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Current student development theories are mostly grounded in the experiences of domestic students in North America. The increasing portion of the international students in the post-secondary student population has created a glaring gap for a unique theory of international student development. A unique theory for international student development, with a focus on their intercultural learning experiences, will serve as a necessary theoretical foundation for international student programmes and services that are offered in most hosting universities of international students as an overlay on top of general student services. Through a critical review of existing literature, this paper endeavours to develop a coherent theory of international student development that endorses a critical and post-structural approach to the key issues of intercultural identity, intercultural competence and intercultural adaptation for international students.

The article explores how intercultural relations can be fostered at the level of an undergraduate university degree during the pandemic. It offers one specific intervention within intercultural education to provide new ways of thinking about how intercultural relations can and do happen. By drawing on the "self-reflexive narratives" of the article's authors -- a university lecturer and three students -- we consider the ways in which intercultural education can enable people from diverse cultures to build a learning community. On the basis of a thematic analysis, we explore the role of reflection and action in the creation of intercultural knowledge that can lead towards developing meaningful relations and can assist in further supporting students in their well-being. We first map some key issues in intercultural education at the university level and provide a short literature review. Secondly, we briefly describe our intercultural initiative. We put our narratives into conversation in order to facilitate deeper understanding of how to build meaningful intercultural relationships, while learning, and collaborating together. Our goal is to reflect on perceptions of "the quality" of intercultural relationship experiences at the level of a university degree and to show how complex relational work fostered intercultural collaboration during the pandemic. On the basis of our inductive research, we offer an original approach to fostering intercultural education based on four stages: constructing and fostering an initial encounter; promoting group participation; emphasising reciprocity; and constructing activities to promote trust and care. Our experience demonstrated how forming intercultural relationships can meaningfully help students with their expectations, aspirations, and ultimately, careers.

Increasing diversity in higher education and the workforce requires undergraduate students to learn to work together effectively to address scientific and social issues. Our goal is to learn how best to facilitate teamwork among students from Historically Black Universities (HBU) and Predominantly White Institutions (PWI) to promote collaborative learning. We analysed the evolving knowledge, perceptions, and attitudes of participating students as they developed close working relationships through a 'study-within-a-study' design where student pairs (one from an HBU and one from a PWI) conducted their own research project while we analysed how these students interacted with their partners. The Association of American Colleges and Universities (AACU) rubric of Intercultural Knowledge and Competence was used to develop a set of codes for assessing transcripts of student meetings. AACU defines six attributes of this rubric including cultural self-awareness, cultural worldview frameworks, empathy, verbal and nonverbal communication, curiosity, and openness. Our pilot results suggest that students willing to engage collaboratively with others from different cultural or educational backgrounds can display attributes of intercultural competence, while those not willing to engage in the collaborative process may not exhibit such competence. We also learnedthat students require the same initial preparation necessary for the assigned project.

The aim of this phenomenological study was to explore South Korean university students' views of the importance of intercultural communication. It also sought to obtain participant recommendations on how to improve awareness of intercultural communication in their personal lives, on campus, and in society. Intercultural communicative competence is becoming increasingly important as the world becomes more interconnected online and through intercultural exchanges that take place in a variety of capacities. This study was conducted during the spring semester of 2020 at a university in central South Korea. Participants included 14 South Korean university students who were enrolled in an intercultural communication class that was conducted online and designed for English language learners. Data comprised individual interviews, a focus group, and essays. Data analysis centred on examining commonalities and key statements made by participants. In terms of why it is important to study intercultural communication, results highlighted the need for people to be understanding and knowledgeable about diverse cultures, have respect for other people and cultures, and ensure that past intercultural conflict does not happen in the future. Students provided a wide range of recommendations for improving their awareness of intercultural communication. This paper concludes with practical implications.

This paper explores the factors that predict children's willingness to have contact with those from cultures in conflict, using data collected in 2014-2015 from the TEC4Schools program which begins online and eventually includes face-to-face contact. Hierarchical regression analysis was conducted on the results of the questionnaire from 577 students. The predictors were entered in four steps: (1) personal details (gender and religion), (2) equity and satisfaction (3) collaboration (the use of collaborative learning in the course), and (4) intercultural attitudes. Both intercultural attitudes and positive experiences are associated with collaboration and predict the dependent variable: the willingness of the children to interact with those from other cultures. Satisfaction and equity do not directly predict willingness to interact with other children but do so via collaboration. In addition, the variable 'intercultural attitudes' is a mediator for collaboration, meaning that collaboration does predict willingness to interact with other cultures via intercultural attitudes. Although the findings show that gender and religion do not predict willingness to interact, there are significant differences in gender and/or religion in satisfaction, equity, intercultural attitudes, and collaboration.

