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This paper presents a philosophical exploration for understanding language and intercultural competence from the Taoist philosophy, focusing on three Taoist concepts of Yin-Yang, He (harmony) and Sanbao (three-treasures). The philosophical insights were applied to an ethnographic study that was conducted to investigate the participants' intercultural learning outcomes during an EU-exchange sail-training voyage across the North Sea. The sailing space enables convergence and interaction, minimises boundaries and fosters the co-construction of a sense of community. This paper acknowledges the complexity of dynamic and relation-oriented intercultural learning and communication, and proposes the concept of Dual Harmony of Intercultural Cultivation (DHIC), including the dual dimensions of personal harmony and relational harmony, based on the critical analysis of the interculturality in the sail-training context. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyze how cultural difference plays a different role in overseas tourists of different age groups. It examines how perceived cultural differences affect the perceived value of tourists from different age groups, in their travel abroad and, consequently, their satisfaction. The paper is based on self-determination theory (SDT) and develops a structural equation model (SEM) between tourists' cultural needs, perceived cultural differences, perceived value and satisfaction. Through textual analysis, questionnaires and interviews, this paper conducts three studies to empirically analyze the relationship between cultural difference variables related to overseas tourism and tries to explore the influence mechanisms of the cultural differences. The effects of cultural SDT needs of autonomy, competence, and relatedness have different effects upon different age groups. Cultural factors play a significant role in influencing the experience of young tourists, but not in older tourists. The possible reasons why cultural differences play different roles in different groups of people are also explored. • The perceived cultural differences have no direct effect on perceived value in the context of overseas tourism. While the moderating effects of perceived cultural differences are confirmed. • Satisfaction of self-determination theory needs has no effects on the elderly groups. Conversely, among the younger group, the effects are significant. [ABSTRACT FROM AUTHOR]

This paper presents two studies which address an underdeveloped area within acculturation research: majority members' perceptions of cultural change. Specifically, drawing on the theory of cultural inertia, we explored how majority members react to perceptions of recent majority culture and minority cultures change. A path model was hypothesised whereby British and English majority members' perceptions that their British (Study 1, N = 266) and English (Study 2, N = 292) cultures are changing due to the presence of minority cultures was positively associated with symbolic threat, and through this with greater prejudice towards minorities living in the UK/England. However, participants' perceptions that minority cultures are changing due to influence from the majority culture were negatively associated with symbolic threat, and through this with less prejudice towards minorities. These findings were supported across different operationalizations of prejudice (i.e., social distance and positive/negative affect) and even when controlling for another recently introduced concept of meta-perceptions – that is, majority members' perceptions of whether minority members prefer majority members to maintain their culture and/or adopt to the minority cultures. Findings call for a greater focus on studying the intergroup consequences of majority members' perceptions of cultural change. [ABSTRACT FROM AUTHOR]

This paper explores the social connectedness experiences among older migrants from culturally and linguistically diverse (CALD) backgrounds in Australia. Data were collected via two rounds of semi-structured interviews and analysed using thematic and cluster analysis. Participants were 40 migrants aged 66-91 years, of German, Dutch, Romanian, Chinese, and Vietnamese origin. They identified a range of factors affecting their social connectedness experiences: personal preferences, individual efforts to connect with others, English language proficiency, driving ability, and length of residence. Data analysis also revealed four groupings of experience: the isolated, family, ethnic community, and multicultural cluster. These patterns of connectedness were experienced differently across the ethnic groups. The findings suggest the benefits of providing culture-specific social connection opportunities to help older migrants to stay socially connected. [ABSTRACT FROM AUTHOR]

One of the most influential models of acculturation is Berry's (1980) two-dimensional model. In this paper we argue that Berry's model does insufficient justice to current demographic and technical developments. Modern societies and particularly big cities are characterized by large immigrant populations as well as super-diversity. Moreover, technical developments allow immigrants to maintain almost unlimited contacts with their original culture. We plea for a more dynamic approach to acculturation that focuses on immigrants as well as non-immigrants and departs from behaviors, cognitions and emotions involved in interactional dynamics at a molecular level, as well as from intercultural competencies. A five-dimensional model of multicultural effectiveness is presented (van der Zee & van Oudenhoven, 2000, 2017), describing cultural empathy, open-mindedness, social initiative, emotional stability and flexibility as competencies that facilitate interactional dynamics that are characterized by an integration of different cultural perspectives. [ABSTRACT FROM AUTHOR]

