刊讯｜SSCI 期刊《语言与跨文化交际》 2023年第1-6期

Language and Intercultural Communication

Volume 23, Issue 1-6, 2023

Language and Intercultural Communication（SSCI一区，2022 IF：1.9，排名：136/493）2023年第1-6期共发文44篇，其中研究性论文37篇，书评7篇。研究论文涉及文化他者、难民语言、后定性研究方法、中产化、语言意识形态、性别暴力、多语在线学术合作、英语教学等。欢迎转发扩散！（2023年已更完）

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刊讯｜SSCI 期刊《语言和跨文化交际》2022年第1-6期

目录

Issue 1

ARTICLES

■ Global debates, local challenges: the South talks back, by Maria Manuela D. Guilherme, Pages 7-22.

■ New methodologies – new interculturalities? The visionary discourse of post-qualitative research on the intercultural, by Dominic Busch, Emilian Franco, Pages 23-35.

■ Intercultural mindfulness: artistic meaning-making about students’ intercultural experience at a UK university, by Zhuo Min Huang, Pages 36-52.

■ English Language Teacher Educators’ critical professional identity constructions and negotiations, by Julio César Torres-Rocha, Pages 53-68.

■ De los debates globales a las prácticas locales: pedagogías emergentes para el fomento de la interculturalidad en el aula de español para adultos migrantes, by Denise Paola Holguín Vaca, Pages 69-87.

■ COVID-19 and Interculturality: revisiting assumptions about intercultural competence and criticality development in Modern Language degree programmes, by Elinor Parks, Pages 88-104.

■ ‘ … vayan a San Miguel de Allende, además lleven su visa y su diccionario los que no sepan hablar inglés pues ya se han apropiado de todo los gringos.’ The discursive struggle for interculturality in a gentrified hybrid Mexican city, by Christopher Anderson, Ireri Armenta Delgado, Pages 105-122.

■ Avatarian embodiment in Indigenous Futurisms 4D: the intersemiosis of intercultural encounters, by Rania Magdi Fawzy, Reham Farouk El Shazly, Pages 123-139.

■ Translanguaging as transformation: the collaborative construction of new linguistic realities, by Roxanna Senyshyn, Pages 140-142.

REVIEWS

■ Multiculturalism in Turbulent Times, by Wenwen Zhang, Pages 142-144.

Issue 2

ARTICLES

■ Facilitative practices to promote migrant children’s agency and hybrid integration in schools: discussing data from Italy, Poland and England, by Claudio Baraldi, Federico Farini, Magdalena Ślusarczyk, Pages 151-166.

■ Othering the expat majority: Qatari junior academics’ identity work at the interface of migration and institutional reform, by Afra Al-Khulaifi, Dorien Van De Mieroop, Pages 167-182.

■ Shifting perspectives when it comes to the cultural ‘other’: students’ reflections of their intercultural encounters during study abroad, by Ana María Moreno Bruna, Patrick Goethals, Pages 183-199.

■ Syrian refugees receiving information: an approach to dissemination of medical resources, by Sarah Jernigan, Sevsem Cicek-Okay, Stephen Kroeger, Ahmed Beydoun, Riham Alwan, Pages 200-215.

REVIEWS

■ Multilingual online academic collaborations as resistance: crossing impassable borders, by Renzhong Peng, Pages 216-217.

■ Liberating language education, by Guiqing Zheng, Chonglong Gu, Pages 217-220.

Issue 3

ARTICLES

■ Migrants’ NATION-AS-BODY metaphors as expressions of transnational identities, by Andreas Musolff, Pages 229-240.

■ The experiences of Mexican language teachers in transnational contexts, by Alberto Mora Vázquez, Nelly Paulina Trejo Guzmán, Pages 241-252.

■ Asian students in American higher education: negotiating multilingual identities in the era of superdiversity and nationalism, by Qianqian Zhang-Wu, Pages 253-267.

■ Imagining and building the nation through citizenship education: an interculturalist perspective on the case of Denmark, by Annette Rasmussen, Pages 268-279.

■ Banal, civic, and cultural nationalism in the United Arab Emirates: paradoxical discourses and complexities, by Sarah Hopkyns, Pages 280-294.

■ How ‘good’ or ‘bad’ Others can be: national identity and intercultural encounters in the Iranian protectionist educational policies, by Esmat Babaii, Pages 295-307.

■ Does nationalism motivate or demotivate? Unpacking complex identity-motivation nexus in the context of Chinese learners of Japanese, by Zi Wang, Chang Zhang, Shiyu Li, Pages 308-320.

■ Global or local? – Notions of nationalism and coloniality in ELT material, by Rebecca Dengler, Pages 321-332.

■ Banal nationalism and conversational cosmopolitanism: the potential of online language education for intercultural communication, by Nathaniel Ming Curran, Pages 333-346.

■ Revisiting ‘foreignness’: Nationalism and language education, by Terry A. Osborn, Manuela Wagner, Pages 347-359.

REVIEWS 

■ The Routledge handbook of intercultural mediation, by Sixuan Wang, Xuesong (Andy) Gao, Pages 360-362.

Issue 4

ARTICLES

■ ‘I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic, by Maria Grazia Imperiale, Giovanna Fassetta, Sahar Alshobaki, Pages 367-384.

■ Heritage language communities as sites of struggle and identity negotiation: a case of Korean–American university students, by Mi Yung Park, Pages 385-398.

