Canterbury Christ Church University, Canterbury, UK

Abstract Here I present the third space as a methodology for contesting the essentialist large-culture distortion and colonising of both researching and engaging with the intercultural. This distortion is deep in the structure of intercultural studies and the everyday narratives that surround us as a major source of prejudice and false certainty. A third-space methodology therefore requires constant and uncomfortable deCentred questioning of the thinking-as-usual. The subsequent intersubjective implicatedness of the researcher requires this personal research history, alongside the 20 years of IALIC, of my own developing approach to the third space by means of whatever methods emerged as appropriate.

Key words Intercultural; decoloniality; autoethnography; orientalism; hybridity; third space

Interrupting the cognitive empire: keynote drama as cultural justice

Alison Phipps, UNESCO Chair, School of Education, University of Glasgow, Glasgow, Scotland

Tawona Sitholé, UNESCO Chair, School of Education, University of Glasgow, Glasgow, Scotland

Abstract The authors of this paper present a performative, practice-led interpretation of interrupting keynotes. They analyse keynotes in which a performance poet interrupts the white, female, professorial, northern scholar, with his own poetry as a poet of the global south. Using Benjamin’s essay on Brecht’s Epic theatre and interruption as a critical device, the authors will consider how oral scholarship might offer ways of disturbing the epistemological dominance of scholarly forms such as the keynote. By creating, through interruptions, a performative poetics as a practice-led decolonial scholarship, the authors explore the keynote as form, within an intercultural, artistic, hospicing and conflict transformational frame.

Key words Decolonial; intercultural drama; keynote lecture; poetics; hospitality

Toward the internationalization of higher education: developing university students’ intercultural communicative competence in Spain

Birgit Strotmann, Comillas Pontifical University, Madrid, Spain

Claudia Kunschak, Ritsumeikan University, Kyoto, Japan

Abstract Globalization has impacted higher education to an unprecedented degree, resulting in a need for students and teachers to be prepared for interaction in culturally and linguistically diverse environments at home and abroad, in both the university and the workplace. The present case study at a university in Spain collected questionnaire, individual interview, and focus group data from students pursuing academic degree programs with international profiles, to investigate students' level of intercultural communicative competence by looking at their attitudes, knowledge, experience and reflections. Recommendations for improving students' intercultural experience are extrapolated from the results.

Key words Cultural identity; intercultural communication; multiculturalism; plurilingualism; intercultural education; globalization

Hospitality and internationalization-at-home: the intercultural experiences of ‘buddies’ at a summer school in China

Xu Jia, Academic Affairs Office, Renmin University of China, Beijing, People’s Republic of China

Fred Dervin, Academic Affairs Office, Renmin University of China, Beijing, People’s Republic of China; Faculty of Educational Sciences, University of Helsinki, Helsingin, Finland

Abstract Like many institutions around the world, Chinese universities have established systems of ‘local student buddies' to ensure international students’ smooth transition to university life in China. This paper examines this underexplored form of internationalization-at-home by focusing on the experiences of Chinese buddies, who host international students at a 4 week summer school. Focus groups were led with 10 buddies before and after the summer school. Focusing on the key concepts of hospitality and interculturality, and using enunciative pragmatics, the paper examines the kind of interculturality taking place between the buddies and the international students.

Key words Hospitality; interculturality; China; buddies; internationalization-at-home

Child language brokering and multilingualism in Catalonia: language use and attitudes in a bilingual region

Gema Rubio-Carbonero, Department of Translation, Interpreting and East Asian Studies, Barcelona, Spain

Mireia Vargas-Urpí, Department of Translation, Interpreting and East Asian Studies, Barcelona, Spain

Judith Raigal-Aran, Department of English and German Studies, Tarragona, Spain

Abstract Children and young people from migrated families often learn host languages faster than their parents might do, and from very young ages they help their parents, families or community members by translating or interpreting, known as child language brokering (CLB). Language brokers need to mediate with different languages in different contexts and are more likely to become aware of the different status of the languages they use or are in contact with than other non-brokers from a migrant background. This article studies the phenomenon of CLB in Catalonia, a bilingual region, from a sociolinguistic perspective. It seeks to understand the linguistic reality of these language brokers, and their attitudes towards the different languages they speak. The results show a complex sociolinguistic picture in which language brokers are clear archetypes of multilingualism, and the tensions and preferences towards each of the languages spoken. It also reflects on the key role CLB plays in the maintenance and revitalization of heritage language(s) and culture(s).

