The aim of this symposium is to reflect on the potential of translation in the L2 classroom, as both a tool for cultural inquiry and a force for change. It will foreground practices and approaches (in CTL and LCTL) that foster cross-cultural understanding and provide opportunities for students to critically engage with global contemporary issues.

Papers in this symposium:

Τranslation and Translanguaging as Tools for the Development of Intercultural Competence and Critical Literacies, by Elsa Amanatidou

It will be argued that a judicious use of translation and translanguaging within the framework of the organizing themes and topics of the class syllabus promote active participation and assist with the development of critical literacy and intercultural competence. The setting will be a 2nd semester undergraduate class of Modern Greek; mostly true novice learners with some heritage learners in the mix.

Migration Speaks: Translation and Testimony for Social Change, by Claudia Esposito

This paper will focus on the power and potential of translating migrant testimonies in an upper-level language course. As a tool of empowerment for both student translators and for those whose words are brought into the public arena for social good, translation serves to bridge academic inquiry and access to knowledge with questions of social justice.

Designing Critical Futures: On Teaching Gender and Sexuality in the L2 Classroom, by Nikolas Kakkoufa

This talk will explore translation as queer hospitality in the L2 classroom, using translanguaging to challenge gender norms and foster inclusivity. It will show how queer theory, critical pedagogy, and multilingual practices help students navigate gender and sexuality across languages and shape their own critical futures.

Translating for Good: A Theoretical Framework, by Stephanie Ravillon

The aim of this talk is to present key concepts related to Translation in Language Teaching (TILT). It will focus on the role it can play in language teaching and learning and explore the beneficial and long-lasting influence of translation as a tool for cultural inquiry and social change in today’s multicultural and globalized societies.

This panel presents a summer Chinese language camp for high school students, held at a University, as a possibility for K-16 articulation. The focal program, funded by STARTALK, used the theme of sustainability to organize its curriculum. Students’ learning outcomes included growth both in proficiency and awareness of environmental sustainability.

Papers in this symposium:

Background and Context: Why K-16 Pipeline Building?, by Wenhao Diao

This first paper outlines the context, the rationale, and the learning outcomes of the program. Using descriptive statistics to compare students’ pre- and post-test results, and students’ survey results, we show the significant growth in students’ linguistic proficiency within only two weeks.

Blending Language, Literacy, and STEM in the Curriculum on Sustainability, by Grace Wenjing Xie

To incorporate the theme of environmental sustainability into language education, our curriculum combined Chinese literacy, STEM, leadership, and cultural learning, while providing two college credits. The second paper provides an overview of the curriculum.

Meeting College-Level Language Learning Goals for High School Students, by Yanlin Wang

In response to the UN’s call for quality education fostering global citizenship and sustainable development (SDG 4.7), this symposium presents community-engaged research on integrating multilingual parent funds of knowledge stories into culturally and linguistically responsive curricula and instruction guiding local participants in global learning.

Papers in this symposium:

Global and Local Funds of Knowledge: Chinese and U.S. Teacher Candidate Views, by Laura B. Liu, Fabiana Costa, Amy Shasanmi, and LaShawnda Kirk

This study explores teacher candidate conceptions of global and local, funds of knowledge, linguistically and culturally sustaining curricula. Multilingual parent authors are invited to share their bilingual funds of knowledge stories with teacher candidates who design lesson plans around the stories to support local K-12 students’ global learning.

Translanguaging in South African English Classrooms: The Role of Parents – Grace Mavhiza

This study explores the transformative potential of translanguaging in South African English Language classrooms. Parents are vital partners in supporting multilingual identities. This affirmation empowers learners to confidently draw upon their entire language repertoire during classroom activities, including poetry analysis and creative writing.

Funds of Knowledge as Ways of Languaging: Podcasting in Teacher Education – Clara Vaz Bauler

This study examines an AI-based intercultural competence (IC) assessment tool designed not only to measure IC but to actively foster it through interactive, culturally responsive learning. Findings will provide insights into how AI not only assesses but actively shapes and supports intercultural learning.