■ ‘It’s kind of like a middle ground’: students’ strategic management of silence in multicultural group work, by Lyu Zhang, Pages 399-413.

■ The multiplicity and dynamics of the interpreter’s roles in mediating cultural differences: a qualitative inquiry based on an international collaborative teacher professional development programme, by Tianyi Wang, Colleen McLaughlin, Pages 414-428.

REVIEWS

■ Teaching Chinese by culture and TV drama, by Li’yang Miao, Pages 429-430.

Issue 5

ARTICLES

■ Sociolinguistic aspects of integrating within the space of the ‘Other’: the case of Arab students in Jewish schools, by Jehan Shalabny, Michal Tannenbaum, Pages 437-452.

■ English is ‘the language everybody shares’ but it is ‘my native language’: language ideologies and interpersonal relationships among students in internationalizing higher education, by Mai Shirahata, Pages 453-469.

■ University-level students’ stances, communication of negative emotions, and L2 swearing with respect to EMI during classroom interaction, by Dae-Min Kang, Pages 470-482.

■ The context of study abroad: affordances and constraints in the development of plurilingual identity, by María Victoria Soulé, Sanja Marinov Vranješ, Josep M. Cots, Pages 483-497.

REVIEWS

■ Critical intercultural pedagogy for difficult times: conflict, crisis, and creativity, by Yonghua (Yoka) Wang, Pages 498-500.

Issue 6

ARTICLES

■ Implications of past and present equivocations in reproducing or challenging epistemic violence in encounters with difference, by Antonia Manresa Axisa, Pages 507-523.

■ Socio-cultural semiotic analysis of Palestinian films on gender-based violence, by Nazmi Al-Masri, Manar Al-Houbi, Pages 524-541.

■ Promoting peace: colectivas, art, and cultural injustice in Mexico, by Carlos Eduardo Arias Galindo, Manuela Cantú Mendívil, Andrea Fernández Sevilla, Marxitania Flores Ortega, Rocío Elizabeth Muñoz Santamaría, Pedro Pico Birzuela, Brenda Denisse Renteria Cervantes, Diego Suárez Balleza, Pages 542-558.

■ Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process, by Giovanna Fassetta, Maria Grazia Imperiale, Sahar Alshobaki, Nazmi Al-Masri, Pages 559-573.

■ Capacity-building training to develop short story writing skills, social values, and gender fairness at the IUG, Palestine: a case study, by Mahmoud O. Jalambo, Nazmi A. Al-Masri, Refaat R. Alareer, Pages 574-594.

■ Methodologies for identifying and preventing gender-based violence in high school: an approach from Mexican feminist geography, by Violeta Torres Carroll, Maria Veronica Ibarra Garcia, Angelica Lucia Damian Bernal, Eva Citlali Rodriguez, Paola Cueto Jimenez, Pages 595-610.

REVIEWS

■ The Politics of Researching Multilingually, by Syukron Fajriansyah, Pages 611-613.

摘要

Global debates, local challenges: the South talks back

Maria Manuela D. Guilherme, Centro de Estudos Sociais, Universidade de Coimbra, Coimbra, Portugal

Abstract This article reviews issues of substance and perspective on global debates that have evolved from those evident at foundational, pre-IALIC foundational conferences in Leeds to those at the online IALIC 2021 Conference, organised by the Universidad de los Andes, Bogotá. Focusing mainly on the latter event, the article proceeds by analysing some of the perceptions of interculturality in South America while spotlighting the contributions of native communities in their evolving contexts. The author concludes by acknowledging that the ‘South’ is talking back and that the inter-epistemic exchange between plurilingual academics, including community researchers, stimulates global debates and addresses local challenges.

Key words Interculturality, south/north epistemologies, glocal languages

New methodologies – new interculturalities? The visionary discourse of post-qualitative research on the intercultural

Dominic Busch, Fakultät für Humanwissenschaften, Universität der Bundeswehr München, Neubiberg, Germany

Emilian Franco, Fakultät für Humanwissenschaften, Universität der Bundeswehr München, Neubiberg, Germany

Abstract Recently, post-qualitative research methods are on the rise in intercultural research, not least to avoid epistemic violence. This paradigm builds on an open epistemology that contrasts with approaches that a priori have a given concept in mind like culture. This article analyses the discourse of intercultural communication in journal articles from the fields of autoethnography, participatory research and arts-based research on the intercultural to find out whether, or how, these texts resolve this epistemic and methodological dilemma. As a result, these new methods often serve authors to experiment with new and visionary forms of the intercultural and its ethical implications.

Key words Post-qualitative research, autoethnography, arts-based research, participatory research, discourse of intercultural communication, visionary

Intercultural mindfulness: artistic meaning-making about students’ intercultural experience at a UK university

Zhuo Min Huang, Manchester Institute of Education, School of Environment, Education, and Development, The University of Manchester, Manchester, UK

Abstract In this article, I use arts methods to explore the concept ‘intercultural mindfulness' as performed in students’ meaning-making about their intercultural experience at a UK university. The findings identify some less discussed qualities for mindfulness such as affective openness, embodied openness, and ethical-oriented openness, generosity, energy/effort, and liberated freedom. The study addresses a critical, theoretical ground for understanding and applying mindfulness in intercultural studies. Moving beyond the common focuses on cognitive skills or competence, it enriches the existing understanding of intercultural mindfulness by being attentive to the humanistic, affective, ethical, and ideological dimensions of mindfulness.

