Intercultural competence is [the ability] “to see relationships between different cultures – both internal and external to a society – and to mediate, that is interpret each in terms of the other, either for themselves or for other people.” It also encompasses the ability to critically or analytically understand that one’s “own and other cultures’” perspective is culturally determined rather than natural. – Byram, M.
Eighth International Conference on the
Development and Assessment of Intercultural Competence
Decentering Mobility in Intercultural Education:
Engagement, Equity, and Access
January 27-30, 2022
A virtual event
Uju Anya, Carnegie Mellon University, USA
Race Matters in Intercultural Communication and Language Learning: The Case of African Americans Speaking Blackness in Brazil
Maria Dasli, University of Edinburgh, Scotland
Exploring the Impact of Ethnographic Inquiry: Students’ Perceptions of the Foreign Other during Study Abroad
Jennifer Pipitone, College of Mount Saint Vincent, USA
Place-based Intercultural Learning in the Virtual Era: Politics and Possibilities
Hosted by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona, the 2022 ICC conference was a virtual event focusing on the ways in which intercultural communication and the teaching and learning thereof have been shaped through mobility – both virtual and physical. In particular, presentations addressed how the changing state of intercultural communication has been shaped by a world that is simultaneously more and less mobile, for example, due to differences in access among learners or to changing circumstances, such as the current global health crisis.
Recorded presentations are available on our YouTube channel, here.
See the conference schedule for more information, including presentation details (or access the conference schedule outline here [PDF]). Conference registrants accessed all presentations and accompanying materials on the Whova event app.
Scientific Committee, ICC 2022:
José Aldemar Alvarez Valencia (Universidad del Valle, Colombia)
Jane Andrews (University of Bristol, UK)
Elizabeth Arevalo-Guerrero (University of Maryland, Baltimore County)
Mahmoud Azaz (University of Arizona)
Teresa Catalano (University of Nebraska–Lincoln)
Irwin Compiègne (Australian National Universiy, Australia)
Cori Crane (University of Alabama)
Chantal Crozet (RMIT University), Australia)
Nelleke Van Deusen Scholl (Yale University)
Wenhao Diao (University of Arizona)
Adriana Diaz (University of Queensland, Australia)
Beatrice Dupuy (University of Arizona)
Peter Ecke (University of Arizona)
Julieta Fernandez (University of Arizona)
Federica Goldoni (Georgia Gwinett College)
Irina Golubeva (University of Maryland, Baltimore County)
David Gramling (University of British Columbia, Canada)
Barbara Hanna (University of Queensland, Australia)
Tara Hashemi (California State University, Fresno)
Mirjam Hauck (Open University, UK)
Emily Hellmich (University of Arizona)
Erin Kearney (SUNY Buffalo)
Kris Knisely (University of Arizona)
David Malinowski (San Jose State University)
Kristin Lange (Elon University)
Maria Manni (University of Maryland, Baltimore County)
Troy McConachy (University of Warwick, UK)
Janice McGregor (University of Arizona)
Kristen Michelson (Texas Tech University)
Nicole Mills (Harvard University)
Dianna Murphy (University of Wisconsin, Madison)
Robert O’Dowd (Universidad de Léon, Spain)
Christelle Palpacuer Lee (Rutgers University)
Suzanne Panferov (University of Arizona)
Kacy Peckenpaugh (Weber State University)
Beatriz Maria Peña Dix (Universidad de los Andes, Colombia)
Elyse Petit (Vanderbilt University)
Tracy Quan (University of Colorado, Boulder)
Diane Richardson (University of Florida)
Julio Rodriguez (University of Hawaii, Manoa)
Anamaria Sagre Barboza (Universidad de Córdoba, Colombia)
Barbara Schmenk (University of Waterloo, Canada)
Roxanna M Senyshyn (Pennsylvania State University, Abington College)
Elizabeth Smolcic (Pennsylvania State University)
Julie Sykes (University of Oregon)
Joshua Thoms (Utah State University)
Chelsea Timlin (University of Arizona)
Emma Trentman (University of New Mexico)
Raychel Vasseur (Texas Tech University)
Adnan Yilmaz (Sinop Universitesi, Turkey)
Manuela Wagner (University of Connecticut)
Yi Wang (Emory University)
Chantelle Warner (University of Arizona)
Loading...
2022 ICC Conference
Dr. Uju Anya is Associate Professor of second language acquisition in the Department of Modern Languages at Carnegie Mellon University. She specializes in applied linguistics, sociolinguistics, and language teacher education with particular focus on race, gender, sexual, and social class identities in the language classroom. Dr. Anya’s research is published in journal articles and in her book Racialized identities in second language learning: Speaking blackness in Brazil (Routledge 2017), winner of the 2019 American Association for Applied Linguistics First Book Award recognizing a scholar whose first book represents outstanding work that makes an exceptional contribution to the field. Her other main areas of inquiry include intercultural communication, service-learning and community engagement approaches to language instruction, applied linguistics as a practice of social justice, and strategic translanguaging in world language pedagogy.
Race Matters in Intercultural Communication and Language Learning: The Case of African Americans Speaking Blackness in Brazil
Abstract
This talk questions the notion that language studies programs and language learning inquiry are safe havens of intercultural communication and exchange free from racism and ethnic bias. It examines how the systemic exclusion of African Americans in second language acquisition (SLA) research and their inequitable access, treatment, and experiences in traditional classrooms, dual immersion, study abroad, and other language learning contexts challenge our color-evasive myths of race neutrality and multiculturalism. The talk includes an overview of the participation of African Americans in SLA and their experience in language education, motivated by concern with the dearth of inquiry on this population and their underrepresentation as linguistic scholars and as students in language, cultural studies, and international travel programs. It features cases of Black students engaged in world language study to illustrate how their race, gender, sexual, and social class identities are enacted and challenged in intercultural communication and language learning. The experience of one group of African Americans learning Portuguese in Brazil is highlighted to illustrate ways Black students learn to speak their material, ideological, and symbolic selves in a new language. Additionally, how linguistic action functions to reproduce or resist power and inequity is described, and lessons we can learn from their experiences in personal transformation through language learning are discussed. Ultimately, this presentation addresses how African Americans can more actively and meaningfully participate in language programs to show that identities and investments in diverse communities within and outside classrooms greatly influence Black students’ success in our field.
Exploring the Impact of Ethnographic Inquiry: Students’ Perceptions of the Foreign Other during Study Abroad
Abstract
This talk presents findings from a longitudinal qualitative study that investigated the impact of ethnographic inquiry on British modern languages students’ perceptions of the European and Latin American foreign other during the year abroad. It begins from the argument that although ethnography is integrated into many modern languages undergraduate degree programmes in the UK and beyond, very little prior empirical research has assessed its actual intercultural learning outcomes for modern languages sojourners. Drawing on pre-departure and post-return semi-structured active interviews and reflective diaries that students wrote during their sojourns, the thematic and critical discourse analysis of the data directs attention to the cultural stereotypes and negative generalisations most participants produced when talking and writing about the foreign other. It is suggested that although some of these generalisations were more blatantly negative than others, common to all was the use of discursive devices (e.g., disclaimers, presentation and quoting of self and others) that attenuate the potentially face-damaging impact of ethnocentric expressions. Because these expressions remained almost intact throughout the year abroad, this talk problematises the view that ethnography provides significant intercultural benefits to modern languages sojourners against the backdrop of a wounded post-Brexit economy that makes the opportunities, as well as the resources, for going abroad increasingly scarce.