This paper discusses how I design and teach an Interculturality in Language and Literary Studies (ILLS) Course. In doing this, I am very much influenced by the post-structural and post-colonial and interdisciplinary nature of my PhD study. The course itself is for sixth semester undergraduate students, after they have passed Skilled Courses, Introduction to Literature and Introduction to Linguistics, etc. In these reflections, I utilise a post-structural approach, in which I consider such a practice to never be final. It is always in process.

This mixed-method study seeks to understand Vietnamese higher education students' intercultural sensitivity (IS) to progress their development of intercultural communicative competence (ICC), as part of the efforts to enrich the literature on IS and ICC in the Vietnamese contexts of foreign language education. Firstly, attending to these target students' English language learning, this study quantitatively suggested that they had weak-to-moderate levels of IS and initially proved that they were still able to interact interculturally in a relatively confident way. Moreover, based on the framework of Chen and Starosta, the quantitative and qualitative findings demonstrated that the IS levels seemed to vary among the target students, according to their demographic backgrounds (e.g. gender, academic major, language as a medium of instruction, locations of hometown, year of learning, and length of English language learning). Finally, implications are discussed at the end of this manuscript, involving much attention needed from a wide range of related stakeholders in order to necessarily establish critical steps for the facilitation of intercultural education in the Vietnamese context of higher education in general and language education in particular.

In this article, I discuss a critical understanding of students' intercultural experience at a UK university. I critique the potential issues of: (a) using essentialist categorisations to understand students' intercultural experience, and (b) imposing epistemic injustice to students by undervaluing their epistemic agency in intercultural experience. Based upon the paintings of five students, I problematise the essentialist categorisations reproduced in the students' meaning-making about their intercultural experience, which could reinforce prejudice, neo-racism, otherisation, and segregation. The students were, however, able to negotiate with such an issue of essentialism through a non-static and back-and-forth process in their painting. They also demonstrated an active epistemic agency in navigating the complexities of their intercultural experience. Therefore, I suggest intercultural research to adopt a non-essentialist and epistemically-just lens to understand students' intercultural experience in the increasingly fluid world.

Despite clear claims that higher education institutions prepare graduates for a world that is increasingly globalised, diverse and interconnected, how best to develop intercultural competence in places of learning is less clear. Drawing focus to a purpose-built intercultural programme, this paper explores the development of intercultural competence within a group of culturally diverse students at a regional Australian university. Eight students participated in a series of forums that were guided by a dialogic approach to facilitate discussion around cross-cultural topics. Through a fine-grained qualitative analysis of interviews and reflections, students were found to develop a deeper self-awareness and understanding of others' views and reported better seeing themselves in a global context. The programme also promoted greater individual awareness around adjusting communication skills to relate to others, and students reflected on what it might mean to interact in a broader global society. This paper highlights the value of intentionally promoting cross-cultural interactions in higher education learning spaces and offers a dialogic approach as a way forward for universities to produce globally ready students.

This article reports on a preliminary finding of sociocultural adaptation experienced by two pre-service teachers (PSTs) during a service-learning program. They wrote photo-voices, a photo-mediated self-reflection, to share how they adapted to the sociocultural life of their first two-week service learning. Using the U-heuristic analysis model, this study found three contributing factors that helped them build sociocultural adaptation skills: peer support, self-motivation, and assimilation. Meanwhile, the PSTs' photo-voices also shared their concern when maintaining sociocultural engagement, such as language differences and indigenous traditions. The findings suggest intercultural awareness development of PSTs to build sociocultural adaptation in the context of service learning.

Cultural competence (CC), also known as cultural intelligence (CQ), is a necessary skill for caring professions. Little is known, though, about initial levels of CQ or differences in CQ levels between students in caring and non-caring programs. A group of first-year students (n = 172) from diverse demographic backgrounds and different fields of study (social work, nursing, behavioural sciences) participated in an online survey that assessed their CQ and background attributes. Significant differences were found across fields of study so that students pursuing caring professions were more receptive than their counterparts in non-caring fields to intercultural interaction in the motivational, cognitive, and meta-cognitive CQ dimensions with no significant difference in the behavioral dimension. Mastering a non-native language was also associated with motivational and cognitive CQ. These findings suggest that greater receptiveness to intercultural interaction among students pursuing caring professions needs to be nurtured in order to generate behavioral changes.

Cultural diversity in Estonia has been expanding through migration and hence the need to teach newly arrived migrant students (NAMSs) has become an important issue in the Estonian education system. This study examined intercultural competence across domains relating to the attitudes, knowledge and skills of teachers. A total of 167 teachers from 15 preschools and 227 primary teachers from 26 basic schools participated in the study. Experienced teachers self-evaluated their attitudes towards intercultural competence as being significantly lower than less experienced teachers. However, teachers without experience in NAMSs teaching self-evaluated their skills and knowledge as being lower than teachers with NAMS-experience. A comparison of teachers' intercultural competence, based on school level, indicated that preschool teachers self-evaluated their skills as being significantly higher than primary teachers. The results highlight the value of teaching NAMSs in teachers' professional learning experience. Also, there is a need to broaden the concept of intercultural competence in teachers' pre- and in-service education by connecting inclusive practices more with cultural diversity.