Key words intercultural mindfulness, arts-based methods, mindfulness, Ideology, Intercultural communication, Intercultural learning

English Language Teacher Educators’ critical professional identity constructions and negotiations

Julio César Torres-Rocha, Department of Spanish and Foreign Languages, School of Education, Universidad Libre, Bogotá, Colombia

Abstract This study sought to examine how professional identities of English Language Teacher Educators (ELTEs) evolved considering current socio-political factors surrounding Teaching English as an International Language (TEIL) in Colombia. This in-depth research examined how a group of 5 non-native ELTEs constructed and transformed their identity in an English Teacher Education programme. It is framed by an interpretive paradigm and a critical action research approach. Interviews, a series of small group study events, and ELTEs' reflective reports were the three approaches employed to collect the data. The main finding of this investigation showed a certain degree of change in participants' professional identities.

Key words English language teacher educators, English as an international language, critical identity construction, collaborative learning groups, political conscientisation

De los debates globales a las prácticas locales: pedagogías emergentes para el fomento de la interculturalidad en el aula de español para adultos migrantes

Denise Paola Holguín Vaca, Departamento de Traducción y Ciencias del Lenguaje, Universitat Pompeu Fabra, Barcelona, España

Abstract Recent theoretical debates in the field of intercultural language education reveal a “cosmopolitan turn”, which implies a glocal, critical, and transformative perspective of interculturality as praxis. This article explores the promotion and development of interculturality from a critical cosmopolitan perspective and reports on the results of an empirical study carried out in a Spanish language classroom for adult migrants in Barcelona through a didactic intervention based on emergent pedagogies. The results enrich the conception of a “cosmopolitan agenda” for language teaching and contribute to bridging the methodological gap between global theoretical debates and local practices of intercultural language education.

Key words Intercultural education, cosmopolitanism, migration, language education, emergent pedagogies

COVID-19 and Interculturality: revisiting assumptions about intercultural competence and criticality development in Modern Language degree programmes

Elinor Parks, School of Modern Languages and Cultures, University of Durham, Durham, UK

Abstract The initial response to Covid-19 exposed widespread racism and Sinophobia across the world, which contributed to a rethinking of equality and diversity in Higher Education (HE) and beyond. Within Modern Languages, much attention has been placed on decolonising the curriculum. The death of George Floyd in 2020 further contributed to an increased awareness of the need to rethink racism and challenge current practice within the curriculum. This paper re-examines the findings of a doctoral study exploring students' development of Intercultural Competence (IC) and criticality in Modern Languages with the aim of revisiting ways in which students' intercultural development can be defined and fostered in Higher Education.

Key words Intercultural communication, Covid-19, Modern Languages, Intercultural Competence, Criticality, Interculturality

‘ … vayan a San Miguel de Allende, además lleven su visa y su diccionario los que no sepan hablar inglés pues ya se han apropiado de todo los gringos.’ The discursive struggle for interculturality in a gentrified hybrid Mexican city

Christopher Anderson, Centre of Language & Linguistics, Canterbury Christ Church University, Canterbury, UK

Ireri Armenta Delgado, Departamento de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico

Abstract This paper focuses on interculturality in the discursive construction of the Mexican city of San Miguel de Allende that is culturally hybrid due to Americanisation and gentrification caused by North American migration and tourism. Constructing their own community as ‘expats’, this homogenous group produces and reproduces a dominant discourse that normalises Americanisation and gentrification. There is, however, a resistant discourse from multiple voices, both North American and Mexican, that problematises this hybridity in terms of negative consequences for local Mexicans of rising costs, displacement, and a sense of alienation, particularly felt in how English has become a lingua franca.

Key words Gentrification, interculturality, cultural hybridity, discourse, gentrification

Avatarian embodiment in Indigenous Futurisms 4D: the intersemiosis of intercultural encounters

Rania Magdi Fawzy, Arab Academy for Science, Technology & Maritime Transport, Cairo, Egypt

Reham Farouk El Shazly, Arab Academy for Science, Technology & Maritime Transport, Cairo, Egypt

Abstract Drawing on VR affordances and its relevant discourse of embodiment, immersion and engagement, Indigenous Futurisms (IF) challenges mainstream stereotypes of indigenous cultures. This article explores how the VR movie Crow: The Legend mediates an intercultural experience of IF. The framework proposed for understanding the virtually-mediated IF intercultural experience is grounded in the integration of SF-MDA and postphenomenology. The suggested theoretical integration interprets the VR embodied affordances of navigation, body movement, and hand gestures. The dialogue established in Crow between the interactants and VR technology unravels the cultural particularities of futurisms' notions of ‘non-linear temporality,' ‘selfdetermination,' ‘self-discovery,' ‘selflessness' and ‘diversity’.