This paper captures the group dynamics underpinning preservice teacher identity formation to understand how childhood schooling and teacher education shape the teaching metaphors teachers construct of intercultural education. We propose a theory of identity grafting (IG) for a precise framing of the diverse ways teachers identify with intercultural education vis-à-vis other pre-established aspects of their teacher identities. Studying their IGs helped us connect the preservice teachers' experiences with the experiences of other teachers that had emerged in global literature. We draw insights from our efforts to co-construct with preservice teachers their professional development in facilitating intercultural education. Adapting the activities based on their responses, we co-constructed with each other during the workshop teacher identities with a sense of connectedness between intercultural education and other pedagogical forms. We observed preservice teachers as we facilitated their discussions, employing ethnographic approaches to immerse ourselves in the interactions of the workshop participants. The findings revealed that preservice teachers had become more mindful of the implications of their intercultural education practices after having reflective dialogues with each other. However, although the teachers successfully integrated each other's views about intercultural education practices, this could not be sustained when they attempted to contextualize these efforts. The teachers could not reconcile their disparate childhood experiences with cultural diversity as students graduating from schools with differing academic performance rankings (school banding). Therefore, they struggled to connect their experiences with other pedagogical forms that they had previously encountered. [ABSTRACT FROM AUTHOR]

This paper uses an ethnographic approach and draws critical pedagogical and sociolinguistic insights from Pierre Bourdieu to explore Chinese college students' participation in an English Corner program at an elite language university in Shanghai. Accordingly, this paper promotes scholarly conversations about intercultural communication between Chinese college students and foreign teachers from English-speaking countries. By underpinning the concepts of intercultural capital, this paper analyzes these themes: (a) linguistic habitus and capital in the stratified field of elite language education; (b) articulating English proficiency; (c) bridging cultural distance and improving intercultural competence; and (d) personal growth and professional development. This paper critically interprets Chinese college students' benefits and mutual relationships with foreign faculty from English-Speaking Countries; how they cultivated intercultural capital in the field of elite education beyond linguistic capital, how they strove to maintain their accumulated capital to secure better career prospects, and what the roles of international faculty should be. [ABSTRACT FROM AUTHOR]

• Immigrant youth are integrating successfully into Canada. • Immigrant youth face systematic and interpersonal discrimination. • More focus is needed on immigrants' cultural and social contributions. • Current research and policy often promote assimilation. • Inclusion and multiculturalism are required for integration. Although there is substantial research examining adult perspectives of immigration and integration, there is notably less data on youth attitudes and experiences. When youth are surveyed, a preliminary review of the existing literature reveals that non-immigrant voices are very rarely included. This systematic literature review (a) identifies the major themes and summarizes the findings of existing research; (b) determines gaps in the existing literature and; (c) proposes recommendations for future integration research, policy, and interventions. Ultimately, this paper finds that integration policy and research in Canada tends to focus on the changes required by immigrant youth but rarely discuss the cultural adaptation and inclusion required by settled Canadians. A paradigm shift in research, settlement practice, and policy is necessary to better reflect the bi-directional cultural exchange and the mutual responsibilities of integration. [ABSTRACT FROM AUTHOR]

In the context of the current migration crisis and its sociopolitical impacts on the public and multicultural societies among European countries, the activation and management of intercultural communities are urgently needed. Thus, a literature review of the intercultural space for social integration becomes essential. To analyze the current situations and trends on this subject, this paper aims to systematize the existing information on intercultural spaces and relevant design strategies, providing a comprehensive overview of the current issues and problem-solving suggestions related to social coexistence by using PRISMA methodology. Data are drawn from 42 studies, and outcomes for multiple dimensions of intercultural spaces are summarized. The results highlight elements referring to spatial, functional, and characteristics dimensions for better facilitating intercultural spaces. This study contributes to the literature on intercultural spaces by providing a systematization of the literature developed to date and proposing future references to guide policymaking. [ABSTRACT FROM AUTHOR]

