Intercultural Communication Education

Intercultural Communication Education

Indexing

Editors-in-Chief: Troy McConachy & Adriana Raquel Díaz
First Published: April 2018
Frequency: Three times per year
ISSN: 2209-1041 (Online)

Aims and Scope:

Intercultural Communication Education is an innovative open access journal that aims to make quality interdisciplinary scholarship at the intersections of language education and intercultural communication available to a broad international readership. The journal aims to showcase work which tackles the complexities of intercultural interaction and challenges existing theoretical perspectives on the role of language and culture in communication, particularly work which generates implications for the teaching and learning of intercultural communication in educational and professional contexts. The journal also aims to present insightful theoretical and empirical work which deals with the question of how individuals in educational and professional contexts develop intercultural capabilities, and how educational content and pedagogical practices can support such development. We strongly welcome submissions that take an interdisciplinary perspective, including papers that explore intercultural issues through the lens of multilingualism.

Publication Details:
This is an open access journal.
All articles are freely available immediately on publication.
There are no fees for submitting to or publishing in this journal.

Publisher Information:
Ground Level, 470 St Kilda Road
Melbourne VIC 3004 Australia
Email: journals@castledown.com

Speed/Acceptance
  • 11 days from submission to first editorial decision
  • 77 days to submission to accept
  • 13 days from accept to online publication
  • 25% acceptance rate
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Explore this Journal

Critical literacy in the language classroom: Possibilities for intercultural learning through symbolic competence

Cecilie Waallann Brown , Jennifer Alford  – This article provides a theoretical exploration of the connections between critical literacy and symbolic competence with some pedagogical examples from an empirical study.

Navigating theory and practice in intercultural language teaching: Challenges faced by a pre-service language teacher in enacting an interpretive perspective in classroom interaction

Yvette Yitong Wang  – This paper investigates the author’s classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic.

Review of Translanguaging and Epistemological Decentring in Higher Education and Research

Hanne Tange  – Review of Translanguaging and Epistemological Decentring in Higher Education and Research, edited by Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen, and Karen Risager.

Review of Translanguaging and Epistemological Decentring in Higher Education and Research

Hanne Tange  – Review of Translanguaging and Epistemological Decentring in Higher Education and Research, edited by Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen, and Karen Risager.

Navigating theory and practice in intercultural language teaching: Challenges faced by a pre-service language teacher in enacting an interpretive perspective in classroom interaction

Yvette Yitong Wang  – This paper investigates the author’s classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic.

Critical literacy in the language classroom: Possibilities for intercultural learning through symbolic competence

Cecilie Waallann Brown , Jennifer Alford  – This article provides a theoretical exploration of the connections between critical literacy and symbolic competence with some pedagogical examples from an empirical study.

Review of Intercultural Communication and Language Pedagogy: From Theory to Practice

Shaopeng Li – Review of Intercultural Communication and Language Pedagogy: From Theory to Practice, by Zsuzsanna Ittzés Abrams, Cambridge University Press.

Adding synchronous sessions to asynchronous virtual exchange: Insights from the IVEProject

Adam Roarty , Hülya Tuncer , Liqing Tang – This short article reports on a pedagogical innovation which involved adding synchronous sessions conducted over Zoom to the asynchronous IVEProject forums.

Affordances of an international campus for intercultural learning: Views from MA students and faculty in two US-based teacher education programs

Nina Lazarević  – This paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning.

Introduction to the Special Issue: Reimagining the role of literature in intercultural language education: New approaches and future perspectives

Hild Elisabeth Hoff – Introduction to the Special Issue: Reimagining the role of literature in intercultural language education: New approaches and future perspectives.

Navigating theory and practice in intercultural language teaching: Challenges faced by a pre-service language teacher in enacting an interpretive perspective in classroom interaction

Yvette Yitong Wang  – This paper investigates the author’s classroom practice of implementing an interpretive perspective on intercultural language teaching and learning in two online intercultural workshops on the topic of face masks designed and delivered during the COVID-19 pandemic.

Review of Translanguaging and Epistemological Decentring in Higher Education and Research

Hanne Tange  – Review of Translanguaging and Epistemological Decentring in Higher Education and Research, edited by Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen, and Karen Risager.

Critical literacy in the language classroom: Possibilities for intercultural learning through symbolic competence

Cecilie Waallann Brown , Jennifer Alford  – This article provides a theoretical exploration of the connections between critical literacy and symbolic competence with some pedagogical examples from an empirical study.

The evolution of intercultural communicative competence: Conceptualisations, critiques and consequences for 21st century classroom practice

Hild Elisabeth Hoff – This article discusses intercultural communicative competence (ICC) as a present-day theoretical and practical concern.

Adding synchronous sessions to asynchronous virtual exchange: Insights from the IVEProject

Adam Roarty , Hülya Tuncer , Liqing Tang – This short article reports on a pedagogical innovation which involved adding synchronous sessions conducted over Zoom to the asynchronous IVEProject forums.

Affordances of an international campus for intercultural learning: Views from MA students and faculty in two US-based teacher education programs

Nina Lazarević  – This paper reports on a qualitative study which is part of a larger project on the affordances of an international campus for intercultural (IC) learning.

Review of Intercultural Communication and Language Pedagogy: From Theory to Practice

Shaopeng Li – Review of Intercultural Communication and Language Pedagogy: From Theory to Practice, by Zsuzsanna Ittzés Abrams, Cambridge University Press.

Selected Linguistics Articles

Theory of Mind development and narrative writing: A longitudinal study

Theory of Mind development and narrative writing: A longitudinal study

Birgitta E. Svensson - The purpose of this paper is to study the development of Theory of Mind capacities in one individual's narrative writing from year 1 in elementary school through high school and onwards.
Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students

Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students

Kelly Hansen , Prajakta Khare - This study examines the role of an online pre-sessional program in easing the transition for students preparing to matriculate into an English-medium bachelor' s program at a Japanese university.
Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study

Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study

Samet Taşçı , Yusuf Öztürk - Post-predicate that clauses are one of the indicators of evaluative language which shows the attitude, position, and personal evaluation of the writers in academic discourse.
Learner perceptions on the usefulness of a blended learning EFL program

Learner perceptions on the usefulness of a blended learning EFL program

Kaoru Kobayashi, Andrea Little - To identify best practices for blended learning in English as a foreign language (EFL) programs, it is essential to understand how learners perceive and evaluate such programs, taking into consideration such variables as learner attitude,…
Students’ evaluation of a classroom bring-your-own-device (BYOD) policy

Students’ evaluation of a classroom bring-your-own-device (BYOD) policy

Simon Thomas - A bring-your-own-device (BYOD) policy advocates student's unrestricted classroom access to their own technology devices to assist in the completion of learning objectives.
Practical PowerPoint group projects for the EFL classroom

Practical PowerPoint group projects for the EFL classroom

Matthew Apple, Keita Kikuchi - Using PowerPoint for student-created group projects can be motivating and enjoyable for both students and instructors while fostering a sense of student self-reliance and autonomy.
Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces

Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces

Tuba Yilmaz , Ester de Jong - In order to effectively respond to the increased linguistic and cultural diversity in the U.S. schools and close the consistently documented achievement gap between culturally and linguistically diverse students and mainstream students, teachers…
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