Key words Indigenous Futurisms VR, SF-MDA, postphenomenology, avatarian embodiment, intercultural encounter

Othering the expat majority: Qatari junior academics’ identity work at the interface of migration and institutional reform

Afra Al-Khulaifi, Department of Linguistics, KU Leuven, Leuven, Belgium

Dorien Van De Mieroop, Department of Linguistics, KU Leuven, Leuven, Belgium

Abstract Qatar’s development is intertwined with migration, resulting in the native population forming a minority. Zooming in on the academic world, which is in the midst of reform processes, we investigate the impact of the expat majority on the identity work of Qatari female junior academics. Drawing on a narrative as social practice approach, we study ‘othering'-strategies in the stories of three interviewees. We demonstrate how their category work constructs moral superiority for the Qatari in-group, while implicitly aligning with the out-group's knowledge-related superiority. In this way, their identity work is emblematic for the government’s Qatarization scheme.

Key words Identity, workplace, minority group, narrative analysis, othering, Middle East

Shifting perspectives when it comes to the cultural ‘other’: students’ reflections of their intercultural encounters during study abroad

Ana María Moreno Bruna, Department of Translation, Interpreting and Communication, Ghent University, Ghent, Belgium

Patrick Goethals, Department of Translation, Interpreting and Communication, Ghent University, Ghent, Belgium

Abstract Although contexts of learning abroad have traditionally been conceived as optimal settings for language and intercultural learning, Researchers advocate the implementation of pedagogical interventions that promote qualitative intercultural dialogue and guidance in language and intercultural learning process. Yet, studies are needed that carefully document and critically examine these interventions. This qualitative interview study explores how guided reflection efforts influence sojourners’ intercultural learning by means of critical reflection. We analyse students’ narratives collected during the intervention and draw conclusions regarding their ability to engage in critical reflection and the role of the instructor in fostering their reflection processes and intercultural learning development abroad.

Key words Study abroad, linguistic and intercultural learning, pedagogical intervention, critical reflection, social interactions abroad

Syrian refugees receiving information: an approach to dissemination of medical resources

Sarah Jernigan, Department of Education, University of Cincinnati, Cincinnati, USA

Sevsem Cicek-Okay, Department of Sociology, Niagara University, Niagara, USA

Stephen Kroeger, Department of Education, University of Cincinnati, Cincinnati, USA

Ahmed Beydoun, Department of Otolaryngology, Medical College of Wisconsin, Milwaukee, USA

Riham Alwan, School of Medicine, University of California, San Francisco, USA

Abstract Many refugees have unique health needs that may result from their resettlement. This study examined how Syrian refugees in the Cincinnati area prefer to receive medical information and the role that interpreters encompass in the doctor-patient relationship. Findings indicated that participants prefer to receive medical information via in-person interpreters, translated paper or digital materials, or text messages. Refugees from this study expressed that interpreters were commonly not present for medical visits and language confusion occasionally occurred even when they attended. Due to negative experiences, participants from this study did not always view interpreters as cultural brokers.

Key words Syrian refugees, interpreters, health, communication, information

Migrants’ NATION-AS-BODY metaphors as expressions of transnational identities

Andreas Musolff, University of East Anglia, Norwich, UK

Abstract The metaphors nation-as-body and nation-as-person have been used widely in xenophobic discourses targeting migrants as diseases, taboo body parts or flawed character traits of the body politic. It may then come as a surprise to find such metaphors back in a sample of migrants' responses in a cross-cultural survey of metaphors interpretation, which forms the data of this article. Migrants reinterpret these metaphors to negotiate their fear or criticism of marginalization and praising advantages of mixed identities. These self-validating strategies may be utilized in didactic contexts to counter traditionally discriminatory discourses.

Key words Dehumanization, metaphor, migration, nationalism, scenario, stigmatization

The experiences of Mexican language teachers in transnational contexts

Alberto Mora Vázquez, Universidad Autónoma de Tamaulipas, Facultad de Comercio y Administración Victoria, México

Nelly Paulina Trejo Guzmán, Universidad Autónoma de Tamaulipas, Unidad Académica de Ciencias, Educación y Humanidades, México

Abstract The article examines the transnational mobility experienced by two language teachers of Mexican origin, one who migrated to the United States and the other to the UK. Drawing on autobiographies and in-depth interview data, the analysis shows the complex relationship of different factors in shaping how the participants experienced their transnational mobility processes. These factors include differences in their sense of agency, the link between their bilingualism and their professional identities, and the emergence of different positionings regarding their previous and current work contexts. The article concludes by outlining the implications that the findings have for policy and practice.

Key words Transnational teachers, language, agency, positioning, Mexico

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Asian students in American higher education: negotiating multilingual identities in the era of superdiversity and nationalism

Qianqian Zhang-Wu, Department of English, Northeastern University, Boston, MA, USA

Abstract This study focused on the experiences of three Asian undergraduate students at a private urban institution in the United States. The findings indicate that the participants' racial, cultural and linguistic identities are dynamic and complex, echoing features indicated by the concept of superdiversity. Yet, under the influences of the rising nationalism and the strong grip of monolingualism, participants have been constantly under the pressure from English-only ideologies and the so-called forever-foreigner stereotype against Asian Americans. This study sheds light on rethinking higher education teaching and learning from the perspectives of marginalized students in the era simultaneously featuring superdiversity and nationalism.

Key words Asian American, nationalism, multilingual, superdiversity, identity

Imagining and building the nation through citizenship education: an interculturalist perspective on the case of Denmark

Annette Rasmussen, Department of Culture and Learning, Aalborg University, Aalborg, Denmark

Abstract Citizenship education in Denmark is considered as having a long history, not least as an important part of the folk high school tradition. More recently, it has become an important ingredient in the process for immigrants to obtain Danish citizenship. The focus of this paper is to analyse how the above types of citizenship education build on a particular imagining of the nation by engaging with the tradition and content of citizenship education as linked with the folk high schools and the preparation for the citizenship test. This is analysed within a critical interculturalist perspective and with Denmark as case.