Key words  Child language brokering; multilingualism; language attitudes; language use; Catalonia

It … he [the Moon] didn’t look tasty! Transnational children’s use of metaphors as a transcultural tool to gain symbolic power in family discourse

Sally Zacharias, School of Education, University of Glasgow, Glasgow, UK

Abstract The aim of this study is to set out to explore how children living in Polish-English transnational families in the UK develop symbolic competence and symbolic power in home settings. By focusing on the children’s use of metaphor in family discourse when talking about the Moon, from a cognitive discursive perspective, this study explores the children’s creative use of language in achieving their social goals. It moves beyond seeing language, cognition and culture as bounded systems but rather powerful meaning-making resources that are part of the children’s complex discourse-worlds. The findings show how transnational families provide children rich opportunities to develop intercultural or ‘transcultural’ competence.

Key words Transnational families; spoken discourse; metaphor; symbolic power; creativity

Reflections on the co-construction of an interpretive approach to interculturality for higher education in China

Prue Holmes, School of Education, Durham University, Durham, UK

Sara Ganassin, School of Education, Newcastle University, Newcastle upon Tyne, UK

Song Li, Department of Foreign Languages, Harbin Institute of Technology, Harbin, China

Abstract The inclusion of intercultural communication and intercultural competence in English language education in Chinese Higher Education is now firmly established in the ‘National Standards’ (2020). In a post-project reflection, we explore the opportunities and challenges in co-constructing an interpretive (non-essentialist) approach to interculturality and the emergent pedagogic framework (theory, methodology, teaching materials) within a Chinese-European research project. While partners shared an enthusiasm to make the project successful, power relations, academic and professional expertise, and certain theoretical and methodological preferences challenged the co-construction of the framework. Thus, our reflections highlight tensions, challenges, and lessons learned which will inform future international collaborations.

Key words Intercultural education; intercultural competence; interpretive approach; non-essentialism; Chinese Higher Education

A collaborative autoethnography of developing a ‘Cultural Stories’ exercise for intercultural teaching in China

Ruobing Chi, Intercultural Institute, Shanghai International Studies University, Shanghai, People’s Republic of China

Hongling Zhang, Intercultural Institute, Shanghai International Studies University, Shanghai, People’s Republic of China

Steve Kulich, Intercultural Institute, Shanghai International Studies University, Shanghai, People’s Republic of China

Abstract Intercultural teaching often emphasizes exposure to and understanding of cultural differences. Although it acknowledges the importance of cultural self-awareness, little research has been done to explore how such a goal is achieved. This article adopts collaborative autoethnography (CAE) to explore the creation, development, and use of variations of the ‘Cultural Stories’ exercise to enhance cultural self-awareness in intercultural education. Three culturally diverse instructors (in background, generations, contact/integrated cultures) narrate developments of this process for foreign language teaching in China as creators, teachers, and researchers. Analysis focuses on: (1) transformative learning process and experience of using the ‘Cultural Stories’ exercise; and (2) enhanced pedagogical understanding of intercultural teaching in China gained through developing and using this exercise. Results indicate that: (1) cultural stories have the potential to shape or start transforming students’ originally essentialized understanding of culture and identity, and (2) contextualized pedagogical implementation and reflective professional commitment help inspire and bring greater reflection or transformation to the teachers’ understanding of intercultural teaching. Implications of this instructional intervention and the research process are also discussed.

Key words Intercultural learning; transformative learning; cultural identity; collaborative autoethnography (CAE)

Acculturation in a multicultural classroom: perspectives within the yin-yang metaphor framework

Ran An, School of International Education/School of Journalism and Communication, South China University of Technology, Guangzhou, People’s Republic of China

Jiajia Zhu, School of Journalism and Communication, South China University of Technology, Guangzhou, People’s Republic of China

Yuran Li, School of Business Administration, South China University of Technology, Guangzhou, People’s Republic of China

Hui Zhu, Centre of Public Diplomacy and Intercultural Communication Research, South China University of Technology, Guangzhou, People’s Republic of China

Abstract This study examines the acculturation characteristics of Chinese students in the context of a multicultural classroom. The Chinese yin-yang philosophy is used to provide another dimension of interpretation and analysis in addition to Berry's acculturation strategy framework. Qualitative data over a five-year period reveal their changing psychological states in a multicultural classroom. Four stages of acculturation were identified: initial, contact, reflection, and change. At each stage, Chinese students dynamically react and change in the acculturation process, which is similar to the intertwining process of yin and yang, a metaphorical image seen in the Chinese yin-yang philosophy.