Building on theories of relationality, entanglements, and material ecocriticism, this presentation outlines the theoretical framework for a backward-designed language curriculum in post-secondary education, followed by an exploration of student learning outcomes that foster intercultural competence through the integration of non-human perspectives.

This practice-oriented certificate in intercultural competence at the European Campus Rottal-Inn (ECRI), Bavaria brings together students from over 100 nations. In six modules, participants gain intercultural skills through seminars, projects, and global experiences. Everything is taught in English, designed mainly online, and spans 2–3 semesters.

The present study examines the pragmatic competence of German-English bilinguals as an essential component of ICC in establishing and maintaining sustainable relationships at work. Their stylistic choices in socially risky requests and refusals show that constructing a positive identity of the self and the other is a successful strategy of ICC.

This study investigates multilingual engagement in environmental justice communities’ climate participation. Analyzing case studies highlights incorporating low-resource languages, dialects and indigenous knowledge into resilience planning. Our findings underscore that linguistics inclusivity requires cultural competency and trust-building.

ASEC’s Service Learning Program brings U.S. college students to Africa for a global immersion experience hosted by Catholic sisters, including sister students in its higher education program. Students gained professional and protosocial skills for life in an interdependent global society.

In this COIL virtual exchange project, U.S. and Japanese university students used Yasashii Nihongo (“Plain Japanese”) to co-create videos on local SDG initiatives. Post-project, both groups reported stronger communicative skills and intercultural connections, as well as a deeper awareness of sustainability issues to engage as active global citizens.

Our study investigates how the collaboration between Arc’teryx and Songtsam in China supports the revival of ethnic cultural heritage through business strategies. Using multimodal analysis of promotional content and ESG reports to reveal how brand efforts contribute to environmental protection, economic empowerment, and cultural preservation.

This paper aims to show the advantages of including decolonial tales in history education for future teachers that raise awareness of the Spanish colonial legacy. The connection of the tale Mina (Salmerón y Onwuasoanya, 2024) with Afro-Spanish experiences allows students to delve into the legacy of colonialism and the post-colonial identities.

Symposium explores how multilingual, multimodal satire powers student-led critique in intercultural classrooms. Through a cognitive sociolinguistic lens, we map metaphors, translanguaging, and audience design, sharing low-barrier digital tasks, “Metaphorical Dissent Maps,” and rubrics to build ethical intercultural competence.

This paper frames media literacy as a civic necessity in our post-truth era. Drawing on ICC and media education frameworks, I present an intermediate German module using Akın’s Aus dem Nichts (2017) and the real-life trial on which it is based to teach students to detect and interrogate post-truth tactics, including in their own digital lives.

This paper examines how intercultural competence (IC) is operationalized in introductory composition at a public research university and a Hispanic-Serving Institution, offering theoretical insights and practical strategies for designing context-specific curricular interventions and assessments that support IC as a meaningful learning outcome.

This paper examines the potential of culminating learning experiences, specifically capstone seminars, as spaces of intercultural competence learning and assessment methods. The presenter will leverage the Capstone Seminar in Intercultural Competence imparted by Brown University’s Center for Language Studies as her case study.

We explore how curriculum experiences integrated in a TESL Certificate Program with Ecuador Immersion influence the emerging teacher identities and practices of the participants as they reflect on the concepts, ideas, and actions around decolonizing language teaching, linguistic imperialism, sustainability, and other dimensions of language teaching.

The need for research practices rooted in intercultural competence and inclusion has never been more urgent. Culturally Competent Research in Library and Information Science (CCRLIS) is a multi-year, participatory project that responds to this call by reimagining how Library and Information Science research can contribute to sustainable futures.

This research study offers a new model for sustainable language teacher education on emerging technology integration. K-12 teachers and university instructors in Arizona created a grassroots, intercultural initiative to guide each other in the integration of most recent technological tools including AI and virtual reality tools.

