ICC 2026 Post-Conference Workshop Information

Presenter: Natalia Marakhovska (Mariupol State University, Ukraine)

The arts possess the unique power to foster understanding across cultural divides, creating more inclusive communities. This workshop proposes an art- and poetry-based framework that leverages the transformative potential of visual art and the practice of Slow Looking – a method of learning through deliberate observation (Clothier, 2012; Tishman, 2017) – as well as poetry and the tripartite model Reception, Expression and Symbolism (RES) (Mazza, 2021) to develop intercultural competence and promote equity, diversity and inclusion (EDI). By transcending traditional art-viewing and poetry-reading experiences and mediating the relationship between creative expression and critical reflection, the workshop will demonstrate how to transform intercultural learning and empower participants to engage with artistic messages, linking them to broader societal issues and overcoming intersectional stereotypes.

Guided by Slow Looking and the RES model, workshop participants will delve into the artworks and poems through a multi-layered process: sensory descriptions to establish a foundation for observation and further exploration; deeper examination and critical analysis to move beyond initial impressions and examine the composition and historical context; unveiling hidden meanings to interpret the message and underlying symbolism; and relating to personal and global stories to connect artistic representations to cultural narratives and social realities and to reflect on shared human experiences. A series of specifically designed activities, such as “Individual Voices, Collective Tapestry,” “Through a Different Lens,” “Step In, Step Out,” “Poetic Compass,” etc. will encourage participants to practice learning through observation, poetic inquiry, and self-discovery, and create narratives that complement and extend the artworks and poems’ meaning.

The workshop is designed for educators of world languages and other disciplines, curriculum developers, and professional development specialists interested in promoting global citizenship and sustainability. Through the immersive engagement with art and poetry, participants will:

• Identify and understand manifestations of EDI and intersectionality in art and poetry.
• Develop an appreciation and respect for other cultures and their representatives.
• Cultivate a tolerance for ambiguity and embrace the complexity of human experience.
• Improve skills to observe, interpret, relate to, empathize with and communicate through dialogue and perspective-taking.
• Participate in discussions on socially significant topics, stimulating open-mindedness and acceptance of diverse viewpoints.

References Cited
Clothier, P. (2012). Slow Looking: The Art of Looking at Art. Toad Rampant Books.
Mazza, N. F. (2021). Poetry Therapy: Theory and Practice (3rd ed.). Routledge. https://doi.org/10.4324/9781003022640
Tishman, S. (2017). Slow Looking: The Art and Practice of Learning Through Observation. Routledge. https://doi.org/10.4324/9781315283814

Presenter: Sarah Albrecht (University of Houston-Downtown)

Translators are border crossers, beings who live in cultures rather than simply knowing about them (Phipps and González, 2004), and pedagogical translation, or classroom use of translation towards specific objectives, mediates for the acquisition of both language and culture (Council of Europe, 2020). It is also highly collaborative, encouraging the relational thinking recognized by the UN as students negotiate for meaning (Cano & Ruíz, 2020). However, despite its solid research backing (González-Davies, 2017), pedagogical translation is still gaining traction in the classroom due to an “implementation problem” (McLaughlin et al., 2022, p. 3). This slower adoption has been due in part to erroneous connection to the out-of-favor grammar translation method and the dominance of the direct method which approaches language instruction monolingually (Cook, 2010). Ongoing effort is therefore required to move translation towards mainstream classroom adoption.

This workshop proposes to be part of that effort. It will introduce pedagogical translation as a research-based teaching method and model the design, implementation and assessment of pedagogical translation strategies such as guided writing, translation of proverbs, or translation of bilingual texts for varying language-learning environments and towards acquisition of intercultural competence. Finally, it will provide space and support for participants to collaboratively practice designing their own pedagogical translation activities based upon those modeled.

Pedagogical translation is a very versatile strategy, and participants may be language instructors from any grade level or teaching environment. They can expect to leave this workshop with a translation activity which includes aligned objectives and assessment.

References Cited:

Barnes, K. (2018). Reviving pedagogical translation: An investigation into UK learners’ perceptions of translation for use with their GCSE Spanish studies and beyond. Translation and Translanguaging in Multilingual Contexts, 4(2), 248– 81.

Cano, J. & Ruiz, N. T. (2020). “Wait! I don’t get it! Can we translate?”: Explicit collaborative translation to support emergent bilinguals’ reading comprehension in the intermediate grades. Bilingual Research Journal, 43(2), 157– 77.

Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford University Press.

Council of Europe (2020). Common European framework of reference for languages: Learning, teaching, assessment— Companion volume. Council of Europe Publishing.

González- Davies, M. (2017). The use of translation in an integrated plurilingual approach to language learning: Teacher strategies and best practices. Journal of Spanish Language Teaching, 4(2), 124– 35.

McLaughlin, M., Laviosa, S., Linares, E., Pintado- Gutiérrez, L., Postlewaite, L. Roesler, L. & Thow, D. (2022). Reflections. L2 Journal, 14(2), 107– 14.

Phipps, A. & Gonzalez, M. (2004). Modern languages: Learning and teaching in an intercultural field. Sage.

By the end of the session, participants will have:

1. A clear understanding of the relationship between resilience, intercultural competence, and sustainable development;
2. Practical tools and classroom activities to foster these skills in learners;
3. Strategies to adapt these approaches for varied contexts and learner needs.