Key words Citizenship education, nation-building, integration, citizenship, national identity, interculturalism

Banal, civic, and cultural nationalism in the United Arab Emirates: paradoxical discourses and complexities

Sarah Hopkyns, College of Humanities and Social Sciences, Zayed University, Abu Dhabi, United Arab Emirates

Abstract Unlike other areas of the Middle East, where nationalism indexes war, border disputes and the dichotomy of ‘us / them’, nationalism in the UAE is usually considered ‘banal’. Banal nationalism, which refers to everyday unconscious flagging of nationalism, receives less attention than ‘hot’ nationalism. However, banal nationalism is not benign. Rather, chronotopic complexities in ‘imagined communities’ impact intercultural communication and belonging in diverse societies. With almost 90% of the UAE’s population being foreign residents, many residents have loyalties and ideological habits from both their country of birth and country of residence. Here, a ‘third space’ often emerges whereby notions of belonging are complex and multilayered. Paradoxical discourses around the creation of ‘authentic’ national spaces run parallel to discourses of tolerance and cosmopolitanism. This article aims to critically assess the implications of contemporary banal, civic, and cultural nationalism to inform future research directions in the UAE setting and beyond.

Key words Banal nationalism, third spaces, United Arab Emirates, cultural identity, intercultural communication, linguistic diversity

How ‘good’ or ‘bad’ Others can be: national identity and intercultural encounters in the Iranian protectionist educational policies

Esmat Babaii, College of Foreign Languages, Fujian Normal University, Fuzhou, People’s Republic of China

Abstract Intercultural communicative competence has been offered as an open-minded replacement for ego-centric biases stemming from dogmatic national prejudice and its associated self-aggrandisement. While being a commendable proposal, its implementation in foreign language education has not been a widespread success story. Recent attempts to theorise intercultural communicative competence seem to emphasise negotiability in communication at the expense of some persistent issues, such as (cultural/national) identity. This article examines the prospects of intercultural communication in Iranian language policy as a country with a history of troubled encounters with foreign powers, culminating in protectionist approaches to nationalism, identity and the treatment of Others.

Key words Nationalism, subaltern, intercultural communication, cultural/national identity, othering

Does nationalism motivate or demotivate? Unpacking complex identity-motivation nexus in the context of Chinese learners of Japanese

Zi Wang, Department of Applied Linguistics & Student Opportunity, University of Warwick, Coventry, UK

Chang Zhang, School of Government and Public Affairs, Communication University of China, Beijing, People’s Republic of China

Shiyu Li, Department of Chinese and History, City University of Hong Kong, Hong Kong, People’s Republic of China

Abstract Identity issues have been an area of focus in language learning motivation scholarship. However, the role of national identity in language learning motivation has not received sufficient attention. In response to the timely call for reflections on nationalism and language education, this study examines how political nationalism and cultural nationalism shape Chinese learners’ motivation to learn Japanese. Our analysis suggests that cultural nationalism considerably enhances Chinese learners’ motivation whereas the motivational impact of political nationalism is bifurcate. Our research helps illuminate the mechanism of the rooted L2 self and national interest in language learning motivation, especially in the Chinese context.

key words Foreign language learning, motivation, nationalism, Japanese, China

Global or local? – Notions of nationalism and coloniality in ELT material

Rebecca Dengler, Institute of Multilingualism, University of Education, Karlsruhe, Germany

Abstract English language learners should become successful intercultural speakers and global citizens promoting qualities that go beyond national boundaries. Supposed to be globally appropriate, global course books from Global North publishing houses reproduce coloniality and are neither neutral nor free of nationalism. Local(ised) teaching materials allow contextualised content but fall short, with negligible adaptions. Interviews with lecturers at Savannakhet University show: the global course books barely leave room for Lao students to express their experiences. In a return to the nation and to decolonise education, I argue for local(ised) material including pluralistic and multicultural forms of nationalism, building on the learners' diverse backgrounds.

key words TESOL, coloniality, ELT material, global citizenship education, postmethod pedagogy

Banal nationalism and conversational cosmopolitanism: the potential of online language education for intercultural communication

Nathaniel Ming Curran, Department of English and Communication, The Hong Kong Polytechnic University, Kowloon, Hong Kong

Abstract This article considers the potential of language-focused online teaching platforms (OTPs) for fostering intercultural communication among their users. Drawing on interviews alongside an analysis of two OTPs websites, I argue that OTPs' webpages (re)produce banal nationalism grounded in nation-language congruence and instrumentalist language ideologies that conceive of language learning in terms of potential socioeconomic gains. However, I also find that: (1) learners' experiences can result in them questioning essentialist language ideologies; and (2) many users embrace a language ideology of conversational cosmopolitanism, which is premised on open-minded interaction with others and is consistent with the goals of intercultural communication educators.

key words Intercultural communication, online teaching platforms, banal nationalism, cosmopolitanism, online language learning

Revisiting ‘foreignness’: Nationalism and language education

Terry A. Osborn, Department of Language, Literacy, Ed.D., Exceptional Education, and Physical Education, University of South Florida, Tampa, FL, USA