This study was set against the backdrop of a common worldwide phenomenon of internationalisation and multiculturality on campuses, the prevalence of cross-cultural communication in the epoch of globalisation, and a paucity of studies investigating both mainstream and minority students' intra- and cross-cultural interaction and attitudes. As the first step towards maximising students' benefits reaped from intercultural interaction, this article reports on the quantitative findings of intra- and inter-cultural relations as well as perceptions among both mainstream and minority tertiary-level students (n = 155) in Hong Kong. From the survey results, various within- and between-group comparisons were made. Significant findings include the substantial differences in how mainstream students relate and view themselves vis-à-vis the minority group, and the general greater open-mindedness and acceptance of the minority group compared with the mainstream group. This article culminates with implications for cultivating positive cross-cultural relations in international classrooms, which are especially pertinent for the mainstream students.

The objective of this study is to develop intercultural and critical citizenship competences by using a literary excerpt among a group of EFL university students in Spain. For this purpose, the focus group method was adopted, and a qualitative study was designed. The core aim was to implicitly work on aspects such as otherness, the rejection of racism and the use of revenge as a response to a perceived unethical action. The findings demonstrate that the approach dealt effectively with all these concepts. The literary excerpt triggered discussions against racism and religious intolerance. Revenge was rejected as a constructive solution to discrimination and the cohort expressed their connection to 'others' through a common humanity, which is linked to human rights principles. These values are closely aligned to the theoretical reference points known as Intercultural Citizenship Education (ICE), Global Citizenship Education (GCED) and cosmopolitan citizenship.

The need for interactions in the world that take into consideration the peculiarities of everyone/culture is triggered by the urge of one or few cultures to subsume all others into some sort of arrangement that is not properly negotiated. This paper argues for inclusiveness of cultures that have been suppressed in the guise of creating a global village. There are some lessons that hegemonic cultures can learn from others. The paper makes the case for a synergistic approach that is based on openness of every culture. This makes it possible to avoid stereotypes and approach different communities based on intercultural encounters.

This paper addresses the potential of online environments as spaces for young people to develop intercultural competences by studying how otherness is created online and how this holds potential for learning. While online communication is an increasing part of young peoples' lives, not much is known about how young people use their online social networks to connect with culturally diverse others and whether such interactions create opportunities for learning. Using social network analyses and discourse analyses of self-reports, we compared Turkish-Dutch, Moroccan-Dutch and native-Dutch youth regarding: 1) the geographical dispersion and ethnic diversity of their online social networks and 2) how they reported on their online interactions and the opportunities for global learning. Young people from these communities differed in how they connected online and how they reflected on interactions in which they were confronted with different perspectives. We suggest a re-examination of the notion of global learning, paying more attention to the highly varied experience of 'global' youths' perception of interactions with different others, as well as what the learning potential of 'going global' entails.

Short-term study abroad programmes can help prospective language teachers develop intercultural competences, vital when working with socially and linguistically diverse language learners. However, participating in such programmes does not necessarily lead to a more advanced level of interculturality. Induction programmes before mobility periods can help prospective language teachers develop a more advanced intercultural mindset. This article focuses on a curriculum design project for an intercultural induction programme that aims to prepare short-term study abroad candidates from Turkey. The programme's primary goal, which was informed by three in-depth qualitative studies, was to help candidates reflect on cultural essentialism, ethnocentrism, multiplicity and intersectionality of identities, English as a lingua franca communication, and native/non-native English speaker binary/hierarchy. Guided by a systematic and contextualised curriculum design process and suggestions based in (critical) interculturality literature, this induction programme attempts to offer a critical, reflexive, and experiential preparation period. Such systematic and contextualised preparation efforts can contribute to the growing literature on intercultural preparation and the design of other intercultural induction programmes or refinements of existing programmes.

The purpose of this article is to identify the factors leading to intercultural conflicts and failures as well as reveal their nature and develop a strategy to reduce misunderstandings in academic environments. The research took place in an internationally-oriented university in Russia. The authors analysed several cultural types, associated with different ethnic (ethnic groups -- groups that belong to a particular race, nation and that have their customs and traditions) groups, as they related to academic communication, A survey of Chinese and Arab (Syrian and Egyptian) students was conducted as to their views on a variety of cultural dimensions. It was found that Chinese and Arab students were both influenced in their academic behaviour by their cultural backgrounds. The results of this analysis can be used for training teachers who work with multi-ethnic groups. This can help to avoid misunderstandings and contribute to the maintenance of a positive micro-climate in the classroom and successful acquisition of learning materials by the students.

