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

Archives

Volume 1 Number 1 (2018)

Volume 1 Number 2 (2018)

Volume 1 Number 3 (2018)

Volume 2 Number 1 (2019)

Volume 2 Number 2 (2019)

Volume 2 Number 3 (2019)

Volume 3 Number 1 (2020) SI

Volume 3 Number 2 (2020)

Volume 3 Number 3 (2020)

Volume 4 Number 1 (2021)

Volume 4 Number 2 (2021)

Volume 4 Number 3 (2021)

Volume 5 Number 1 (2022)

Volume 5 Number 2 (2022)

Volume 5 Number 3 (2022) SI

Volume 6 Number 1 (2023)

Volume 6 Number 2 (2023)

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.

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.

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.

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.

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.

Selected Linguistics Articles

Bridging out-of-school digital literacy through multimodal composition for EFL students with developing proficiency

Bridging out-of-school digital literacy through multimodal composition for EFL students with developing proficiency

Dian Marissa , Shazia Hamid - This study examined how multimodal composition afforded opportunities to develop learner agency.
Limitations of mobile phone learning

Limitations of mobile phone learning

Shudong Wang, Michael Higgins - In this article, we discuss weaknesses inherent in mobile phone learning, and factors that limit its viability.
Exploring Japanese students’ e-learning habits

Exploring Japanese students’ e-learning habits

Shudong Wang, Jun Iwata - Since 2010, both universities in which the authors teach have integrated PC-based e-learning or mobile learning programs into several English courses.
Translanguaging for and as learning with youth from refugee backgrounds

Translanguaging for and as learning with youth from refugee backgrounds

Saskia Van Viegen - Although host countries generally integrate refugees into public education, wide-spread and comprehensive understanding of teaching and learning with children and youth who have experienced forced displacement and migration remains an unmet goal within most education systems.
Integrating e-learning in all English classes: Success at the half-way point of a five-year project

Integrating e-learning in all English classes: Success at the half-way point of a five-year project

James W. Pagel, David W. Reedy - 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.
The influence of technology in the classroom: An analysis of an iPad and video intervention on JHS student’s confidence, anxiety, and EFL WTC

The influence of technology in the classroom: An analysis of an iPad and video intervention on JHS student’s confidence, anxiety, and EFL WTC

David Michael Ockert - This small-scale, longitudinal study tested for the influence of video recording with a camcorder, and recording and self-viewing with an iPad.
Online interaction, emotions, and EFL learners’ grit in collaborative writing

Online interaction, emotions, and EFL learners’ grit in collaborative writing

Hsien-Chin Liou, Pei-En Chiang - This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project.