Manuela Wagner, Department of Literatures, Cultures, and Languages, University of Connecticut, Storrs, CT, USA

Abstract Although language education should be ideally positioned to help students develop a nuanced understanding of languages, cultures, nations/countries, and identities these concepts have often been conflated in practice (see, e.g. Reagan & Osborn, 2021). This can result in othering in depictions of speakers of the language being learned (e.g. Osborn, 2021; Palfreyman, 2005) and delegitimizing certain language use(r)s. We share preliminary results from a study in which language educators who adopted critical approaches, such as teaching for social justice (Osborn, 2006) or intercultural citizenship (Byram, 2008, have addressed these questions in practice and discuss ways to disrupt harmful practices.

key words Nationalism, social justice, intercultural citizenship, foreignness and criticality

‘I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic

Maria Grazia Imperiale, University of Glasgow, School of Education, Glasgow, UK

Giovanna Fassetta, University of Glasgow, School of Education, Glasgow, UK

Sahar Alshobaki, University of Glasgow, School of Education, Glasgow, UK;b Roehampton University, Media, Culture and Language Department, London, UK

Abstract This article discusses the language needs analysis which informed the development of a beginner Arabic language course for Scottish primary education staff who work with Arabic-speaking refugee children and families. Interviews and focus group were carried out with: Scottish educators; Arabic-speaking refugee children; and parents/carers. They highlighted the following language needs for the course: (a) language for hospitality; (b) language for wellbeing; and (c) language for school. In this article we highlight the language needs as identified by refugee pupils and their families and we start a discussion on the importance of teaching a refugee language within formal educational settings.

key words Integration, refugees, Scotland, language needs analysis, Arabic, language education

Heritage language communities as sites of struggle and identity negotiation: a case of Korean–American university students

Mi Yung Park, Asian Studies, The University of Auckland, Auckland, New Zealand

Abstract This study explores how three Korean-American university students engaged with the linguistic and cultural practices of two subgroups in their ethnic community - a Korean church context and an ethnic peer group - where different language and cultural ideologies coexisted. The participants' narratives showed complex experiences of heritage language (HL) use and identity construction in these two contexts, with the participants frequently experiencing tensions between their desire to use their HL and pressure to adopt traditional Korean cultural and linguistic norms. They thus solidified their individual and group identities through processes of negotiation and self-positioning within a multicultural environment.

key words Heritage language learners, language use, identity, ethnic communities, second-generation Korean Americans

‘It’s kind of like a middle ground’: students’ strategic management of silence in multicultural group work

Lyu Zhang, Department of Applied Linguistics, The University of Warwick, Coventry, UK

Abstract Silence is commonly observed in multicultural group work (MGW) and classrooms, and silent students are often labelled with culture or language-related evaluation. This study explores how silences work in online MGW with a focus on turn-taking and sequence organisation. Drawing on data derived from naturally occurring interactions, the study examines how silences are repaired, managed and manipulated as locally derived interactional events. Findings suggest that silences in MGW are relevant to various local contingencies at an interactional level and can be employed by the speakers as a resource for specific interactional purposes.

key words Silence, multicultural group work, classroom interaction, conversation analysis, turn-taking

The multiplicity and dynamics of the interpreter’s roles in mediating cultural differences: a qualitative inquiry based on an international collaborative teacher professional development programme

Tianyi Wang, Faculty of Education, University of Cambridge, Cambridge, UK

Colleen McLaughlin, Faculty of Education, University of Cambridge, Cambridge, UK

Abstract This paper investigates the role of interpreters in addressing cultural differences in the context of a cross-cultural collaborative teacher professional development project. Based on positioning theory, this study employed interpreter-mediated interactions and interviews to reveal the complex roles that interpreters played when interpreting culture-related terms. Findings revealed that interpreters' roles were shifting between those of transmitters of information, cultural insiders and constructors of shared understandings between interlocutors. Notably, the lack of training in this specialised field obliged interpreters to rely mainly on their personal experiences to judge which role they should play in the face of cultural differences.

key words Interpreters’ roles, interpreting cultural differences, positioning theory, interpreting in international collaboration, training for interpreters

Sociolinguistic aspects of integrating within the space of the ‘Other’: the case of Arab students in Jewish schools

Jehan Shalabny, School of Education, Tel Aviv University

Michal Tannenbaum, School of Education, Tel Aviv University

Abstract Israel, a multilingual and multicultural society, has an indigenous Arab minority distinguished from the Jewish majority by national, religious, cultural, and linguistic characteristics. Jews and Arabs live mostly in different geographical locales and education systems are also split. In recent years, the number of Arab students attending Jewish schools has increased significantly. Using mixed methods, we examined the question of how, and to what extent, does the integration of Arab adolescents in Jewish schools affect their identity construction, their attitudes toward Hebrew and Arabic, and the maintenance of other cultural and religious characteristics. We explored this from both the parents’ and the students’ perspectives. Findings pointed to the complexity of this experience, including its psychological advantages, the social-emotional challenges involved, and the significant role of teachers. By shedding light on these processes, this study may help to reformulate policy to decrease conflict levels between the groups, and promote intergroup solidarity.

key words Identity, minority, school integration, Arab, Israel

English is ‘the language everybody shares’ but it is ‘my native language’: language ideologies and interpersonal relationships among students in internationalizing higher education

Jean-Marc Dewaele, Department of Applied Linguistics and Communication, Birkbeck, University of London, London, UK

Abstract As multilingual language teachers ourselves, we believe that this book brings an end to the ongoing debate regarding native speakers versus non-native speakers in language teaching research with a single, well-aimed blow. Nevertheless, situated in a complex, ecological context, the idea of being multilingual instructors as recommended by Kramsch and Zhang remains a highly challenging goal for many language teachers to pursue. We start this review by outlining what the book achieves, before we comment on some outstanding issues that still deserve more attention.