Many workplaces in Vietnam, such as international non-government organisations (INGOs), where Vietnamese staff collaborate with people from different cultures, have become increasingly culturally diverse and interdisciplinary. This paper is based on the findings of broader qualitative research conducted between December 2010 and November 2012 that explored young Vietnamese graduates' experiences of working at the intersection of different cultural worlds in the context of development projects at INGOs in Vietnam. Interviewees were nineteen young Vietnamese graduates and six international directors or deputy directors. This paper discusses their experiences of working for INGOs. Young graduates developed intercultural communication skills, became empathetic with others, and reconciled disparate cultural practices. While helping local communities adapt to development projects, graduates harmoniously combined the cultural values and customs of both sides. They disseminated information, promoted mutual understanding, formed culturally relativistic attitudes, promoted cross-cultural empathy, spread international goodwill and reconciled disparate cultural practices, facilitated communication, and interacted with persons or groups of different cultures.

Study Abroad (SA) has often been referred as the ideal means to learn a second language due to the unique opportunities it brings to the learners. SA provides learners access to both formal and communicative learning contexts where they can interact with the members of the target language community. Existing studies identified various contextual and cultural factors that support or hinder language learning during study abroad programmes. This paper focuses on the affordances of the homestay environment in terms of L2 learning experiences in the Turkish SA context. Qualitative analysis of semi-structured interviews conducted with the sojourner students indicated that the socio-cultural setting students were exposed to during their time in Turkey played a key role in improving their self-assessed proficiency in Turkish and their understanding of the Turkish culture.

This study examined the effects of a script-based communicative intervention (SBCI) on psychological and cultural adaptation in students studying abroad in second language (German and Spanish) contexts. Regardless of language proficiency, students with exposure to the SBCI, relative to those without the intervention, exhibited higher well-being and more positive interactions with members of the host culture. The SBCI improves confidence in authentic interactions, thus facilitating adaptation to the second-language study abroad context.

This research reports intercultural dialogue of meaning making in literacy by lecturers, engaged with an assessment moderation process of early childhood education (ECE) preservice teacher education across Australia, New Zealand and Sweden. The purpose of the dialogue was to inform pedagogical and conceptual knowledge in their courses. The research question is: How does intercultural dialogue inform teacher education literacy practices? Methods include (1) a blind assessment review process using 30 examples from 'high' to 'low' exemplars of ECE students' literacy assessment annotations, some from each country, and (2) textual analysis of intercultural student feedback and reflection from student forum comments and, semi-structured reflexive interviews with students about the assessment moderation process. Rich academic reflections on the data have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice. Further, we suggest there are increased possibilities for the use of intercultural literacy with ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research.

This study examines the possibility that interaction through social network platforms can serve as an informal means of developing intercultural competence among international students in higher education settings. Japanese students studying in the United States at a university in the Northwestern US were invited to participate in a mixed-method study involving interviews about their social network use and interactions, and a structured questionnaire measure of intercultural competence development. Overall, the results indicate that those in the top tertile of intercultural competence development tended to describe more proactive social ways and benefits of interacting with potential sources of support over social media, whereas those in the bottom tertile tended to describe the importance and use of social media for passive consumption of information. The implications for the incorporation of social network platforms into higher-education programs for internationalisation and intercultural competence development are discussed.

This qualitative case study investigates the development of intercultural communicative competence (ICC) of US Reserve Officer Training Corps cadets and their goals in learning critical languages. Semi-structured interviews were conducted and data were examined through inductive, thematic analysis. Findings indicate that goals appeared in clusters, with mutually reinforcing goals of military application and personal pleasure. This process affected perceived ICC and gains in sociolinguistic competence, leading to change in attitudes and critical cultural awareness.

This article examines cultural and intercultural views and beliefs about learning Chinese as a foreign language (CFL) made by two fifteen-year-old students. Data collected from classroom observations, stimulated recall, unstructured and semi-structured interviews show the students regularly reflecting on language and culture outside the classroom. Findings indicate that, despite this reflection, without opportunities for explicit intercultural reflection during class, students are unlikely to develop the skills, attitudes, and traits which make up intercultural competence. Using observation and interview data, opportunities for inclusion of intercultural comparison and reflection are analysed and used to develop an intercultural teaching plan which was trialled in the researcher's own CFL classroom. A description and evaluation of this plan are provided and show that by adding a regular comparative, connective, and reflective dimension, incorporating students' linguistic and cultural experiences students are able to decentre and develop critical awareness of themselves and of others.