Place-based Intercultural Learning in the Virtual Era: Politics and Possibilities
Abstract
The coronavirus pandemic has sparked a reimagining of higher education for students and faculty alike worldwide. This uncomfortable moment, while taking much away from us, offers an opportunity to pause and ask: what lessons can the pandemic teach us about future study abroad and intercultural programming? The current “virtual turn” in education – from virtual classrooms to virtual museum exhibits – creates space for us to consider innovative ways in which we can meaningfully engage students with people and places abroad through virtual channels. Innovation may take the form of enhancing existing programming through digital tools or forging fresh online collaborations with faculty from other universities (e.g. bulking up pre-departure curricula for study abroad; engaging students in intercultural sharing through collaborative courses or assignments). Considering that study abroad is inaccessible to many students on account of financial or time constraints, virtual culture contact may be one way to facilitate meaningful dialogue between students from diverse backgrounds.
While the possibilities may be virtually endless, it is critical to acknowledge that intercultural experiences are not inherently educational. Contact with novel places, peoples, and cultures—including virtual contact—is always a mediated encounter. Even before an initial interaction, places and cultures exist in our minds as representations, which are typically socially constructed. This presentation explores the politics and possibilities of virtual intercultural experiences while highlighting the importance of creating programming that is both socially- and culturally-conscious. Drawing from the philosophy of place-based education, pedagogies that are responsive to particular attributes of a place are presented as a way to: increase student self-awareness, promote intercultural sharing, and ultimately deconstruct representations of cultural “others.” The presentation concludes with a reflection on how place-based intercultural learning could function as a tool to increase civic engagement and cultivate student advocates of social change.
This is the eighth iteration of the ICC conference organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL), a Title VI Language Resource Center at the University of Arizona.
The conference takes place online, January 27 – 30, 2022.
- January 27, 9 am – Noon and 2 – 5pm Arizona (UTC-7): Pre-conference workshops.
- January 28, 8:30 am – 5:15 pm Arizona (UTC-7): Plenary, paper, and symposium presentations, followed by a virtual happy hour.
- January 29, 8:30 am – 4:30 pm Arizona (UTC-7): Plenary, paper and roundtable sessions, followed by a virtual happy hour.
- January 30, 9 am – Noon Arizona (UTC-7): Post-conference workshops.
Plenary presentations at ICC 2022:
Uju Anya, Carnegie Mellon University, USA
Race Matters in Intercultural Communication and Language Learning: The Case of African Americans Speaking Blackness in BrazilMaria Dasli, University of Edinburgh, Scotland
Exploring the Impact of Ethnographic Inquiry: Students’ Perceptions of the Foreign Other during Study AbroadJennifer Pipitone, College of Mount Saint Vincent, USA
Place-based Intercultural Learning in the Virtual Era: Politics and Possibilities
For complete details about the plenaries, click here.
Click on the title bars below, to see the lists of other presentations.
Workshops (see registration page in menu bar for date and time)
| Pre- and Post-Conference Workshops | ||
| Presenter(s) | Title | Summary |
| Cassandra Glynn, Concordia College-Moorhead; Manuela Wagner, University of Connecticut; Allison J Spenader, College of St. Benedict and St. John’s University | At Home or Abroad: Social Justice and Intercultural Citizenship Pedagogies | In this workshop, the presenters focus on transforming language instruction to focus on justice and intercultural citizenship both in home communities and in experiences abroad. The presenters will share examples in a variety of languages that can be adapted to different proficiency levels, and participants will collaborate and exchange ideas. |
| Juan Antonio Godoy Peñas, University of Cincinnati; Claudia Quevedo-Webb, University of Chicago | Social Justice, ICC and Local Communities in Basic Language Programs | This workshops aims to connect intercultural communicative competence, social justice topics and Hispanic Local Communities in Basic Language Programs. In order to do so, we will guide the audience through a unit plan template on how to combine these 3 elements. |
| Diana Palenzuela-Rodrigo, University of Chicago; Verónica Moraga, University of Chicago | Cultural Technology in Language Learning | This interactive workshop will present the concept of Cultural Technology in Language Learning, a pedagogical strategy based on language and culture learning through virtual resources that will allow students to travel to the context of the target language in real-time and to practice it in authentic communicative situations. |
| Meike Wernicke, University of British Columbia; Carl Ruest, University of British Columbia | Cultural Translation Across Virtual Boundaries as Intercultural Encounter | This workshop explores intercultural learning through cultural translation. Participants will examine the process of extracting and relocating texts across virtual boundaries and the ways in which cultural understandings are rearticulated in a new context. |
| Joseph Shaules, Keio University and Japan Intercultural Institute | A Deep Learning Approach to Intercultural Education: The DMLL | This workshop presents the Developmental Model of Linguaculture Learning (DMLL). Grounded in insights from cultural psychology, it describes four developmental levels of ever-deeper cultural learning: i-1 Encountering; i-2 Experimenting; i-3 Integrating and i-4 Bridging. There will be learning activities and discussion of ways to apply the DMLL. |
Paper Presentations
| Paper Presentations | ||
| Presenter(s) | Title | Summary |
| Yousra Abourehab, Univeristy of Arizona | “Barbie MosqueVille”: Arabic-English Language Socialization in the U.S. | This study examined how spontaneous cooperative play of two Arabic-English bilinguals was used as a reflection for their hybrid identities through their language practices. Findings showed the evolution of their intercultural competence as bilinguals who are growing up in a multiglossic Arabic-speaking community in the United States. |
| Emilia Alonso-Marks, Ohio University; Siphokazi Magadla, Rhodes University | Developing Intercultural Sensitivity Through Collaborative Virtual Exchange | This study analyses the development of intercultural sensitivity during an international collaborative virtual exchange project wherein university students from the US and South Africa investigated the topic of migration. Findings indicate that these projects afford gains in heightened awareness about global issues while working collaboratively. |
| Netta Avineri, Middlebury Institute of International Studies at Monterey; Thor Sawin, Middlebury Institute of International Studies at Monterey; Gabriel Guillen, Middlebury Institute of International Studies at Monterey | Fostering Mobile Mindsets While Learning From Home: Three Intercultural Cases | This article focuses on three Intercultural Communication courses at a Master’s-level institution that entailed travel and working with global and local partners and were redesigned due to COVID19. We explore how faculty, students, and other stakeholders navigated global and local realities by cultivating mobile mindsets while learning from home. |
| Mahmoud Azaz, Univ of Arizona; Ayman Mohamed (PhD), Michigan State | Developing Sociopragmatic Competence in L2 Arabic Classrooms | This paper analyzes how two elementary Arabic textbooks that folow the integrated approach (Standard with the dialects) represent the common speech acts in the Egyptian Arabic (EA) component of their content. The paper akso offers the results of an intervention that aimed at enhancing the pragmatic competence in L2 Arabic. |
|
Annette Benson and Kris Acheson-Clair, Purdue University’s CILMAR: Center for Intercultural Learning, Mentorship, Assessment and Research |
A Tour of a Science Gateway Which Increases Engagement, Equity, and Access |
The Intercultural Learning Hub (HubICL) is a repository of intercultural learning, global learning, and DEI resources offered for free to interculturalists all over the world. In this HubICL tour, you’ll learn how to find and to share the resources we all need to make our teaching, our learning, our assessment and our research more interculturally effective. |
| Brooke Bakan, University of Pennsylvania | Language Ideologies in a Virtual Turkish Study Abroad Program | This presentation draws on critical discourse analysis of ethnographic data collected during a two-month virtual study abroad program focused on the acquisition of Turkish. The analysis highlights communicative practices that emerge in the COVID-era virtual environment, the ideologies they index, and implications for intercultural learning. |