This project presents a digital toolkit designed to help instructors address AI bias in language classes. Drawing on AI-mediated analysis of inclusive Portuguese, it offers adaptable resources that center on critical digital literacy and ethical engagement across languages, and engage with intercultural communicative language education.

This study examines AI transcripts from Korean-language learners exploring National Foundation Day and Hangul Day. Cross-group analysis of prompt strategies shows how linguistic adjustments, cultural comparisons, and everyday practice inquiries reflect developing intercultural competence, offering guidance for AI-supported cultural learning design.

This research utilized a mixed-method approach to examine the impact of virtual exchange on the development of global citizenship among university students in Latin America and the U.S.  A comprehensive, critical approach to virtual exchange yielded significant growth in global citizenship development.

This paper presentation outlines a 2024–25 University of Manchester (UoM) project reviewing recent intercultural awareness training for students on overseas study or placements, developing training content to enhance their experience, and assessing the training’s impact on their learning, engagement, and time abroad.

A meta-analysis of 39 studies (64 different samples) on the effectiveness of virtual exchanges for intercultural competence development revealed a moderate effect (g = .481) and identified moderating factors such as the use of synchronous vs. asynchronous tools, the use of participants’ first vs. second language, and the way IC was measured.

This study examines the impact of algorithm-recommended foreigners-in-Taiwan intercultural YouTube videos on 26 Taiwanese university students’ intercultural awareness. Paired t-tests suggest the students value local cultures more and develop a more non-essentialist cultural view. Algorithms served as helpful nudges for those curious about cultures.

This presentation showcases a micro-seminar on intercultural competence within a study abroad program in France. Using UNESCO’s framework, students engaged with theory, discussions, and practice through case studies and role plays. Attendees will gain strategies to integrate intercultural competence and video-based assessments in their classes.

This presentation explores how Northern Ireland’s sectarian bonfires serve as entry points for critical, place-based intercultural education in Japan. Using murals, social media, and reflective imagination around bonfires, three classroom activities develop empathy, global citizenship, and SDG-aligned learning in divided contexts.

This study investigates how AI-assisted writing can foster intercultural empathy in EFL students. Through reflective engagement with literature and empathetic language tasks guided by AI, students developed greater awareness of cultural sensitivity, ethical prompting, and inclusive communication.

This presentation provides practical applications of the asset-based approach to engagement of international students in a college classroom and builds on developing intercultural competence among college students through practices of equity, diversity and inclusion of all students, thereby creating authentic multicultural discourse.

This paper reports the results of a mixed-methods classroom-based study addressing the use of literary texts in enhancing intercultural communicative competence in EFL students in Oman. The findings revealed that using literary texts in a reading course proved more effective than traditional-based instruction in augmenting intercultural competence.

In this presentation, Arabic L2 educators will be equipped with innovative strategies for integrating sociopragmatic instruction into multidialectal curricula, with a focus on Egyptian and Levantine Arabic. Drawing on socio-pragmatics, the presentation will demonstrate how authentic, video-based materials are used to teach and assess speech acts.

This study explores how Pakistani social media users express intercultural competence through online discourse. It examines language use, self-presentation, and digital behavior in celebrity comment sections to understand how cultural values and identities are negotiated in virtual interactions.

This session reports outcomes from a graduate student course on the ethics and affordances of generative artificial intelligence (AI) in research, teaching, and learning. Findings reveal the evolving stances of future L2 teachers toward generative AI, and highlight their values, ethical principles, and intentions for future use as L2 educators.

While it is widely acknowledged that students develop cultural understanding through language learning, the complexities of cultural competence gained through language education continue to warrant further inquiry. Presenters examine this dynamic process in the context of intermediate-level language study in Arabic and French.

This study explores how a CLIL-based intercultural communication course can enhance Competences for Democratic Culture (CDC) among pre-service English teachers in Japan. Drawing on the Council of Europe’s Reference Framework of Competences for Democratic Culture, the research shows significant student growth across four CDC dimensions.