Key words Acculturation; yin-yang philosophy; international students; Chinese students; multicultural classroom

To be or not to be internationalised: students’ experience of intercultural encounters in Hong Kong universities

Hans J. Ladegaard, Department of English and Communication, The Hong Kong Polytechnic University, Hong Kong

Abstract With rising nationalism across the world, and increased tension between East and West, internationalisation of tertiary education is arguably more important than ever before. This paper reports on a study of international and local students’ experiences of intercultural encounters in two Hong Kong universities. More than 100 students from all over the world participated in small-group sharing sessions about the challenges and positive experiences they had encountered during their studies in the City. Using a discourse analytic approach, the article analyses some negative and some positive examples of intercultural encounters. The examples of ‘unsuccessful’ encounters show that students use their own cultural frame of reference to judge the behaviour of the other. An unexpected finding was that students with lesser perceived cultural differences struggled the most overcoming intergroup differences and animosities. The essence in the examples of ‘successful’ intercultural encounters is that students engaged in genuine intercultural dialogue and created a third space together and this changed them. They realised that you can accept cultural differences without understanding them, and this is arguably what internationalisation should be about.

Key words Internationalisation of higher education; stereotypes; intergroup difference; intercultural dialogue; third space

Constructing interculturality through intercultural dialogues and autoethnography: building relations, nurturing preparedness and rejecting boundaries

Jianwei Xu, Department of Linguistics and Literary Studies (LIST), Vrije Universiteit Brussel, Brussels, Belgium

Ann Peeters, Department of Linguistics and Literary Studies (LIST), Vrije Universiteit Brussel, Brussels, Belgium

Maarten Gernay, Department of Linguistics and Literary Studies (LIST), Vrije Universiteit Brussel, Brussels, Belgium

Abstract This paper explores the role of a series of intercultural dialogues deployed as an intercultural intervention in scaffolding the development of interculturality of Chinese international students and Belgian undergraduates. The data highlight the fundamentally dynamic dialogic nature and process of intercultural engagement whereby the individuals actively seek to relate and construct meanings collaboratively. Drawing on a constructivist approach to interculturality and employing ethnographic methods, we contend that the efforts to connect play a pivotal role in mediating the process of developing the knowledge of cultural practices and that of becoming willing and prepared to challenge the self and familiar tropes.

Key words Intercultural intervention; interculturality; relation building; reflexivity; study abroad experiences of Chinese students

Making sense of the unexpected: critical incident training in three Chinese universities

Hongbo Dong, School of Education & English, University of Nottingham Ningbo China, Ningbo, People’s Republic of China

Martin Cortazzi, Department of Applied Linguistics, University of Warwick, Coventry, UK

Lemin Shen, Foreign Languages College, Zhejiang Wanli University, Ningbo, People’s Republic of China

Abstract This paper reports the use of critical incidents in three rounds of purpose-designed training events for 87 staff in three Chinese universities. To develop intercultural communicative competence (ICC), we present a possible framework of six intercultural approaches, combinations of which yield relevant principles as a rationale for ways of teaching ICC and for using critical incidents. Feedback through questionnaires and interviews, plus observer comments are analysed for combined evaluations of the training events. The data analysis, with caveats, demonstrates the perceived effectiveness of the training which includes reflexivity towards participants’ developed ICC.

Key words Intercultural communicative competence; critical incidents; cultural sense; making; university staff training

Resources for intercultural learning in a non-essentialist perspective: an investigation of student and teacher perceptions in Chinese universities

Claudia Borghetti, Department of Modern Languages, Literature, and Cultures, University of Bologna, Bologna, Italy

Xiaolei Qin, School of Foreign Language Education, Jilin University, Changchun, People’s Republic of China

Abstract This paper presents a study focused on how English language students and teachers in Chinese higher education experienced a set of interculturality-oriented teaching materials developed by the European RICH-Ed project. The investigation involved 2,267 students and 41 teachers, who had tested one of the teaching modules put forward by RICH-Ed to stimulate intercultural development in a non-essentialist perspective. They were involved either by means of interviews or questionnaires. Findings indicate that participants resisted the idea that there are no right and wrong answers when talking about cultural groups, and that learning is contextual, since it depends on situated emerging meanings.

Key words Chinese higher education; intercultural language education; teacher perspectives; student perspectives; non-essentialism; RICH-Ed

Dual identities? Transnational identities? Psychological acculturation research in dialogue with discursive approaches to the identity work of individuals with a migration background

Catho Jacobs, Faculty of Arts and Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium

Dorien Van De Mieroop, Faculty of Arts, KU Leuven, Leuven, Belgium

Colette Van Laar, Faculty of Psychology and Educational Sciences, KU Leuven, Leuven, Belgium

Abstract This article's key aim is to bring discursive insights on transnational identities together with the ‘identity strategies’-framework from psychological acculturation research. To do so, we discursively analyse the negotiation of identities in interviews of Belgian women with Turkish/Moroccan migration backgrounds. Our findings indicate that interviewees negotiate nuanced national and ethnic identities, highlighting the fluidity of identity often foregrounded in discursive research on transnational identities. We also propose adopting terminology from psychological acculturation research into discursive analyses as this might enable researchers to pinpoint the various shifts in discursive work that is now often covered by the term ‘transnational identities’.