| Patrick Boylan, Roma Tre University | Learning Languages as Culture Critically Though Ethnographic Interviewing | Results are presented of an experimental module in English for Intercultural Communication taught at Sapienza University (Rome, Italy) in 2020, using the online and classroom materials created for the EU project Picture. Links are given to the written and video materials students produced in their real and virtual encounters with native speakers. |
| Diane Ceo-DiFrancesco, Xavier University; Leah Dunn, Xavier University | Global Cultural Immersion-Not Just for Students Anymore | This study explored the effects of global immersions offered to faculty and staff, utilizing a qualitative descriptive method to capture perspectives through individual interviews. Dissonance prompted internal transformations based on new perspectives. Participants also identified an increase in compassion for students from diverse backgrounds. |
| Betül C Czerkawski, University of Arizona | Designing Intercultural Education Experiences with Networked Learning | Networked learning (NL) provides a theoretical foundation for second and foreign language teachers while they create activities to foster intercultural understanding and competence. This presentation explains and provides examples of NL with its major tenets and implications for intercultural education. |
| Betty Beaulah Dammu, The English and Foreign Languages University, Hyderabad, India | Digital Creative Pedagogy To Enrich Intercultural Communicative Competence | This qualitative study investigated how Digital Creative Pedagogy mediated ubiquitous collaborative learning fostered intercultural communicative competence and the learners’ perceptions towards it. Additionally, this study tried to shrink long-standing equity and accessibility gaps. The results indicated that DCP created a conducive environment. |
| Adriana Diaz, The University of Queensland; Marisa Cordella, The University of Queensland; Barbara E. Hanna, The University of Queensland; Anna Mikhaylovaactions, The University of Queensland; Samantha Disbray, The University of Queensland | Rethinking “Authentic” Intercultural Engagement in a Post-mobility World | This paper addresses international physical immobility brought about by the COVID-19 pandemic and its consequences for university language programs across Australia from the perspectives of three key stakeholder groups: 1) university language students; 2) academic staff; and 3) professional staff working in internationalisation strategies. |
| Sarah Dietrich, Southeast Missouri State University | Leveraging eService Learning: Decentering Mobility | This presentation shares participant voices (hopes, fears, powerful change and inevitable resistance) in an eService Learning project pairing Teachers of English to Speakers of Other Languages (TESOL) graduate students with adult learners of English in Afghanistan for synchronous online tutoring sessions. |
| Sebastien Dubreil, Carnegie Mellon University | Linguistic Landscape, Spatial Literacy, and Augmented Reality. | This case study examines how Linguistic Landscape (LL) learning activities can enhance a student’s engagement with her physical environment and the culture(s) present in it. The student engaged with issues such as mobility and accessibility, and leveraged AR technology to examine the intertextual relationships between place, people, art, & cultures |
| Raghda Sami El Essawi, American University in Cairo | How Teacher-related Factors Influence Intercultural Development Efforts | Through an analysis of pre and post training lesson plans in a professional development course, paper highlights how interplay between the content & delivery modes on the one hand and individual features on the other affect level of IC awareness reached by student-teachers participating in mentioned course. |
| Seungmin Eum, University of Arizona, Second Language Acquistion and Teaching; Sunyoung Yang, Ph.D., The University of Arizona; Jieun Ryu, Ph.D., University of Arizona; Young Ae Kim, Ph.D., Defense Language Institute; Sojung Chun, University of Arizona; Seojin Park, University of Arizona, Second Language Acquistion and Teaching | Cultivating Intercultural Communication Skills via a Meme Project | This study analyzes a meme project, implemented to cultivate students’ intercultural communication skills in Korean as a foreign language classrooms. The findings demonstrate the meme functions as a bridging site where students reflected their perceptions on the target culture and negotiated meanings to create humor for the target community. |
| Julieta Fernández, University of Arizona; Wenhao Diao, University of Arizona | American Study Abroad Students Scene and Seen: Voices from Peer Hosts | This comparative study discusses parallel themes in the discourse about American study abroad (SA) students in Argentina and China. By focusing on the local peers, who interacted with the SA students either as conversation partners or roommates, the findings illuminate issues such as tourism and gender in intercultural communication during SA. |
| Nils Olov Fors, Kanda University of International Studies; Shannon Tanghe, Saint Mary’s University of Minnesota | Developing Interculturalizing Practices Through Virtual Exchanges | This session discusses the use of virtual exchanges to develop interculturalizing practices and increase student engagement with the global academic community within a framework of critical global education. |
| Uma Maheshwari Ganesan, University of Nebraska-Lincoln; Amanda R. Morales, University of Nebraska-Lincoln | Developing Intercultural Competence in Multilingual Science Classrooms | This 8-month narrative inquiry study explored the phenomenon of intercultural competence development through the lived experiences of a Midwestern secondary science teacher. More specifically it considers the ways in which one teacher fosters/facilitates development of intercultural competence among students in her urban, multilingual classrooms. |
| Irina Golubeva, University of Maryland Baltimore County; Melina Porto, Universidad Nacional de La Plata and Conicet (National Research Council), La Plata, Argentina; Michael Byram, Universities of Durham (England) and Sofia (Bulgaria) | The Potential of Pedagogies of Discomfort in Intercultural Virtual Exchange | We argue that language and intercultural communication education in universities should be humanistic and address ‘discomforting themes’ related to human suffering in order to foster empathy, solidarity and a sense of belonging to the global community. We illustrate with a virtual exchange involving collaborative creative work. |
| Julia Gorham, University of Illinois; Natalie Amgott, University of Arizona | Embodying Intercultural Competence in L2 French Video Reflections | This study combines multimodal analysis and embodiment theory to examine the roles played by embodied modes and gesture in French L2 students’ FlipGrid video reflections on a variety of sociopolitical topics and explores the possible contributions of these modes to students’ intercultural competence. |
| Hongni Gou, University of Arizona | Chinese Students in Germany: Politics and Intercultural Communication | By examining two Chinese students’ study abroad experience in Germany, the study shows that the political standings and views of the host and home country by the students and the host community might affect students’ intercultural communication and psychological well-being, drawing educators’ attention to politics in intercultural exchanges. |
| Mohammed Guamguami, Mohammed Premier University, Oujda, Morocco; | Double Intercultural Communicative Competence in Virtual Education | The word “dialogue” in the concept Double Intercultural Dialogue (DICD) refers to contact, coexistence and the search for common ground between people. Practically, the main project to be focused on is: COIL (Collaborative Online International Learning) in higher education. Pedagogically, the project promotes double intercutural communication. |
| Ivett Guntersdorfer, Ludwig-Maximilians-University; Irina Golubeva, University of Maryland at Baltimore County | Embodied Practices, Empathy and Social Activism in Virtual Exchange | This presentation demonstrates a pedagogical approach to raising awareness of embodiment in an intercultural virtual exchange. We report on a project between university students from Germany and the USA, in which the topics of embodied collective memory and empathy in social activism practices were explored. |
| Akin Gurbuz, Mugla Sitki Kocman University; Rana Yildirim, Cukurova University | EFL Instructors’ Multicultural Teaching Competence at Tertiary Level | The study intended to explore the multicultural teaching competences (awareness, knowledge, attitude and skill) of the EFL instructors at tertiary level; identify the challenges they experience due to linguistic and cultural diversity, and the strategies they employ in order to cope with the challenges by utilizinf a mixed method research design. |