Researcher and teacher beliefs towards culture and teaching culture have changed over the last decade. Nowadays, the main objective of language teachers has shifted from teaching communicative competence to intercultural communicative competence. The purpose of this study was to investigate the beliefs and perspectives of a number of Iranian EFL teachers towards incorporating culture teaching into their classrooms. More specifically, the study strived to reveal what Iranian EFL teachers thought about the concept of culture, what cultural information they focused on in their classes, and what obstacles they believed should be removed in order to allocate more time to culture teaching in their classes. The non-random purposive sampling method was used to select the participants for this study. A total number of 10 Iranian EFL teachers with a PhD degree in Applied Linguistics participated in this study. Data were collected through a semi-structured interview and a closed-ended questionnaire based on a 5-point scale. The main finding of this study indicated that even though the Iranian EFL teachers favoured including cultural information in their classes, a number of obstacles prevented them from teaching culture in their English classes. Implications for further study have been provided in the article.

Reflexivity refers to the capacity for individuals to understand the cultural system and manage their own position within it. Reflexivity is a key concept in the understanding of intercultural communication, particularly in recognising the ability for individuals to understand and adapt to new cultural contexts. However, the prevailing methods used in intercultural communication (namely that of intercultural competencies) do not place a great emphasis on the role of reflexivity in achieving cultural adaptation. In this paper, I argue for the central positioning of the concept of reflexivity in intercultural education as a mechanism which mediates between intercultural experiences and individual behaviour. I present evidence of the reflexive sequence (subject-object-subject) from the reflections of a cohort of students (n = 19). Finally, I suggest a pedagogical instrument (a heuristic) for empirically exploring reflexivity in intercultural communication.

With the establishment of dual degree programmes between Turkish universities and the State University of New York (SUNY), the number of Turkish students studying in the US has increased substantially. The aim of this qualitative study is to shed light on the impact of the year abroad on student development by focusing on the perspectives of both the teachers and students through the use of questionnaires and interviews. The study focused on the impact of the year abroad on students' personal, linguistic, intercultural and academic development. Overall, the results of the study pointed to a positive impact of the year abroad on students in all four areas. However, especially in terms of students' language development, students and faculty gave conflicting reports. While all students believed that they improved their language skills, the faculty indicated that students had not benefited from the programme as much as they could.

Insights into local Chinese teacher and student views of an international teaching practicum with Australian pre-service teachers are the focus of this paper. A qualitative content analysis was undertaken on teacher and student accounts captured through individual interviews with four teachers and questionnaire survey with 186 students. The paper uncovers how teachers and students perceived what they experienced in the practice of intercultural communication on teaching and learning. Emphasised in the analysis is the importance of situating discussions within the Chinese social cultural context, acknowledging the influence of traditional Chinese cultural values and educational conceptions on their teaching and learning practice. The findings reveal meaningful insights into intercultural comprehension involving teaching strategies, learning content and assessment and classroom management. The study's findings highlighted that this international teaching practicum was a beneficial and valuable experience for participant Chinese students and teachers. The study also highlighted a potential gap in the preparation of Australian pre-service teachers and the Chinese students and Chinese teachers, regarding culturally specific and culturally aware competencies.

Textbooks used in foreign language instruction cannot be simply separated from cultural contexts because the mere study of the abstract system of language does not equip learners with the required knowledge, skill, and attitudes to interact effectively and meaningfully in real situations. This is the premise of the intercultural approach that aims at developing learners' awareness of cultural issues. In the present study, the role of culture in foreign language instruction in terms of the cultural content of Oxford's "New Headway" (4th ed.) was investigated. A number of 80 EFL teachers responded to an intercultural communicative competence checklist . Also, five teachers participated in a series of retrospective group interviews and discussed their opinions regarding the cultural content of the textbooks. The analysis of the participants' responses on the checklist and the interviews indicated that textbooks in this series have inadequacies and biases when it comes to the presentation and development of intercultural knowledge, attitude, and awareness. These aspects are exemplified and discussed, and the implications of the study for teachers and textbook designers are noted.

This article discusses the pedagogical opportunities to use film as a tool to supplement lecture and classroom learning activities in a pre-service teachers' course in a Malaysian higher education setting. While the multicultural participants participated in two academic courses to learn how to teach spoken English to young learners, movie segments were usually introduced in the middle of lecture periods before the lecturer moved to another topic. Movie watching was connected to follow-up activities such as classroom discussion, and later in the second course, dramatic dialogue practices. Results indicated that film watching was effective in providing students with a healthy outlet for boredom or stress and refreshing moments to recharge their attention span. Furthermore, film watching was perceived as effective in promoting critical thinking and intercultural competence, resulting in attitudinal growth regarding openness to other cultures and different people. This study encourages the use of films during lecture periods to make the academic learning process fun and to provide significant opportunities to promote learners' intercultural competence and expand their perspective of multiple educational and social issues, which is the essence of critical pedagogy.