‘Digital citizenship education’ is a European initiative stimulating intercultural competences. Using its ten dimensions, pre-service teachers in Germany developed lesson plans with the help of AI tools. The lessons plus pre- and post-questionnaires showed shifts in students’ attitudes and prompted reflection on their professional development.

This presentation explores how intercultural citizenship education can be integrated into English language teaching. Drawing from a new resource book, it outlines selected classroom activities that develop students’ intercultural awareness, responsibilities towards others in multicultural communities, and connections with intercultural citizenship.

This presentation describes a 2-year professional development cycle integrating interdisciplinary sustainability education in a redesigned postsecondary French language curriculum. Presenters will outline the process for establishing ongoing professional development that synthesizes L2 pedagogy, EfS and ICC principles and instructor expertise.

This presentation introduces a quantitative study investigating how AI-mediated feedback influences EFL students’ intercultural awareness in writing. Pre- and post-writing tasks and surveys will be used to examine measurable development after AI-based revision.

This paper explores how intercultural communicative language education in ESL and GED classrooms fosters sustainability by empowering adult learners through civic literacy, critical reflection, and ethical participation. It advocates for a pedagogical shift toward transformative, equity-driven instruction.

This session introduces learner experience (LX) design as a framework for language instruction rooted in user experience (UX) principles. Drawing on agile development and accessibility-first design, it shows how thinking like a designer can support inclusive, globally relevant classrooms shaped by real-world needs and intercultural understanding.

​This study explores visual inversions of gendered behaviors to challenge cultural norms. By engaging audiences in reflective dialogue, it fosters community awareness and shared learning, promoting critical engagement with identity, power, and the fluidity of gender roles across cultures.

While AI systems have learned the typical language used in many socio-cultural contexts, they lack sociopragmatic ability, limiting their usefulness in developing pragmatic and interactional competence. However, that inability could be used as a resource to prepare for intercultural encounters, practicing techniques useful in real human exchanges.

This presentation shares findings of my doctoral research on how a multicultural staff communicates, verbally and non-verbally. It explores diverse communication styles shaped by diversity in background and cultural identity, and the fundamental role of leadership in recognizing and addressing these differences for a positive working environment.

This paper centers on a Havana-based study abroad course for U.S. graduate students, examining how immersion in this unique political and cultural context challenges perspectives and fosters ethical global leadership. It then confronts the difficulties of achieving and measuring transformative learning, offering considerations for course enhancements.

This presentation demonstrates: 1) how synchronous and asynchronous off-task activities during a COIL project foster a heightened “sense of community,” encouraging peer support and bridging the gap between language classrooms and the real world; and 2) the implications of COIL for global community building.

This paper presents an intermediate French language unit on sustainability education and intercultural competence grounded in Indigenous activism. Scaffolded lessons are designed around poetry, slam performance, and media from Kanaky and Ma’ohi Nui while integrating contextualized grammar instruction and student-centered communicative tasks.

This study examines a university course where Japanese language majors in the U.S. taught Japanese at local elementary schools to enhance intercultural competence. Using three assessment tools administered pre- and post-semester, results and student reflections are analyzed to explore effective activities and future possibilities.

“Ecología y Activismo” is a textbook-free, third-semester Spanish course designed to bridge multiple gaps – between language and content, between academic and local communities, between the classroom and outside world. Our presentation will describe the development of this course, outline its main features, and discuss how it benefits our students.

This study examines how student tellings in Arabic Conversation-for-Learning (i.e., speaking appointments) during study abroad shape learner-expert roles and deontic authority. Findings highlight how these tellings drive opportunities for learning and are a window to understanding the co-construction of participants’ relationships.

Language learning is an ongoing identity-forming process of intercultural negotiation, which cannot be developed through the use of generative AI. Additional concerns about AI’s environmental effects and social justice underlie student activities that develop their intercultural competence and skills in critical discourse analysis on the topic.