Ultimately, this session invites educators to reimagine their professional practice as a vehicle for
transformative education—one that empowers learners to thrive in diversity, address interconnected
global crises, and actively shape a more sustainable world for all.

Presenters: Dulce Estévez, Alma Mota, Sergio Arenas, and Analú Aguirre (University of Arizona, United States)

How do you serve 2,000+ students while developing linguistic proficiency and personal growth skills for sustainable communities? Today’s students represent unprecedented diversity: 49.2% are students of color, 17.7% identify as LGBTQ+, 18.9% are low-income, and 9.7% are non-native English speakers. These students bring strong social justice commitments—90% are passionate about social causes, 67% define success as work matching their passion.

This workshop transforms “language discordant settings” into “language connected” environments through cultural catalysts that drive global citizenship development. This approach creates meaningful connections between students’ lived experiences and target language learning, aligning with current research on sustainability curricula integrating belonging through difference and service-learning fostering prosocial identity formation.

Participants will learn the “Culture as Catalyst” model that drove 34.4% enrollment growth in our SPAN 101–473 sequence from Fall 2023-Fall 2024. This model integrates four language competencies with self-development skills: critical reflection, empathy-building, intercultural communication, and collaborative problem-solving through scaffolded community engagement and culturally responsive assessments.

Rather than treating culture as supplementary content, participants position cultural studies as the foundation for developing critical thinking, communication, equity awareness, and leadership skills that sustain inclusive communities. Through hands-on practice sessions, participants experience cultural discussion protocols, virtual event planning strategies, and integrated assessment approaches including sustainability-focused activities connecting students to environmental justice initiatives.

This demonstrates how intercultural communicative language education can promote more sustainable worlds by connecting linguistic competency to global citizenship through authentic challenges from novice to advanced levels. Participants leave with immediately implementable materials and strategies for transforming curricula into comprehensive preparation for global citizenship and community well-being.

Upon completion, participants will:

1. Design integrated cultural activities developing linguistic proficiency and self-development skills
2. Implement the “Culture as Catalyst” model across proficiency levels and institutional contexts
3. Create assessment rubrics measuring ACTFL proficiency targets and self-development skill growth
4. Facilitate cultural discussions using protocols engaging diverse student populations
5. Plan virtual cultural events creating community across online and hybrid learning environments
6. Adapt sustainability-focused content to language learning from novice through advanced levels

References Cited:

Presenter: Tomina Ward (TWard Motivation LLC)

Educators today face an urgent need to prepare learners for a rapidly changing world marked by ecological, social, and geopolitical crises. Meeting this challenge requires more than “education as usual”; it demands transformative approaches that cultivate resilience, intercultural competence, and a global mindset. This session explores practical strategies for integrating these capacities into language and content teaching, equipping educators to help students navigate uncertainty while contributing to a sustainable future.

Drawing on principles of intercultural communicative competence, the session positions resilience as a critical component of global citizenship education. Resilience enables learners to adapt to cultural differences, persist in the face of challenges, and engage constructively with diverse perspectives. When combined with empathy and intercultural awareness, it forms the foundation for inclusive, collaborative problem-solving across linguistic and cultural boundaries.

Participants will be introduced to a framework that blends resilience-building practices with pedagogical approaches aligned to Sustainable Development Goal 4.7, which calls for education that fosters global citizenship and sustainable development. The session will demonstrate how to embed reflective practices, mindset training, and experiential learning activities into the classroom, enabling students to connect language learning with real-world global issues. The workshop component will guide educators through activities adaptable for both physical and virtual classrooms, such as structured intercultural dialogues, scenario-based learning, and community engagement projects. These approaches are designed to encourage students to see themselves as active contributors to systemic change, not just passive recipients of knowledge.

Presenter: Taira Stuart (The Third Alternative LLC & Utah State University)

In an increasingly volatile, uncertain, complex, and ambiguous (VUCA) world, traditional notions of “culture fit” fall short of the deep, relational intelligence required to navigate today’s intercultural realities. This session introduces Wave-Fit™, an original framework developed by Taira Stuart, a global higher education consultant and founding director of the Intercultural Communications Department at Utah State University.

Wave-Fit™ offers a dynamic alternative to static frameworks for intercultural competence. Drawing on experiences designing and implementing intercultural training programs in academic and international contexts, this approach emphasizes sensing, aligning with, and riding the “cultural currents” of a place, institution, or community. Rather than asking “How do I fit into this culture?” Wave-Fit™ invites the question: “How can I attune to the rhythms of this moment—and contribute meaningfully to it?”

This session situates Wave-Fit™ within the goals of SDG 4.7 by encouraging transformative over transmissive learning. It offers practical tools and reflective exercises to help educators build intercultural learning environments that foster relational empathy, integrative thinking, and anticipatory awareness.

Participants will engage with real-world case studies, including how Wave-Fit™ was used to support international student transitions, enhance global partnerships, and embed intercultural literacy into general education curricula. The session will also explore how intercultural adaptability can be cultivated in hybrid and online spaces through intentional design and facilitation.

Educators will leave with adaptable strategies for:

• Moving beyond checklist models of intercultural competence.
• Fostering learner self-awareness and cultural agility.
• Designing curricula that reflect ecological and emotional sustainability.
• Supporting global citizenship rooted in attunement, not assimilation.