The nature of culture and its place in foreign-language teaching (FLT) have been explored at considerable length in Western scholarly literature. These topics have also received the attention of FLT scholars in China, which, with its vast educational system and increasing involvement on the international stage, has the potential to provide an instructive contribution to the debate. The Chinese literature is, however, largely unknown outside the Mandarin-speaking world. We therefore conducted an extensive survey of the relevant literature in China, from its inception in 1980 through 2014. Our aim is to provide a relatively comprehensive overview of the main themes and research perspectives, and the development and current state of culture teaching and intercultural communication studies in that country. This paper presents the main findings of that survey, against the background of the history of Chinese EFL syllabi. The survey indicates that culture is principally perceived from an anthropological or sociological perspective as the way of life. Culture learning is predominantly viewed as static knowledge of products, practices and perspectives rather than a dynamic process of meaning making. There has been a gradual transition in pedagogical theory and practice from the transmission of knowledge about culture and cultures to the development of intercultural communicative competence. Some innovative and empirically based ideas have been proposed, but our findings suggest that the question of culture teaching in FLT has not yet been explored in a thorough-going and systematic manner.

Training of immigrant teachers offers ample opportunities for intercultural interactions, yet it also requires unique sensitivities. On the one hand, immigrant teachers are often qualified and experienced. At the same time, immigration forces them out of their comfort zone, entailing some loss of professional status and self-esteem. The essay suggests letter writing as a method that aims to address these often-neglected aspects in the training of immigrant teachers and is based on a course given to new immigrant English teachers in Israel.

Private English language schools market the language as a tool that helps one connect with others from different cultures. Despite their promotion of English aiding in intercultural communication, these institutions may believe that only the white native speaker is the ideal teacher of the language. This valuing of the white native speaker can consequently act as an organisational inequality regime that marginalises nonwhite teachers. Using qualitative interviews with 10 nonwhite instructors working in schools in Toronto, Canada, this article investigates the ways in which these teachers experience the inequality regime of the white native speaker at work. The findings indicate that the teachers experience this inequality regime as a series of microaggressions that involve space, competence and customer desire. The article concludes with suggestions to dismantle inequality regimes in private institutions.

This research investigates an intercultural praxis approach to using visual research methods, in Australia and Vietnam, with preservice teachers in a Diploma of Early Childhood (DEC) course. The paper results from limited research with DEC preservice teachers exploring the development of intercultural praxis and limited research in teaching whilst using visual images (photos). The methodology is supported by using Bennett's developmental continuum for intercultural sensitivity and draws on sociocultural theories to consider how these DEC preservice teachers' histories and situational contexts are relevant in understanding the development of intercultural communication. Mixed methods include a comparative analysis of student-produced visual multiliteracy images (photographs) generated in Australia and Vietnam, during 2015 and 2016, annotations on those photos and interviews with two cohorts of students (n = 27) six months after their experiences in Vietnam. Analysis is reinforced with Sorrells' intercultural praxis framework to understand students' capacity to use inquiry, framing, positioning, and dialogue processes as a result of their study tour to Vietnam. The paper outlines and reinforces the importance of being explicit in developing intercultural sensitivity in dynamic teaching contexts and illustrates the increasing awareness of intercultural communication with these DEC students.

In this internationalised world, graduate employability in terms of intercultural communication skills needs to be taken into account in higher education. The present study aims to explore the effects of critical incident task instruction on English non-majored undergraduates' intercultural competence. One group of students received ten weeks of instruction with one critical incident task per week and another group received standard English classes. Data were collected from the students' pre- and post-test. The results showed a significant and strong effect of the intervention with critical incident tasks. Implications for educational practice are presented for further teaching with critical incident tasks.

In transcultural and transnational communication settings, English learners have to be able to communicate with people from different linguistic and cultural backgrounds. For this reason, English as a foreign language (EFL) textbooks, for instance, not only promote Anglo-American and British cultures but also include both EFL learners' home and international cultures. The present discourse study looks at the cultural content of a nationally adopted EFL textbook in Indonesia. It particularly investigates multicultural values represented in the EFL textbook geared for senior high school students. Findings of the study reveal that four themes of multicultural values emerge from the textbook, such as: (1) respect for cultures of different ethnic and religious groups; (2) respect for cultures of indigenous people; (3) conflict avoidance and peace with all forms of life and nature; and (4) appreciation of creative cultural products. The implications of this textual study suggest that as English plays an increasingly important role as a global lingua franca, multicultural materials from outer and expanding circle countries need to be added to English language teaching (ELT) textbooks. Therefore, English teachers should creatively teach multicultural aspects and use multimodal materials to engage students in culturally laden language-learning tasks.