| Judit Hahn, University of Jyväskylä | Construction of Otherness through Discourse in Virtual Exchange | Drawing on data collected from students’ e-portfolios, the study focuses on the discursive construction of otherness in a Virtual Exchange project arranged between three countries. Critical discourse analysis (CDA) is applied as the main analytical framework to examine the representations of the Other in the students’ writings. |
| Edmund ‘Ted’ Hamann, University of Nebraska Lincoln; Theresa Catalano, University of Nebraska-Lincoln | De-centering and Centering Mobility in Educator Professional Development | This presentation complicates the de-centering theme of the conference by contrasting the continued physical mobility of transnational students with the increased virtual mobility potential for professional development of teachers including ways in which the intercultural competence of teachers can be developed for these contexts |
| SoYoung Han, PSU; Yun-Chen Yen, PSU; Seongryeong Yu, PSU | Exploring Intercultural Communication in Distanced Communities of Practices | We present a year-long study that traces the learning trajectory of English as a foreign language teachers from Korea and Taiwan as members of distanced communities of practices (VCoPs) during the pandemic. We discuss factors of intercultural PD that help teachers take a more proactive, critical pedagogical approach to intercultural communication. |
| Dorottya Holló, Department of English Language Pedagogy, Eötvös Loránd University, Budapest | Realities of Introducing Interculturality in English Arts Degree Programs | Language, culture and interculturality are inextricable and important in successful foreign language communication, yet many degree programs do not integrate the concept of interculturality in their training. Aiming to speed up the process, a case study shows how cultural features have been added to traditional English major programs over 25 years. |
| Hiba B. Ibrahim, York University | Exploring Freedom of Speech and Social Justice A Virtual Exchange Kit | “Through this virtual exchange kit, students connect to explore topics related to diversity and prominent social justice issues in their cultural contexts. The learn-act-reflect design cycle aims to equip youth with the critical thinking, creativity, and collaboration skills to discover, participate, and promote vibrant social change. “ |
| Murod Ismailov, University of Tsukuba | Inquiry-based Telecollaboration and Intercultural Communicative Competence | This study explores the potential use of inquiry-based telecollaboration in nurturing learners’ critical intra-cultural learning to enhance the quality of intercultural communication. |
| Daniel C. Jones, Purdue University | Intercultural Competence and Virtual Exchange Leader Training and Support | This presentation will outline the different levels of support for faculty training as well as challenges in management of faculty support programs, and specific examples of the theoretical frameworks, curriculum design, assessments, and virtual tools used in supporting faculty in the development of virtual intercultural exchange programs. |
| Amir Kalan, McGill Univerity | Toward Ecological Intercultural Rhetoric | An ecological view of intercultural rhetoric highlights the importance of studying political, economic, and administrative ecosystems in which texts are funded, disseminated, sold, bought, and cited. This presentation responds to the question: What is beyond ‘culture’ in ‘intercultural rhetoric’ that impacts the process of writing across languages? |
| Erin Kearney, State University of New York at Buffalo | Virtual/Lived Reality: A Generative Divide for Language Teacher Education | Problematizing notions of mobility and interculturality, this conceptual paper takes up the example of use of virtual reality in langauge teacher education pointing to divides between lived and virtual experience that currently trouble theory and practice of interculturality in teacher education but which could become a more generative tension. |
| Jungsun Kim, Indiana University Bloomington; Huai-Rhin Kim, Purdue University | Influential Factors in Multicultural Personality and Social Distance | This paper discusses the influential factors on multicultural personality and perceptions of social distance to differentiate domestic university student group from international student group using Deardorff’s theoretical framework. |
| Kris Aric Knisely, University of Arizona and Department of French and Italian | Languaging Across Borders and Binaries | This paper explores the potential of gender-just language pedagogies for symbolic and intercultural competence development, particularly as this requires languaging across boarders and binaries. Assignment and assessment data from 112 students are analyzed to consider how these constructs are operationally defined and concretely developed. |
| Lawrence A. Kuiper, University of Wisconsin, Milwaukee; Eric G. Anderson, University of Wisconsin, Milwaukee | Decentering Cultural Comparisons in the Classroom | We examine learning opportunities created when international and domestic students at a U.S. university interact in a course whose topic is a third (in this case, French) culture. Evolving instructional approaches and student commentary are discussed in the context of a course first offered over 20 years ago, and for the first time online in 2020. |
| Angela Lee-Smith, Yale University; Mijeong Kim, Washington University in St. Louis | Fostering Intercultural Communicative Competence through Folktales | This presentation demonstrates timely insight into designing multiliteracies- and standards-based curriculum designs for developing intercultural communicative competence using folktales which can be easily implemented regardless of the mode of learning — remote or face-to-face. |
| Mickey Marsee, Chandler-Gilbert Community College – Chandler, AZ; Liliana Cuesta Medina, Universidad de La Sabana | An Approach to Designing Curriculum for an Embedded COIL Exchange | This paper presents a triadic approach—instruction, institution and learning– to course design for a COIL virtual exchange in a multicultural language class, from a critical and social justice perspective that mediates traditional archetypes concerning equity, diversity and respect. |
| Kelle L. Marshall, Pepperdine University; Wendy Bokhorst-Heng, Crandall University | Pedagogy of Care in Intercultural Education: Towards Human Flourishing | As ICC education decenters students by design, a pedagogy of care is essential practice. Through discourse analysis, we discuss how an instructor’s practice of ethics of care in a remote class provided the foundation for her modeling of ICC principles. We argue for the blending of pedagogy of care and ICC orientations to promote human flourishing. |
| Aiko Minematsu, Sophia University | Exploring an Online Community of Intercultural Japanese Youths | This presentation describes how a virtual space serves as a place of both mobility and community for youths of transnational Japanese families, particularly on how the virtual interactions within the community intersect with the youth participants’ perceptions of their own intercultural experiences and skills in their local and physical contexts. |
| Gery Nijenhuis, Utrecht University; Veronique Schutjens, Utrecht University; Gemma Corbalan, Utrecht University | Learning from Intercultural Encounters through Online Fieldwork | The aim of the paper is to analyse the impact of Covid-19 on intercultural encounters experienced by students doing fieldwork in the global South and on intercultural competence development. We compare students that did their fieldwork in the global South with those that conducted online fieldwork. Which factors account for the differences? |
| Hiroyo Nishimura, Yale University; Angela Lee-Smith, Yale University; Ninghui Liang, Yale University | Developing an Inventory of Reflection Tasks to Foster Interculturality | This presentation discusses an inventory of intercultural reflection tasks developed to facilitate high-quality remote learning experiences. The task sets serve as a comprehensive guide for language learners to monitor their interculturality development progress and enhance their intercultural communicative competence. |
| Christine Coleman Nunez, Kutztown University of Pennsylvania | An Experiential Learning Model to Assess Intercultural Proficiency | This paper describes a curricular design for a 5th-semester Spanish course based on an experiential learning model, along with intercultural proficiency (IP) assessment methods and success criteria. Data collected over 4 semesters provides measurable evidence of success related to IP development and suggests extending this model to other courses. |