This presentation explores how COIL enhances post-secondary Japanese language learners’ intercultural competence and global awareness. Based on a mixed-methods study of students in Taiwan and the U.S., it highlights COIL’s role in fostering global citizenship and supporting transformative, sustainable education.

This presentation showcases Sustainable Development and Culture in Latin America, a course integrating the UN SDGs into language and cultural learning. Through case studies, Indigenous texts, and a study abroad in Costa Rica, it fosters critical, intercultural engagement with sustainability.

This course develops intercultural health communication skills to support global citizenship and sustainability, advancing the UN SDGs through transformative education that prepares future health leaders to address health inequities in a rapidly changing world.

This study examines how short-term study abroad programs develop intercultural sensitivity among university L2 learners across six language contexts. Using a pre-post mixed-methods design with 68 participants, this study examines differential intercultural growth patterns to inform sustainable global citizenship education.

This study explores a case-based intercultural storytelling pedagogy to foster intercultural communication awareness and narrative performance among 28 Chinese business undergraduates. Findings identify affordances and constraints, and propose a transferable pedagogical approach for ICC training.

This study proposes a pedagogical approach to improving intercultural communication skills in junior high schools using virtual collaborative learning. Students engage in authentic interactions while developing mutual understanding and cultural awareness through structured activities, such as collaborative presentations and linguistic exchanges.

Drawing on experiences from a virtual language course for civil society activists in the Kurdistan area of Iraq, the presenter explores opportunities to develop linguistic and intercultural competence by incorporating discussions with guest speakers, on topics including sexual violence and intergenerational poverty, in the language classroom.

Leveraging Adult Development and Transformative Learning, this paper argues dissonance, often arising through immersion or exchange experiences, combined with reflection, may accelerate developmental shifts and catalyze intercultural communicative competence  development, essential for navigating global crises and fostering sustainable futures.

This proposal advances linguistic education from instrumental communication toward a praxis of planetary stewardship—where every multilingual interaction becomes an act of ecological and intercultural renewal.

This large-scale study explores the relationship between Intercultural Communicative Competence and Foreign Language Enjoyment among non-English major undergraduates in Tunisia, aiming to offer empirical insights into how positive affective experiences and intercultural competencies can contribute to a radically transformative language education.

Modeling a Divided Berlin is an interdisciplinary project, in which students of Russian and German create a digital map and a physical 3-D model of 1980s Berlin to connect language learning with history, identity, and intercultural understanding.

Interpreting emotions and establishing a dialogue based on mutuallity is challenging in intercultural encounters. This paper proposes a dynamic model of intercultural empathy emphasizing ‘decentering.’ It advocates integrating empathy training across higher education to enhance diversity, equity, and inclusion efforts.

This presentation examines the critical role of peace education across disciplines. I will present curricular samples that illustrate how global themes can be integrated into teaching content and language to foster sustainable intercultural global competence. Suggestions for implementation will be discussed.

This practice-oriented approach uses multilingual storytelling to connect language education with sustainability. Grounded in the Earth Charter, it fosters ecological awareness, identity development, and aesthetic learning in teacher training across L1, L2, and heritage language settings.

This is a study to determine the efficacy of portfolios in secondary ELA classrooms. Portfolios will utilize situated knowledge and multiple modalities to assess for understanding.

This paper explores how the principles of narrative medicine can inform, shape, and transform pedagogical approaches, curricular development, and learning processes to develop narrative competence and intercultural competence in pre-medical students acquiring Spanish in Latino health courses in the context of higher education in the USA.

This paper explores how reflection that fosters perspective-taking supports intercultural growth during a 12-week exchange program. Thematic analysis of thirteen journals by 15-16 years-old participants revealed two primary uses: to better comprehend cultural practices and consider future adjustments, and to unpack interpersonal situations.

Changes to state standards impact K–12 world language teachers, especially in intercultural learning. Drawing on ethnography, we examine NY teachers’ interpretations, enactments, and challenges with new culture standards and show how collaborative learning supports them through this complex process.