There is a growing body of work on the field of what is now known as 'cultural literacy', but little has been written about its application, and even less on how to teach it in the context of higher education. This article discusses 'destabilisation' as an approach to teaching cultural literacy in higher education in the context of the global challenges that universities face today. It defines the characteristics of destabilisation and highlights its advantages in relation to other teaching approaches that have a similar focus on developing cultural competence in students. The article also situates 'destabilisation' as a pedagogical term within a spectrum of experiential learning methods and techniques that are focused on developing cultural competence.

This study examined power through social relations between entities in the implementation of intercultural communicative competence (ICC) in an environment where English is spoken as a foreign language. The examination involved analysing the discourse of two foreign English teachers. Specifically, subject positioning of entities, made apparent through pronominal markers and shifts, as well as discourse meaning, were analysed to establish attributes and relations pertinent to the teaching and learning entities and context. The findings showed how teachers' epistemologies can be made visible through the examination of discourse. Steven, a participant of this study, indicated that while he seemingly practised an inclusive approach, he was restricted by his teaching context, which appeared to be stricter, and his students' language proficiency. The second teacher, Tamara, was more democratic in her pedagogical approach, seen through her students' involvement. This signified a more open work environment as both teacher and student could make necessary adjustments to support the learning objectives. From this study, we could see how intercultural education is still perceived differently. This difference may be due to the parameters of the teachers. This study also showed how teachers' discourse is a feasible site for the examination of power.

Nine years of experience teaching economics in the Tajikistan and Kyrgyzstan provides knowledge on the nuances and challenges of teaching economics across cultures. Particular categories and difficulties are presented with some examples of how to address them. Conclusions and findings are used to form general guiding principles for teaching economics in the increasingly diverse US classroom. The principles offered in the paper are valuable to English speakers providing economic teaching and training in post-Soviet nations and, more broadly, to anyone teaching economics across cultures. Finally, suggestions based these principles are offered to encourage all professors of economics to carefully consider language, illustrations, diversity of views regarding economics and the multi-cultural nature of university classrooms to better relate to students and be more effective teachers.

English as a foreign language (EFL) teachers, as the backbone of language teaching system, are expected to raise the awareness level of students' intercultural communication competence by helping them relate their own culture to foreign cultures, empathise with foreign cultures' perspectives and tolerate the ambiguities or differences. This study examines the relationship between certain personal factors such as age, gender, year of study, overseas experience and students' preferences for Turkish movies over foreign ones and three predictors of intercultural communication competence namely, ambiguity tolerance, empathy and open-mindedness. The sample group of the study consisted of 145 prospective English teachers in the Educational Faculty of a state university in Turkey. The participants were asked to fill out a questionnaire consisting of two parts which investigated their background and perceived levels of ambiguity tolerance, open-mindedness and empathy in Turkish EFL context. The results indicated that half of pre-service EFL teachers had poor intercultural communication competence. In particular, males, the final-year students and those who had been abroad indicated higher levels of tolerance than their respective counterparts. Besides, age and students' preferences for Turkish or foreign movies were not significant factors in any of the predictors of intercultural communication competence.

Many universities in different parts of the world are seeking to enhance the cultural diversity of their staff and student body and yet repeated studies have shown that good integration can be difficult to achieve. Although several studies have examined the reasons why such integration is difficult, there has been very little research into the actual process of social integration. This paper addresses this gap through a qualitative study of intercultural learning. Students were asked to focus on a behaviour that was personally or professionally important to them but that they were having difficulty adapting to. The paper reports the varying, unfolding experiences of six of these students as they faced the affective, behavioural and cognitive challenges of adjusting to different greeting patterns and the strategies they used for gradually overcoming them. Drawing on the literature and the findings, an intercultural growth model is proposed. The paper ends with a discussion of the implications of the findings for enhancing social integration at university.

This paper focuses on schools in the inner city of the Lisbon metropolitan area and a suburban neighbourhood located in the municipality of Sintra, where second generation Brazilian and Cape Verdean students adhere to different meanings of diversity and intercultural dialogue. Their experiences and interpretations were examined more closely through the use of several methods: (1) a multi-level questionnaire which was directed at both students and parents, (2) a compilation of qualitative statements provided by students and parents and (3) a collection of qualitatively analysed statements from teachers and school board members. The results indicate there is a wide divergence of attitudes and perspectives among the different actors, showing a disparity of perspectives when addressing intercultural education. The conclusions drawn indicate that promoting intercultural dialogue is not a one-way street, but requires the development of several intertwined strategies in each of these different contexts and communities. The observed practices of teachers, students, and administrators fell short of the expected policies incorporating intercultural education, indicating that the main barrier for educating these second generation youth is the lack of professional commitment and dialogue between teachers, students and families. Recommendations to foster high-quality intercultural education are identified.