| Ebtissam Oraby, George Washington University; Mahmoud Azaz, University of Arizona | Intercultural Dialogue in Literature-based Instruction in L2 Arabic | This article presents the implementation of literature-based instruction and examines its role in enhancing intercultural dialogue in the multidialectal context of advanced L2 Arabic through the lens of translanguaging. It is part of a larger ethnographic classroom-based study in a contemporary Arabic literature course at a U.S. institution. |
| Samed Yasin ÖZTÜRK, Mus Alparslan University; Fabian Krengel, University of Göttingen; Ângela Musskopf, Instituto Superior de Educação Ivoti; Nahla Yousef Nassar, The Arab Academic College for Education in Israel | ICC Through Virtual Exchange: A Quadrilateral ELT Training Project | This two-months long telecollaborative project aimed to bring together pre-service English teachers from the four countries and examine their ICC development throughout the process. This presentation will discuss the preliminary findings of the intercultural interactions of the participants based on qualitative content analysis. |
| Leonardo Jose Pacheco Machado, Institución Educativa Alfonso Spath Spath; Anamaria Sagre Barboza, Universidad de Córdoba; Yurisan Tordecilla, Institución Educativa La Ribera | Exploring Intercultural Teaching Practices in the Colombian EFL Classroom | This paper describes the intercultural teaching practices that four teachers in three south American state schools, where economic divides are notorious, used to teach for interculturality in distance and virtual learning educational environments during the outburst of COVID-19. |
| Dunja Radojkovic, University of Arizona | Interculturality in the Middle East: Narratives of Serbian EFL Teachers | This presentation focuses on three Serbian teachers of English who lived and worked in the Middle East and explores how they made sense of their experiences as international sojourners and practitioners. Drawing from poststructuralist frameworks (e.g., Dervin, 2016; Kramsch, 2018), the project involves a narrative analysis of the interviews. |
| Alexander Ramirez Espinoza, Universidad del Valle | Interculturality in Language Teacher Education: The Last Decade in Colombia | This presentation shares how Intercultural Communicative Competence and culture-related issues have unfolded in Foreign Language Teacher Education during the last decade, as evidenced in 13 refereed Colombian journals. Publication trends, gaps, and implications for curriculum will be discussed based on the findings of the literature review |
| Anamaria Sagre Barboza, Universidad de Córdoba; Yurisan Tordecilla, Institución Educativa La Ribera; Leonardo Jose Pacheco Machado, Institución Educativa Alfonso Spath Spath | Teachers’ Tensions to Teach for Interculturality: A Formative Intervention | This paper reports how a Formative Intervention not only helped three EFL teachers deal with the tensions that aroused when trying to teach for interculturality during COVID-19 but also shed light on the origins and resolutions of such tensions, as the point of departure towards future intercultural collaborative work. |
| Christopher Sanderson, University of Arizona; Mary McLachlan, University of Arizona; Veronica Oguilve, University of Arizona; Wen Wen, University of Arizona | Designing International Immersive Virtual Field Experiences (IIVFEs) | This project addresses 4 goals: 1) increasing opportunities for educators to make global-local connections, 2) encouraging shared cultural experiences, foreign language exposure, and international cultural content development, 3) expanding educators’ abilities to design and implement international innovations, and 4) increasing digital literacies. |
| Shannon Sauro, University of Maryland, Baltimore County; Sara Clement, University of Maryland, Baltimore County | Prior Mobility Experience and Intercultural Learning in a Virtual Exchange | This study compares the intercultural learning among students, both with and without prior structured and supported international mobility experiences, who took part in a three-country virtual exchange as part of a graduate course for future language teachers. |
| Roxanna M Senyshyn, Ph.D., Pennsylvania State University, Abington College | Diverse Children’s Literature in Teacher Intercultural Development | This presentation discusses theoretical perspectives and pedagogical implications to integrating diverse children’s literature as a way to support teacher candidate’s intercultural learning and development as well as learning to critically analyze the representation of culturally (ethnically, racially, etc.) diverse identities. |
| Yerko Sepulveda, Hawken School | Intercultural Competence building through Maker-Centered Learning | This case study presents maker-centered learning as a vehicle (and an analog form of physical mobility) to develop intercultural competence in the foreign language secondary classroom. Amid the limitations of virtual exchanges and study abroad programs because of COVID-19, students documented IC building through artifact exploration and creation. |
| Rachel Showstack, Wichita State University | Audiovisual Assignments for Social Justice in Latinx Communities | Through an audiovisual project in which heritage language students address an issue of social equity and disseminate their work to a local Spanish-speaking public, students develop written and oral communication skills, gain experience working in teams, and connect their Spanish language development with their career goals and with social justice. |
| Elizabeth Smolcic, The Pennsylvania State University; Magdalena Madany-Saa, Penn State University; Daniela Martin, The Pennsylvania State University (Penn State) Brandywine; Diego Cajas, National University of Education UNAE – Ecuador | Virtual Peer Dialogue: Intercultural Praxis for Language Teachers | We report on research examining a virtual exchange for pre-service English language teachers from two countries. Our presentation underscores the potential of virtual exchange as spaces to enrich students’ perspective-taking and captures the process of deepening awareness of positionalities and cultural identities as well as relationship building. |
| Allison J. Spenader, College of St. Benedict and St. John’s University; Joy Ruis, College of St. Benedict and St. John’s University; Catherine M. Bohn-Gettler, College of St. Benedict and St. John’s University | Intercultural Outcomes: Lessons from a Decade of Faculty-Led Programs | This study of faculty-led programs examines programmatic variables, learner characteristics and pedagogical approaches to identify meaningful practices for supporting IC development. Implications for on-campus intercultural experiences will be shared in an effort to bring meaningful IC development to a broader audience of learners. |
| Aletha Stahl, Purdue University; Tatjana Babic Williams, Purdue University | Growing Intercultural Speakers at “Home”: Equity across Learning Modes | Starting with the premise that integrating intercultural learning in a non-mobile world languages classroom fosters equity of access for all learners, this paper further explores the question of equity by comparing how face-to-face vs. virtual modes of instruction affect the development of intercultural speakers across various learner demographics. |
| Mitsuko Takei, Hiroshima Shudo University; Miho Fujiwara, Willamette University | Raising L1 and C1 Awareness in Reciprocal Virtual Exchange Activities | This study explores the practices of an intercultural communication course that discusses self-awareness among students about their first language (L1) and culture (C1). The course integrates virtual exchange into the syllabus in the form of a monolingual reciprocal partnership with L2 learners, which has proven to raise their L1 and C1 awareness. |
| Huiyu Tan, Shanghai University of Finance and Economics/ University of Helsinki; Fred Dervin, University of Helsinki | Imaginaries of Internationalization in Dialogues in Chinese Higher Education | In this study we employ the notions of social imaginary to analyze dialogues by international and domestic students in a Chinese university, then reveal different political-ideological components of discourses of internationalization of their potential influences on interculturality. |
| Cecilia Tocaimaza-Hatch, UNO; Melanie Bloom, UNO | Promoting Intercultural Thinking and Reflection through U.S. History | In this presentation, we discuss the implementation of a culture module in Spanish 1 courses. The module is based on the historical contributions of Latinos to the U.S. as depicted in the PBS documentary series Latino Americans. In addition, we explore how this new culture module fostered students’ intercultural sensitivity (Bennett, 1993). |
| Emma Trentman, University of New Mexico | Ideologies and Inequities in U.S. Study Abroad | This paper anaylzes ideologies of U.S. study abroad and their roots in inequitable socio-historical processes. The ideologies include educational tourism, personal transformation, intercultural competence, language immersion, and professional preparation. It argues that we must reckon with these ideologies to stop reproducing social inequities. |