Acculturation is a complex and multidimensional process that refers to the psychological process whereby individuals' behaviours, values, and cultural attitudes change as a result of contact between two or more distinct cultures. While there is a large amount of literature focused on linking acculturation to various adaptation-relevant outcome domains for other migrant groups, there has been little synthesis of literature focusing on African-born migrants. The present paper examined the relationship between acculturation (both host culture adoption and home culture maintenance) and the adaptation-relevant outcome domains that exist in the literature for African-born migrants (i.e., acculturative stress, discrimination, economic outcomes, healthcare utilisation, mental health, parenting, physical health, sexual health, social support and contact, and transnationalism). One hundred and eight records (113 studies; N total = 48,952 participants) were meta-analysed and revealed that host culture adoption was significantly related to better economic outcomes, greater healthcare utilisation, better sexual health, and greater social support and more social contact. Meta-analyses also revealed home culture maintenance was significantly related to greater discrimination, poor economic outcomes, and less social support and contact. Migrant status, acculturation measure, acculturation conceptualisation, and proxy acculturation measure moderated some of these relationships. The findings are discussed in terms of implications for future research and migration policies, namely indicating the importance of examining acculturation using bidimensional measures and the importance of migration policies supporting both host culture adoption and home culture maintenance. • Meta-analysis of acculturation and the adaptation-relevant outcome domains. • Identified differing adaptation-relevant outcomes for host and home culture. • Host culture is associated with economics, healthcare, sexual health, and social relations. • Home culture is associated with discrimination, economics, and social relations. • Limited moderation effects were found. [ABSTRACT FROM AUTHOR]

An emerging literature has begun to explore the acculturation of majority-group members within increasingly diverse societies. Given the inherent power asymmetries and ethnic hierarchies that usually favor majority groups, it becomes critical to examine their acculturation process through the lens of power dynamics. Central to this examination is determining when a majority group's adoption of cultures from other groups (e.g., ethnocultural minorities who are indigenous or have a history of forced or voluntary migration) constitutes cultural appropriation versus genuine cultural change. In this paper, we argue that cultural appropriation becomes evident when majority-group members exploit cultural elements from less powerful ethnic groups against their will, often for material or symbolic gains, without providing proper credit or demonstrating a deeper understanding of the culture. By contrast, genuine cultural change is distinguishable from appropriation when it is characterized by deep cultural learning (as opposed to cultural engagement that remains superficial), concerns other groups as equal, and is consented to by the group whose culture is being adopted. Existing acculturation research suggests that the cultural adoption by majority-group members is typically driven more by self-reported egalitarian motives than by a desire for dominance, and that minority groups do not principally object to this adoption. Therefore, it is improbable that all aspects of majority-group members' cultural adoption would constitute cultural appropriation. However, further research is needed to empirically differentiate cultural appropriation from genuine forms of cultural change within majority groups, particularly by investigating the perspectives of the groups whose cultures are being adopted. [ABSTRACT FROM AUTHOR]

This paper reports on a study that looked into the relationship between the composition of the international classroom (a classroom composed of students from multiple nationalities), educational interventions aimed at intercultural learning, and domestic students' levels of Cultural Intelligence (CQ). Using cross-sectional data from 10,243 students enrolled in eleven different higher educational institutions in the Netherlands, we applied multilevel analyses to examine whether the composition of an international classroom, internationalization at home activities and the interaction between the two were related to students' levels of CQ. Results show that Dutch domestic students who are members of a class with a higher number of international students reported higher levels of motivational CQ, but not of the other three dimensions of CQ. Educational interventions aimed at intercultural learning were reported as being positively related to all dimensions of CQ. The findings underscore that when it comes to students' overall CQ, the international composition of their classroom is not enough to explain differences in CQ levels. Therefore, this study advocates the use of intentionally designed educational interventions next to the informal interactions in a diverse classroom when it comes to fostering cultural intelligence among domestic students. [ABSTRACT FROM AUTHOR]

Pluralist societies face challenges developing diversity-related policies to integrate newcomers and facilitate harmonious relationships between ethnocultural minorities and majorities. The integration policies that governments implement have significant implications for intergroup relations in diverse societies. The current paper (i) discusses the characteristics of two integration policies, multiculturalism and interculturalism; (ii) examines how these integration policies have been studied within the psychological literature; and (iii) explores the policy implications of these concepts for intergroup relations research and psychosocial adaptation of immigrants. In addressing the above points, we have paid specific attention to multiculturalism in Canada and interculturalism in Europe and in Quebec, the French speaking region of Canada, which highlight the developing role pluralist integration strategies are playing in the social and policy debates surrounding integration, inclusion, and social cohesion. [ABSTRACT FROM AUTHOR]