This study presents new techniques for teaching diversity, when dealing with the challenges of multicultural society. We present a course model, which incorporates methods that have been developed by the Center for Mind-Body Medicine (CMBM), and continue to disclose and analyse some of the reactions and evaluations we received from the participating students. Findings revealed that the CMBM techniques contributed considerably to the intercultural atmosphere. CMBM contributed in creating added value, in improving self-efficacy and in advancing similarity perceptions in intercultural communication. Moreover, CMBM developed greater trust and emotional support among group members, thus may contribute to reach the educational goals. This study advances composite theoretical accounts into a set of conclusions for bridging intercultural encounters challenges through mind-body techniques.

Within this article, we convey ideas about stereotypes and ethnic supremacy that many university students tend to hold about Jamaica and the challenges of disabusing travellers of these notions and to achieve educational goals related to equity, diversity and inclusivity. We explore the concept of the "tourism imaginary" and key ideas in critical pedagogy, critical literacy and critical race theory that guided our course development, and we explain how we used these concepts as a framework for building intercultural competence within our student population. By addressing the complexities of Jamaica's transnational cultural identity and using tourism to deconstruct the idea of experiencing an "authentic" Jamaica, this two-part immersion course works to shift student consciousness from racial and ethnic superiority to a place of intercultural competence.

Teaching intercultural communication presents pedagogical challenges due to the breadth and depth of the discipline and its recent critical turn. Teaching it with a social justice mission, and guiding students to understand critical and postcolonial approaches to its practice, requires complex and multifaceted approaches so as not to oppress or misrepresent marginalised populations. This essay addresses critical intercultural communication pedagogy as a shared system of knowledge among teachers and students, all participants in the cyclical process of learning. Critical intercultural communication pedagogy is presented from a Freirean perspective, as shared ownership of knowledge, including didactic, experiential and reflexive approaches to learning, with educational outcomes that include empathy, connection and ethical responsibilities towards social justice globally and locally. First, several definitions and theoretical perspectives are traced. Next, three short case studies of critical intercultural communication pedagogy (CICP) present varying approaches to teaching critical intercultural issues across diverse populations. Each of the studies is analysed for how the application of different CICP and cosmopolitan pedagogical activities impacts educational outcomes and processes for intercultural students. Finally, several recommendations are given for future scholarship, along with a concluding remark that describes the work's contribution to critical intercultural communication pedagogy and to the discipline as a whole.

Bearing in mind that learning a new language is much more than acquiring a new code, but a new way of being in the world, the aim of the article is to briefly raise and discuss relevant issues relating to language teacher education in these contemporary times, especially in the area of English Language Teaching (ELT). Emphasis is placed on the importance of teacher education responding to the new demands of this globalised world, proposing among several aspects, new political and pedagogical postures which are to lead into preparing students to become more critical of their own realities and more sensitive to the intercultural encounters they are supposed to engage with this highly complex and ever increasingly intercultural world.

This article proposes the articulation of intercultural education and sustainability, linking the recognition of cultural diversity to socio-environmental concerns. This implies transcending formal education and classrooms; moving towards educational modalities that could impact people of different ages, and levels of scholastic achievement, with different needs and demands. We suggest that education is a key to transform structural conditions that have perpetuated inequality, and then to the self-empowerment of indigenous peoples, but that previous models, political basis and forms have not been pertinent, nor do they respond entirely to explicit demands of indigenous peoples. Intercultural education should go beyond simply adding cultural elements to the curriculum. Learning and sharing about ways to connect knowledges and know-how from cultural, social, economic and political distant sources, and ways to visualise and propose autochthonous relevant methods to transform their regions and make these visions of social justice real, are amongst the elements that we consider central to intercultural education. In order to demonstrate this, we analyse an experience of non-formal, collaborative, intercultural education with fisherwomen and youths, making up a learning community and emphasising a dialogue of knowledge for the conservation of their territory.

The purpose of this mixed methods study was to explore levels of intercultural sensitivity in a sample of fourth to eighth grade students in the United States (n = 162). "Intercultural sensitivity" was conceptualised through Bennett's Developmental Model of Sensitivity, and assessed through the Adapted Intercultural Sensitivity Index. Follow-up interviews provided additional information regarding the views and understandings of individual student participants. Quantitative data analysis indicated many early adolescents in this sample were accepting of cultural difference. However, subsequent qualitative data analysis suggested this "acceptance" was largely hypothetical, due to the participants' perceived isolation from diversity. The implications of these findings are discussed.

This paper employs an intercultural perspective to examine students' views on master's thesis supervision and the roles and responsibilities of supervisors and students. The 302 respondents who answered the online questionnaire were enrolled in international master's degree programmes in four Finnish universities. The study revealed asymmetric views by students regarding the division of responsibilities between themselves and their supervisors. It was found that very few students and supervisors discuss the differences in study cultures between Finland and students' countries of origin, their cultural backgrounds or the aspects of Finnish society that students do not understand. The research suggests that supervisors and students need to conduct early discussions on supervision and culture.