| Gerdine M. Ulysse, University of Chicago; Katharine E. Burns, Carnegie Mellon University | Mother Tongue Literacy as Mobility: Haitian Gonâvien Perspectives on Kreyòl | This targeted, qualitative study examines the relationship between mother tongue instruction, language policy, literacy, and mobility in Haiti. Focusing on an underrepresented segment of Haiti’s multilingual society, the study examines language attitudes among Haitian Gonâviens regarding the use of French and Kreyòl in schools and society. |
| Manuela Wagner, University of Connecticut; José Aldemar Álvarez Valencia, Universidad del Valle | Intellectual and Cultural Humility in the Context of Intercultural Dialogue | Intercultural dialogue is crucial to address the complex problems we face today. In this presentation we ask the question how intellectual humility (owning the limitations of one’s knowledge) and cultural humility (which has been applied in Health Sciences) can support different aspects of intercultural dialogue. |
| Jianwei Xu, Vrije Universiteit Brussel; Ann Peeters, Vrije Universiteit Brussel; Maarten Gernay, Vrije Universiteit Brussel | Engaging and Embracing Different Cultural Voices through Autoethnographies | This paper discusses the value of autoethnography that involves the steps of ‘prepare’, ‘engage’ and ‘reflect’ to significant self-assessed development of intercultural competence of Chinese study-abroad students as a research-driven, theory-based intercultural intervention. |
| Adnan Yılmaz, Sinop University; Handan Çelik, Trabzon University | Senior Pre-service EFL Teachers’ Intercultural Competence and Sensitivity | This mixed-methods research investigates senior pre-service EFL teachers’ intercultural competence and sensitivity along with their knowledge and preparedness to teach intercultural competence in the classroom. Eliciting data through a questionnaire, a scale, and semi-structured interviews, this study can contribute to teacher education programs. |
Symposium
| Symposium Title | Symposium Summary | |
| Marginalization and Underrepresentation in Global VE Initiatives |
This symposium reports on the results of a comprehensive multi-site research study of marginalization and underrepresentation in global virtual exchange initiatives in four geopolitical regions – the Middle East, South America, Central/East Asia, and Sub-Saharan Africa – with the goal to unpack Western hegemonies in global intercultural education. Presenters: Mirjam Hauck, The Open University; Liudmila Klimanova, University of Arizona; Müge Satar, Newcastle University, UK; Nael Alami, Modern University for Business and Science (MUBS); Dr. Loye Sekihata Ashton, Class2Class; Kwesi Ewoodzie, Culture Beyond Borders (CBB); James A. Elwood, Meiji University |
|
| Presenter(s) | Individual Paper Title | Summary |
|
Nael Alami (University for Business and Science, Lebanon) and Mirjam Hauck (Open University, UK) |
Understanding Marginalization and Underrepresentation in Global Intercultural Education | Driven by the fact that most higher education students are not internationally mobile, many educators view intercultural virtual exchange (VE) as “the solution to internationalization at home” (Beelen & Jones, 2015). Intercultural VE, however, is not accessible to all global populations of students. This paper will focus on common factors that are responsible for marginalization and underrepresentation in global intercultural VE initiatives. |
| Kwesi Ewoodzie (Culture Beyond Borders, USA/Ghana), Liudmila Klimanova (The University of Arizona, USA), and Müge Satar (Newcastle University, UK) | The Causes of Marginalization and Underrepresentation in Global Virtual Exchange Initiatives: A Comprehensive Survey of Stakeholders in Four Geopolitical Sectors | This paper will present the results of a global multi-site mixed-method research study that sought to identify various obstacles preventing educators and administrators in four geopolitical regions of the world – the Middle East, South America, Central and East Asia, and Sub-Saharan Africa – from considering VE as a vehicle of intercultural education. |
| Loye Ashton (Class2Class, USA) and James Elwood (Meiji University, Japan) | Overcoming Marginalization and Underrepresentation in Global Virtual Exchange Initiatives: Preliminary Recommendations and Future Directions | In this paper, drawing from interviews with administrators and educators in four geopolitical regions, we will present concrete examples of underrepresentation in Global Intercultural VE and formulate recommendations for VE programs and education policy makers that address issues of access, inclusivity, and marginalization. In doing so we will share insights into the negative impact of marginalization on global intercultural education” |
Roundtable Presentations
| Roundtables | ||
| Elisabeth Arevalo-Guerrero, University of Maryland Baltimore County; Martha Leticia Poblano-Reyes, Benemerita Universidad Autonoma de Puebla | Intercultural Competence in Virtual Collaboration: A COIL experience | This roundtable presents a discussion of a Collaborative Online International Learning (COIL) project between the US and Mexico as a teaching practice that fosters proficiency in Intercultural Competence in online modality. We will present our experiences in the steps to design, implement, and evaluate a COIL project. |
| Jen Bouchard, Normandale Community College | Creating Multidisciplinary OERs to Facilitate Local-Global Learning | Local-global perspectives can be cultivated through the use of multidisciplinary open educational resources (OERs). OERs are not bound by physical place or time, making them adaptive tools for intercultural learning. This presentation will include three specific OERs, followed by a discussion about creating and sustaining these evolving resources. |
| Haewon Cho, University of Pennsylvania; Mijeong Kim, Washington University in St. Louis | Promoting Learners’ Autonomy through Self-directed Projects | This presentation examines the efficacy of self-directed projects as tools that promote students’ autonomy as learners while catering to their diverse needs and interests in remote learning settings. We will illustrate accessible and readily applicable ideas for designing and implementing such self-directed projects with students. |
| Stavi Dimas, ACS Athens; Christina J. Rocha, ACS Athens; Patrizia Roma, Istituto Tecnico Industriale Statale Alessandro Volta | Echoes From the Future: An International Exchange | This International Erasmus Project brings students from five countries virtually and face to face, to explore the UN Sustainable Development Goals, through the importance of curiosity and collaboration to share ideas following the Ted-ed model, strengthening their intercultural communication skills, global citizenship, and self confidence. |
| Julie Ellison-Speight, University of Arizona | A “Taste of Kurdish” and the Class’ Potential to Raise Cultural Competency | In spring 2021 UA CMES offered “Taste of Kurdish,” a free online class with 5 one-hour evening sessions over 5 weeks. This short “taster” class was meant to introduce the LCTL to a wider audience. This paper will think through how to further capitalize on this free short-class format to share information about LCTLS and increase enrollment. |
| Gisela González-Elías, PhD., Albizu University; Hécmir Torres Cuevas, PhD., Albizu University; Ana Medina Andújar, MS., Albizu University; Arlene Vélez, PhD, Albizu University | Student Profile around Intercultural Competence | This study shows a profile of intermediate-level undergraduate students around intercultural competence.The scores of the Intercultural Competencies Scale completed by students served as an indicator of the changes that should be done in curriculum design. |
| Lyliam Jardine, University of Calgary, Alberta, Canada; Roswita Dressler, University of Calgary | Virtual Exchange for Future Teachers: A Project-based Learning Design | In 2021, pre-service language teachers from Spain and Canada took part in a virtual exchange (VE) about second language pedagogy in different cultural contexts while working on improving their Spanish and English respectively. This VE addressed an ongoing goal of internationalization, intercultural communication, and partnership among instructors. |
| Erin Kearney, State University of New York at Buffalo; Aiko Minematsu, Sophia University; Liling Huang, Boston Universiity; Amy McHugh, State University of New York at Buffalo | Re-Thinking Interculturality on Zoom in a Pandemic | A group of four educators interested in interculturality came together for an intensive study group that took place on Zoom during the pandemic. Situated in different contexts and making sense of new experiences of mobility together, the group’s own experience became emblematic of pressing questions for theorizing and living interculturality. |