This study explores how playful pedagogy fosters intercultural competence in study abroad language education. Through a game-based Italian course, students developed cultural awareness and global citizenship. Results highlight the value of experiential learning and the teacher’s role as a reflective practitioner.

This interdisciplinary proposal examines the intersection of linguistic rights, educational policy, and institutional frameworks of Nueva Escuela Mexicana (NEM in Spanish), New Mexican School, as shown in their textbooks concerning the prevalence of plurilingual and intercultural communication language education.

Dialogue is central to developing intercultural competence and humility. This paper describes how instructors can help students acquire the components of respectful dialogue even with controversial topics. Areas covered include the interconnectedness of the Sustainable Development Goals, pragmatic and listening skills, and guided reflections.

This session presents the design and participant outcomes of a summer institute on literacies-oriented language curricula. Analysis of assignments and feedback from educators who participated suggests that shifting from communicative competence goals to literacies-oriented goals could promote global sustainability through language teaching.

Academic faculty prepare future Speech-Language Pathologists to navigate diverse systems. Integrating intercultural communication and global citizenship into the curricula promotes ethical and sustainable practices. This approach supports culturally responsive teaching and prepares learners to address complex social and environmental challenges.

Intercultural competence is essential to successfully function in social and professional environments. Knowledge of a world language further enhances one’s ability to navigate diverse cultural groups. This presentation focuses on how teaching a world language in a summer camp can foster the development of intercultural competence skills.

This study explored how narrow listening to admired L1 or L2 English speakers could enhance Japanese first-year university students’ motivation, listening, and intercultural competence. Repeated listening to chosen YouTube role models nurtured investment and a desired future-self associated with intercultural communities.

This presentation features a promising instructional practice to design Virtual Field Experiences (VFEs). VFEs are flexible, web-based, interactive experiences created by language educators that embed audio, video, and 360-visual resources for immersive learning. Presenters will offer annotated samples, design considerations, and guidance for use.

This systematic PRISMA-guided review examined how serious games support intercultural communicative competence in EFL education aligned with UNESCO Global Citizenship aims. Through cross-case synthesis using Activity Theory and Byram’s ICC model, ten design principles were identified and assessed for strength of confidence.

This presentation shares a model from UPAEP’s Global Perspective course (2023–2025) that fosters identity, global awareness, and local action. Rooted in critical pedagogies, it helps Mexican students develop global and intercultural competencies through reflective projects, fieldwork, and community engagement.

This case study examines how participants in a community-engaged language learning program build belonging and collaborative learning through trust, reciprocity, and multilingual interaction. It centers sociability as a praxis – an underacknowledged yet vital dimension of ethical, reciprocal, and transformative community-engaged pedagogy.

This project explores how EFL education in Argentina can foster intercultural citizenship and social justice through co-designed materials. Grounded in the SDs and transformative education, it highlights teacher agency, student engagement, and the potential of participatory practices for  meaningful changes.

Social support can be a critical factor in sustaining intercultural learning. Drawing on research with American expatriates, this session explores how connection and community foster cultural engagement and offers strategies for educators to create supportive global learning environments.

This presentation showcases a German for the Professions course redesigned to center sustainability. Through virtual exchanges and intercultural projects, students build companies that promote sustainable values. The course fosters global citizenship, deeper thinking, and language skills aligned with UN Goal 4 and Target 4.7.

Based on two case studies conducted in the US and in Japan, this presentation explores the multiple roles of teachers, students, and community members in sustainability and global citizenship-informed community engagement initiatives where intercultural communicative language education and praxis provide orientation, support, and mutual benefit.

This session shares experiences of global refugee teacher-learners now living in Bangkok, and their instructor from the U.S., during and beyond an urban refugee teacher training course, focused on supporting refugee teacher-learners as active agents in their own education. Emergent themes highlight complexities of urban refugee teaching/learning.