Key words Ethnic identity; national identity; interviews; acculturation; identity strategy; transnational identity

Investment in transnational identity to become microcelebrities in China: on American uploaders’ success in a Chinese video-sharing website

Xingsong Shi, School of International Studies, University of International Business and Economics, Beijing, People’s Republic of China

Yujie Chang, School of International Studies, University of International Business and Economics, Beijing, People’s Republic of China

Jiawei Gao, School of International Studies, University of International Business and Economics, Beijing, People’s Republic of China

Abstract Based on Darvin & Norton’s (Citation2015) model of investment, this study conducted a qualitative discourse analysis on 212 videos uploaded by three American microcelebrities on a Chinese video-sharing social media Bilibili. The study explored how the Americans invested in local language and cultural practices, elicited previously possessed affordances as sociocultural capital to enhance their transnational identities, and gained legitimate membership as microcelebrities in the Chinese digitalised third space. The findings may provide implications for intercultural communicators on how to incorporate linguistic, cultural, multimodal and other sociocultural resources to negotiate power to speak in host culture either online or offline.

Key words Investment; transnational identity; capital; microcelebrity; digitalised third space

‘Coming here you should speak Chinese’: the multimodal construction of interculturality in YouTube videos

Wing Yee Jenifer Ho, Department of English, City University of Hong Kong, Kowloon, Hong Kong

Abstract YouTube is increasingly used as a platform for knowledge sharing and construction. It provides a space for micro-celebrities to interact with audience from different lingua-cultural backgrounds. Such interactions, provide opportunities for people to make aspects of identities (ir)relevant through doing interculturality. While studies on interculturality tended to focus on language, how multimodal resources are used to perform interculturality warrants further investigation. This paper explores how interculturality is constructed by a strategic deployment of multimodal and multilingual resources. By conducting multimodal analysis on two ‘moments’ of a video, this paper contributes to an understanding of multimodal construction of interculturality.

Key words Multimodality; interculturality; YouTube; digital communication

Questioning translanguaging creativity through Michel de Certeau

Marco Santello, School of Languages, Cultures and Societies, University of Leeds, Leeds, UK

Abstract This article questions theoretically the conceptualisation of creativity put forth by the translanguaging paradigm, i.e. the speakers' ability to push and break language boundaries and flout behavioural norms. It does so by considering Michel de Certeau's view of everyday language use as creative by virtue of its being able to take advantage of a space of action. De Certeau's view emphasises the existence of constraints as a key aspect of creativity in everyday practices, which challanges the idea that multilingual creativity is necessarily to be seen as transcending boundaries and being disruptive.

Key words Translanguaging; multilingualism; creativity; Michel de certeau; multilingual theory

期刊简介

Language & Intercultural Communication promotes an interdisciplinary understanding of the interplay between language and intercultural communication. It therefore welcomes research into intercultural communication, particularly where it explores the importance of linguistic aspects; and research into language, especially the learning of foreign languages, where it explores the importance of intercultural perspectives. The journal is alert to the implications for education, especially higher education, and for language learning and teaching. It is also receptive to research on the frontiers between languages and cultures, and on the implications of linguistic and intercultural issues for the world of work.

《语言与跨文化交际》旨在促进对语言与跨文化交际之间相互作用的跨学科理解。因此，本刊欢迎研究跨文化交流，特别是探讨语言方面的重要性的研究；同时也欢迎研究语言，特别是外语学习，探讨跨文化观点重要性的研究。除此之外，本刊还关注教育方面的研究，特别是高等教育，语言学习和教学。关于语言和文化之间的边界以及语言和跨文化问题对世界范围内工作的影响。

The journal seeks to advance a perception of the intercultural dimension of language within a complex and pluralist view of the world. To this end, it seeks always to resist reductive and hegemonic interpretations, and is stimulated by contemporary, critical perspectives in understanding cultural practices and intercultural relationships. Its aspiration to promote an understanding of the position and politics of language(s) in intercultural communication is conceived as a contribution to personal development and to interpersonal understanding, dialogue and co-operation. The journal also seeks to make an effective contribution to disseminating new ideas and examples of good practice in educating students in language and intercultural communication.

本刊试图在一个复杂和多元的世界观中提高对语言跨文化层面的认识。为此，我们始终反对简化的和霸权解释，并受到当代理解文化实践和跨文化关系的批判性视角的激励。我们希望促进对语言在跨文化交际中的地位和政治的理解，被认为是对个人发展和人际理解、对话与合作的贡献。本刊还力求为传播语言和跨文化交流教育学生方面的新思想和良好做法范例作出有效贡献。

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