| Sarang Kim, University of California, San Diego | Examining International Students’ Critical Intercultural Consciousness | The current study examines international students’ sense making of their cross-national mobility and critical intercultural consciousness through in-depth interviews with Korean international students in U.S. higher education to expand current discourses on learning outcomes of mobility that is largely shaped by neoliberalism and market rationales. |
| Richard Ledet, Troy University; Wendy Huckabee Broyles, Troy University; Mary Anne Templeton, Troy University | Vision 2025: Troy University’s Intercultural Competency Employee Initiative | To reinforce its status as Alabama’s International Institution, Troy University will launch a multi-faceted Intercultural Competency Initiative to promote “global awareness” among employees who work in traditional and online settings. The Initiative will facilitate interactions between employees and students from different cultural backgrounds. |
| Janice McGregor, University of Arizona; Nicole Coleman, Wayne State University | Ungrading in language learning contexts: Techniques and trajectories | In this interactive presentation, we report on our experiences with ungrading in language contexts. Participants will ungrade an assignment and identify the benefits and challenges of going gradeless. We conclude by introducing an ongoing study of language educators’ experiences with assessment and discuss resources for those who want to ungrade. |
| Andrea Parra, El Marino Elementary | Designing an Interculturally Competent Online Text for Students of Spanish | As one member of a team coordinated by the director of a basic language program, the presenter will share her experience in the design of a culturally responsive and economically accessible online Spanish textbook in conjunction with two online publishers. |
| Christina J. Rocha, ACS Athens | Inquiry Leading Intercultural Competence in the Language Classroom | In this Roundtable discussion, I will present a few ongoing techniques I use in the ESL and Spanish classroom to further student’s sense of curiosity and wonder about other cultures, as well as each other’s, using peer feedback, reflections and engagement through virtual interactions supporting the 6 C’s for 21st century language learning. |
| Hécmir Torres Cuevas, Albizu University; Ana Medina Andújar, Albizu University; Gisela González-Elías, Albuzu University | Psychometric Properties of the Intercultural Competence Scale | The purpose of this study is to know the psychometric properties of the Intercultural Competence Scale in a sample of undergraduate students. Intercultural competence is a process that can be promoted and therefore it is important to have valid and reliable instruments. Also is important to know the factors associated with to promote them. |
2022 ICC Conference
The conference takes place online, January 27 – 30, 2022. The full schedule and all sessions will be accessed through the conference app, which is available only to registered attendees.
- January 27, 9 am – Noon and 2 – 5pm Arizona (UTC-7): Pre-conference workshops.
- January 28, 8:30 am – 5:15 pm Arizona (UTC-7): Plenary, paper, and symposium presentations, followed by a virtual happy hour.
- January 29, 8:30 am – 4:30 pm Arizona (UTC-7): Plenary, paper and roundtable sessions, followed by a virtual happy hour.
- January 30, 9 am – Noon Arizona (UTC-7): Post-conference workshops.
Find presentation summaries and further details in the searchable program below.
ICC 2022: Workshop Information
Pre- and post-conference workshops are scheduled for January 27th and 30th and do not conflict with any of the papers to be presented during the main body of the conference. Workshops take place 9 a.m. to Noon (Arizona time/UTC-7) and 2 p.m. to 5 p.m. on the Thursday and 9 a.m. to Noon on the Sunday. Participants must register separately for individual workshops, as they are not included in the registration fee for the main conference taking place on Friday and Saturday. Registration fees are $40 for one workshop, $70 for two, and $90 for three. A certificate of attendance for Continuing Education (3 hours) is provided to participants at the end of each event.
Participants may opt to register only for workshop(s), if they are not attending the main conference.
All workshops will are scheduled to close on January 21st, but they have capped enrollment and will close earlier if they fill before that date. Register early to ensure your seat!
For workshop abstracts and presenter bios, click on the individual titles in the schedule table, or see below for the full list.
| Thursday January 27 (times in this table are Arizona / UTC-7) | |
| 9am – 12pm | Social Justice, Intercultural Competence and Local Communities in Basic Language Programs, Juan Antonio Godoy Peñas and Claudia Quevedo-Webb (To see what time this takes place where you are, click here.) |
| 2pm – 5pm | Cultural Translation Across Virtual Boundaries as Intercultural Encounter, Meike Wernicke and Carl Ruest (To see what time this takes place where you are, click here.) |
| 2pm – 5pm | A Deep Learning Approach to Intercultural Education: The Developmental Model of Linguaculture Learning (DMLL), Joseph Shaules (To see what time this takes place where you are, click here.) |
| Sunday January 30 | |
| 9am – 12pm | |
| 9am – 12pm | Cultural Technology in Language Learning, Diana Palenzuela-Rodrigo and Verónica Moraga (To see what time that is where you are, click here.) |
Workshop Abstracts:
Presenters: Juan Antonio Godoy Peñas (University of Cincinnati) and Claudia Quevedo-Webb (University of Chicago)
The American Council for Teaching Foreign Languages´ statement in 2016 affirmed that diversity and intercultural competence are qualities that must be embraced in the US and throughout the world. To do so, it is important to pay attention to the concept of social justice, which can be understood as the equitable sharing of social power and benefits within a society (Osborn, 2006). As students are expected to fluently communicate in the target language, it is also expected that they engage, relate, think critically, identify, and collaborate with the members of the new community they are entering. Traditionally, this new community has been understood as an outsider to the American culture, students have been encouraged to travel internationally and to go on study abroad programs, and educators have invested a lot of effort and time researching on how to create bridges between the students and the Hispanic culture -strongly attached to the territories of Latin America and Spain. However, the 2020 Census reports more than 60 million Hispanics in the US, which invites us, once again, to rethink how the local contexts within the US have been shaped and are being shaped daily by them. Although it is somehow frequent now to see courses such as “Hispanic in the US” where educators approach those topics, these intercultural relations within the US are hardly ever discussed in traditional basic language programs (beginners and intermediate levels).
This workshop aims to show how to combine intercultural competence, social justice, and the Hispanic communities of the US in basic language programs. The presenters of this workshop will: (1) reflect with the participants on the relationships between social justice and intercultural communicative competence; (2) present a unit plan template that combines language and social justice goals, and promotes critical thinking, and (3) present ways in which to incorporate the Hispanic local communities within the lesson plans.
Juan Antonio Godoy Peñas (University of Cincinnati)
Juan A. Godoy Peñas is an Assistant Professor Educator in Spanish at University of Cincinnati. He is especially interested in the role of the learner´s identity in the process of second language acquisition, as well as in the connections between intercultural communicative competence and social justice.
Claudia Quevedo-Webb (University of Chicago)
Claudia Quevedo-Webb is an Assistant Instructional Professor in Spanish at University of Chicago. She is especially interested in the role of the learner´s identity in the process of second language acquisition, as well as in the connections between intercultural communicative competence and social justice.
Presenters: Meike Wernicke and Carl Ruest (University of British Columbia)
The proliferation of social media and growing access to Internet-based technologies has seen virtual texts alongside other multimodal semiotic resources become established as key instructional tools for second language teachers (Kern & Develotte, 2018). An important question for educators is how to engage these resources across virtual contexts while avoiding understandings of cultural difference that focus on simplistic comparison activities, which can end up exoticizing or essentializing different ways of experiencing the world. Blommaert reminds us that, rather than empty spaces, mobility occurs across “spaces filled with codes, customs, rules, expectations…[which] are always somebody’s space” (2005, p. 73). This requires attending to how cultural texts are extracted and rearticulated in a new context through processes of entextualization and resemiotization (Leppänen et al., 2014).