This qualitative study shows how a six-month telecollaborative PD helped five East-Asian EFL teachers reconceptualize culture and design SDG-aligned, peace-oriented lessons. Dialogic reflection turned moments of intercultural tension into growth, illustrating how PD can integrate ICC and Positive Peace in support of SDG 4.7.

​This study examines EAL/ESL students’ intercultural competence (IC) in a Canada–Jordan virtual exchange using digital ethnography and case studies. Findings show IC as fluid, relational, and shaped by pedagogy, identities, ELF use, and VE tools, challenging static models and calling for more equitable, context-aware VE design.

This presentation introduces a transborder telecollaborative project that connected college students in the U.S. and Japan. Adopting a critical, translingual approach, it challenges monolingual norms and reframes intercultural engagement as learning about oneself through dialogue and self-reflection. It offers a model for transformative pedagogy.

This study explores how short-term exchange programs within Southeast Asia support Vietnamese students in developing intercultural competence, pedagogical flexibility, and sustainable educational mindsets through reflective engagement, cultural immersion, and cross-cultural collaboration.

This study analyzes 82 reflections from Chinese university students to explore their understanding of interculturality through critical reflexivity. Findings show growing awareness of IC’s ideological and power-laden nature, yet reveal challenges like essentialized views, Western dominance, and practical confusion when facing global complexities.

We share a professional development program for teachers designed in dialogue with resettled families, resettlement caseworkers, and educators. Rooted in radical hospitality, the program offers asset-based tools to support educators in building partnerships with newcomer families and welcoming classroom practices.

This communication details a participatory and speculative research project conducted with French language teachers during a study abroad program in France. In this five-week program, participants explore their role in fostering critical intercultural citizenship and global engagement for sustainable futures.

​This presentation introduces a 5‑step experiential model integrating World Music Education and Soundscape Pedagogy to build intercultural and ecological competence. Drawing on Fall 2025 teaching, it links global musical traditions to oceanscapes, birdscapes, riverscapes, and windscapes for sustainability education.

Using interviews with EFL teachers of diverse adult groups in Dublin, Ireland, this study explores inclusive pedagogical approaches used to foster intercultural competence. Findings from the interviews support the effectiveness of culturally inclusive pedagogy to enhance linguistic competence, cross-cultural understanding, and integration.

This poster explores the intersection of community service learning (CSL), intercultural competence (ICC), heritage language education, and languages for specific purposes (LSP). Although these areas have been widely studied in isolation, their interconnections remain underexamined. It also brings a new way to look at assessment.

Starting from the Fall semester of 2024, an online penpal program was launched, involving 116 Taiwanese fifth graders and 82 South Korean sixth graders. This case study examined the intercultural competence and awareness of Taiwanese fifth graders. Recommendations for enhancing the effectiveness of online penpal programs were provided.

This project develops a curriculum that integrates historical literacy into study-abroad education. Focusing on Japan’s connections with Hawaii and Korea, it promotes intercultural competence and ethical global engagement by encouraging critical and empathetic reflections on shared histories and diverse perspectives for sustainable futures.

Montréal se modifie avec l’arrivée des immigrants qui ne maitrisent pas le français. L’intégration des immigrants se réalise par l’apprentissage de la langue de la société d’accueil (Amireault, 2007). Les données montrent que tous les participants affirment parler davantage en français dans leur vie quotidienne que lors de leur arrivée au Québec.

Developing a virtual media curation website integrated with language and culture courses is an effective tool for language learners. It enhances linguistic, cultural, and media literacy while also fostering student-faculty collaboration. This session presents a sample curriculum featuring this integrated approach.

This study examines EFL students’ and teachers’ perceptions of AI’s role in developing intercultural communicative competence (ICC). Using questionnaires, discourse completion tasks, and open-ended reflections, it identifies opportunities and challenges for culturally responsive, sustainable technology use in language education.

This qualitative study explores students’ intercultural learning using a critical incident approach within an 18-week Intercultural Communication course. Reflections from 13 students of different nationalities reveal a continuum of development and highlight the nuanced complexity of learning in intercultural communication contexts.