Key words xxx, xxx, xxx, xxx

Clare Kramsch and Lihua Zhang: The Multilingual Instructor: What Foreign Language Teachers Say about their Experience and Why it Matters

Mai Shirahata, Department of Language and Communication Studies, University of Jyväskylä, Jyväskylä, Finland

Abstract This paper examines the roles of different language ideologies—sets of common-sense beliefs about language and its speakers—in students’ identity construction and negotiation in the context of internationalizing higher education. Along with the increasing diversity of students as English speakers, language ideologies have been critically examined for potential contribution to inequalities among students. I analyze two focus group discussions of students from international English-medium instruction master’s programs at a Finnish university. I explore the students’ talk using critical discursive psychology to illuminate possible intersections between language ideologies and students’ situated identity construction, paying attention to ideological dilemmas alongside students’ identity negotiation. The findings indicate that both emerging and established language ideologies may become relevant to students’ identity construction and negotiation. Possibly, turning students’ attention towards the multilinguality of every student and the specific purposes and characteristics of academic language might contribute to the discursive sustainability of inclusive interpersonal relationships among students.

key words Language ideologies, students’ identity construction, internationalization of higher education, English as a medium of instruction, critical discursive psychology, focus group discussions

University-level students’ stances, communication of negative emotions, and L2 swearing with respect to EMI during classroom interaction

Dae-Min Kang, College of Foreign Studies, Guilin University of Electronic Technology, Guilin, China

Abstract This study longitudinally examined university-level students’ stances, communication of negative emotions, and L2 swearing with regard to English-medium instruction (EMI). Sixteen graduate students enrolled in an English-medium course in a university in Korea participated in the study. The research instruments were classroom observations, reflective journal writing, and in-depth, semi-structured interviews. The results indicated that there were three occasions, during small group discussions, on each of which one student articulated her/his language ideologies against EMI and expressed her/his anger in Korean, and swore in English. These occasions occurred due to a student’s opposition to EMI, a student’s opposition to EMI preceded by her own support for it, and a student’s opposition to EMI faced with another student’s support for it, respectively. What affected the occasions included their teacher’s idiosyncratic focus on general vocabulary in addition to subject-specific vocabulary (a factor common to these students), and challenges intrinsic to EMI, face, and the teacher’s excessive academic push.

key words English-medium instruction (EMI), stance, emotion, L2 swearing, university-level students, classroom interaction

The context of study abroad: affordances and constraints in the development of plurilingual identity

María Victoria Soulé, Language Centre, Cyprus University of Technology, Limassol, Cyprus

Sanja Marinov Vranješ, Faculty of Economics, Business and Tourism, University of Split, Split, Croatia

Josep M. Cots, Department of Foreign Languages and Literatures, Univesity of Lleida, Catalonia, Spain

Abstract This study examines study abroad as a context for plurilingual identity development in response to the critique of identity research in applied linguistics, which points to a bias that emphasises user agency and disregards the impact of structural elements. It is based on the analysis of the contextual constraints and affordances for developing plurilingual identity that SA students refer to in their narratives. The analysis shows that structure can be as important a component as agency and that students' representations of the SA context are linked to their pre-SA plurilingual experience and the portrayal of their plurilingual identity.

key words Agency, structure, context, plurilingual identity, mobile students

Implications of past and present equivocations in reproducing or challenging epistemic violence in encounters with difference

Antonia Manresa Axisa, School of Education, Durham University, Durham, UK

Abstract Based on an ethnographic research study, in an Ecuadorian Amazonian Kichwa territory, I use the notion of ‘translation as controlled equivocation’ as an analytical tool to explore the making sense of difference. Occurring in the same territory, I analyse these encounters with difference, read in relation to a classroom dialogue between teacher and students, with that of a historical encounter with the ‘other’ in a Dominican missionary’s diary of 1887/1888. I propose that exploring the processes of equivocation centring differing subjective positions and situated dialogues, provides a reflective tool against reproducing epistemic violence whilst making space to recognize difference.

key words Equivocation, epistemic violence, interculturalism

Socio-cultural semiotic analysis of Palestinian films on gender-based violence

Nazmi Al-Masri, English Language Department, Islamic University of Gaza, Gaza, Palestine

Manar Al-Houbi, English Language Department, Islamic University of Gaza, Gaza, Palestine

Abstract This descriptive-analytical study used thematic analysis within a socio-cultural semiotic approach to explore how violence against Palestinian women is semiotically represented in short Palestinian films. Using desk research and two-day focus group discussions with 17 participants, the study analysed a sample of four films, selected out of 270 surveyed. The study also produced an annotated bibliography of 21 Palestinian films that address gender-based issues, especially violence against women. The analysis revealed four common themes of films on Palestinian women: blockade and war, Palestinian identity, the future of women, and social control, mostly linked to political themes such as identity, power abuse, and women’s resilience and resistance to various forms of injustice.