In this workshop participants explore instances of cultural translation (Kramsch & Zhua Hua, 2020) as a productive means of intercultural learning, with a focus on two activities that center on decentering normative understandings through a pedagogy of transformation (Leaver et al., 2020; Senyshyn, 2018). Developed as part of a study conducted with French second language teachers in Western Canada, the workshop will allow participants to examine connections between culture, language, and place and the role of identity as integral to intercultural understanding. Workshop participants will be able to adapt this workshop to their own teaching contexts and classroom environments, regardless of the language they teach (a template of the activities will be provided). Moreover, participants will be invited to share feedback as part of the workshop’s overall objective to develop intercultural awareness. The presentation will conclude with a brief overview of findings and implications from previous iterations of the workshop.
Citations:
Blommaert, J. (2005). Discourse: A Critical Introduction. Cambridge University Press.
Kern, R., & Develotte, C. (2018). Intercultural exchange in the age of online multimodal communication. In R. Kern & C. Develotte (Eds.), Screens and Scenes: Multimodal Communication in Online Intercultural Encounters (pp. 1–21). Routledge.
Kramsch, C., & Zhu Hua. (2020). Translating Culture in Global Times: An Introduction. Applied Linguistics, 41(1), 1–9.
Leaver, B. L., Davidson, D. E., & Campbell, C. (Eds.). (2021). Transformative Language Learning and Teaching. Cambridge University Press.
Leppänen, S., Kytölä, S., Jousmäki, H., Peuronen, S., & Westinen, E. (2014). Entextualization and resemiotization as resources for identification in social media. In P. Seargeant, & C. Tagg (Eds.), The Language of Social Media : Identity and Community on the Internet (pp. 112-136). Palgrave Macmillan.
Senyshyn, R. M. (2018). Teaching for transformation: Converting the intercultural experience of preservice teachers into intercultural learning. Intercultural Education, 29(2), 163–184.”
Meike Wernicke (University of British Columbia)
Meike Wernicke is Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia. Her research focuses on French second language teacher professional development and teacher identity, multilingualism and intercultural education, as well as curricular indigenization and decolonizing approaches in second language education.
Carl Ruest (University of British Columbia)
Carl Ruest is a Ph.D. Candidate in the Department of Language and Literacy Education and French Program Coordinator in Teacher Education at the Okanagan School of Education at the University of British Columbia. His research interests include intercultural competence, study abroad, second language learning and teacher education.
Presenter: Joseph Shaules (Keio University and Japan Intercultural Institute)
This workshop introduces a deep learning approach to intercultural education pedagogy. It is informed by research in cultural psychology that is revolutionizing our understanding of culture, cognition and mental experience. We are discovering the profound ways in which “culture” is an embodied phenomenon that shapes cognition, emotion and identity, and that bias and resistance to change are natural features of our mental architecture.
The workshop will argue that an understanding of deep (intuitive, embodied) forms of cognition can inform intercultural education in important ways. From the perspective of embodied cognition, intercultural understanding is not primarily a higher-order form of cognition or perceiving; it is a form of intuitive understanding that is developed over time through an experiential process of trial and error and pattern recognition. At the core of the deep learning approach is the idea that cultural learning involves an experiential process of embodying dynamic systems of meaning into the intuitive mind.
The deep learning approach will be presented in the form of the Developmental Model of Linguaculture Learning (DMLL). Developed in Japan and grounded in dynamic skill theory, the DMLL describes four developmental levels of learning from simple to complex: (1) Encountering (facts); (2) Experimenting (rules); (3) Integrating (systems), and (4) Bridging (systems-of-systems). These levels act as a guide to understanding the difference between simple and superficial forms of cultural learning and deeper more complex forms of cultural learning. It encourages learners to focus on having a deep learning experience and to develop an “intercultural mind”. It avoids abstract idealizations (e.g. awareness; criticality) and superficial dos and don’ts. The DMLL serves as a conceptual guide to planning pedagogy and as a reflection tool for students.
The DMLL has been used to develop language and intercultural education curricula in Japanese universities. It has also resulted in the development of a psychometric instrument—the Linguaculture Motivation Profiler (LMP) in a project funded by the Japanese Ministry of Education.
This workshop will provide an overview of the DMLL, including the theory and brain-mind science research underlying this approach. It will introduce learning activities, and it will help participants explore how it can be adapted to different educational contexts. The emphasis will be on actively seeking alternative approaches to encouraging deeply meaningful learning experiences.
Joseph Shaules (Keio University and Japan Intercultural Institute)
Joseph Shaules (PhD) is a SA Professor at the GIC Center at Keio University, Tokyo, and the Director of the Japan Intercultural Institute. Books include: Language, Culture and the Embodied Mind (Springer); The Intercultural Mind (Intercultural Press); Deep Culture (Multilingual Matters) and Identity (Oxford University Press).
Presenters: Diana Palenzuela-Rodrigo and Verónica Moraga (University of Chicago)
The pandemic brought the need to redefine pedagogical strategies for our classes, which led to a radical change in language instruction. Undoubtedly, technology has been the main protagonist in this time of change: Zoom, Canvas, learning apps such as VoiceThread, Padlet, Flipgrid, TalkAbroad, etc. have become indispensable tools for many instructors.
However, although many of these resources are useful for teaching and practicing the language, the great challenge is to integrate culture as an essential part of learning. At this point, Cultural Technology arises, a concept that was initially created to promote Korean culture, knowledge, and artistic practices (Shin, 2000). This workshop will go a step further by applying this notion to language learning, giving way to a pedagogical strategy that will allow students to practice the language through real-time cultural immersion experiences. Thus, a new definition emerges: Cultural Technology in Language Learning, which encompasses not only cultural practice but also the functional use of language through authentic communicative situations recreated through technology.
This workshop will present several activities based on the use of Cultural Technology in Language Learning, designed from a cross-cultural perspective that guarantees a meeting point between the context of the learners and that of the target language. Thus, we will provide different tasks whose main objectives will be to:
- Practice the language in a functional and meaningful way without separating it from its real context.
- Bring students into the cultural reality of the target language and find a meeting point with their own context.
- Create interactive and authentic communicative situations.
- Ensure a scaffolding process that will allow students to make use of their entire linguistic repertoire.
- Foster students’ metalinguistic awareness.
- Elicit different level-appropriate discourse for each component: reading, writing, listening, and oral proficiency.
- Evaluate the functions that students can perform with the language at different levels.
- Create a community of practice in which students will work together.
- Extend the concept of community beyond its physical boundaries.
This workshop will show examples of activities used in the authors’ language classes, as well as their main outcomes. In addition, it will present several interactive assignments in which participants will have the opportunity to experience Cultural Technology in Language Learning first hand, and it will provide some guidelines for them to design their own exercises adapted to different levels.
Finally, this workshop will present the possibilities that Cultural Technology in Language Learning offers for interaction with speakers of the target language, both through independent conversations and through cultural events with a technological setting and a more structured formula.
Diana Palenzuela-Rodrigo (University of Chicago)
Diana Palenzuela is an Assistant Instructional Professor of Spanish at the University of Chicago, where she has been working since 2015. She previously taught at the University of California Santa Barbara. Her current research focuses on situational language and cultural learning through virtual resources.
Verónica Moraga (University of Chicago)
Veronica Moraga is an Assistant Instructional Professor of Spanish at the University of Chicago, where she has worked since 2007. She created the course Latinx and Spanish Language for Social Workers. Her current research focuses on content-based strategies for language instruction. She promotes acquisition of cultural knowledge through community-based language practice.
Loading...