key words Blockade and war, gender-based violence, Palestinian films, semiotic analysis, social control

Promoting peace: colectivas, art, and cultural injustice in Mexico

Carlos Eduardo Arias Galindo, IBBY México, Benito Juárez, Mexico City, CDMX

Manuela Cantú Mendívil, Palabras que acompañan, Tijuana, Mexico

Andrea Fernández Sevilla, Taller Sentir Naturaleza, Mexico City, Mexico

Marxitania Flores Ortega, Letras con Perspectiva, Mexico City, Mexico

Rocío Elizabeth Muñoz Santamaría, IBBY México, Benito Juárez, Mexico City, CDMX

Pedro Pico Birzuela, Leyendo y pedaleando, Tapachula de Córdova y Ordóñez, Mexico

Brenda Denisse Renteria Cervantes, Algaraza, Emiliano Zapata, Mexic

Diego Suárez Balleza, Taller Sentir Naturaleza, Mexico City, Mexico

Abstract This collaborative research delves into intercultural (in)justice, dignity, and the recognition of non-hegemonic knowledge. Its main objective is to investigate marginalised knowledge in immigration, gender violence, adultism, and minority groups, including indigenous communities. By diving into the significance of informal knowledge-sharing settings this research underscores how vulnerable individuals and collectives showcase their identity holistically. Lastly drawing attention to the importance of fostering safe spaces, interculturality and sharing cognitive practice to counter marginalisation, promoting reconstruction through tools such as hospitality, active listening, and assertive communication.

key words Culture, epistemic injustice, marginalised knowledge, interculturality, active listening

Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process

Giovanna Fassetta, University of Glasgow, School of Education, Glasgow, UK

Maria Grazia Imperiale, University of Glasgow, School of Education, Glasgow, UK

Sahar Alshobaki, University of Glasgow, School of Education, Glasgow, UK

Nazmi Al-Masri, Islamic University of Gaza, Gaza, Palestine

Abstract In this article we discuss the outcomes of a project which taught Arabic as a ‘refugee language’ to primary school staff so they could welcome Arabic speaking children and families. The project was grounded in a commitment to social justice and inclusive education practices, and in an understanding of integration as a two-way process. The evaluation shows that teaching Arabic to primary staff had a positive impact on Arabic speaking children and families, on staff’s own practice, and on the wider school community. We list a set of recommendation to expand the languages spoken and taught in educational contexts.

key words Refugee education, refugee integration, linguistic hospitality, languages in education, multilingualism, Arabic

Capacity-building training to develop short story writing skills, social values, and gender fairness at the IUG, Palestine: a case study

Mahmoud O. Jalambo, Department of Education, College of Applied Sciences and Arts (CAAS), Dhofar University, Salalah, Oman

Nazmi A. Al-Masri, English Language Department, Islamic University of Gaza, Gaza, Palestine

Refaat R. Alareer, English Language Department, Islamic University of Gaza, Gaza, Palestine

Abstract This study reflects on an intensive fiction-writing training course conducted at the Islamic University of Gaza (IUG) in Palestine. The trainees were divided into two language-specific groups. The immediate outcome of this training course was 87 short stories. The study assessed the participants' satisfaction levels regarding the quality and content of training, besides it conducted thematic analyses of the short stories produced by the trainees. The Feedback collected indicate that the participants voluntarily shared and fictionalized intimate moments from their lives, as well as experiences learned during the training.

key words Capacity-building training, short story, fiction-writing, palestine, gaza, gender

Methodologies for identifying and preventing gender-based violence in high school: an approach from Mexican feminist geography

Violeta Torres Carroll, Geografia, Facultad de Filosofía y Letras, UNAM, Mexico City, Mexico

Maria Veronica Ibarra Garcia, Geografia, Facultad de Filosofía y Letras, UNAM, Mexico City, Mexico

Angelica Lucia Damian Bernal, Facultad de Filosofía y Letras, UNAM. CONACYT, Mexico City, Mexico

Eva Citlali Rodriguez, Escuela Nacional Preparatoria Plantel 2, Mexico City, Mexico

Paola Cueto Jimenez, Escuela Nacional Preparatoria Plantel 2, Mexico City, Mexico

Abstract This paper focuses on sharing methodologies implemented in the classroom setting to identify gender-based violence (GBV). Rooted in Feminist Geography, these methodologies include focus groups and counter-cartographies that centre the concept of cuerpo-territorio as a scale of analysis in order to understand structural violence in our spaces of production and reproduction, how it is embodied and how we can collectively transform violent spatialities. We argue that collective knowledge as a means of preventing GBV can be produced through concepts taught within the subject of Geography. The locations of the high schools involved include Mexico City, San Luis Potosi and Oaxaca.

key words Feminist geography, cuerpo-territorio, gender-based violence, high school, Mexico

期刊简介

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

《语言与跨文化传播》旨在促进对语言与跨文化传播之间相互作用的跨学科理解。 它欢迎对跨文化传播的研究，特别是探讨语言方面的重要性的研究； 以及语言研究，特别是外语学习，探讨跨文化观点的重要性的研究。 该期刊对教育（尤其是高等教育）以及语言学习和教学的影响保持灵敏嗅觉。 它还乐于研究语言和文化的前沿，以及语言和跨文化问题对工作领域的影响。

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