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This exploratory case study analyzes Colombian university students' experiences as English users during international mobility. Data collected through surveys and interviews were examined based on content analysis and principles of grounded theory. The students' self-perceived English proficiency and communicative performance before and during international mobility were analyzed, while challenging areas were identified. The results evidence that mobility students have insufficient levels of English proficiency to engage in academic and social activities due to inadequate production skills and a lack of practice. The students also perceive university academic English opportunities for practice as basic, and they underutilize practice spaces. Nonetheless, they highlight that active engagement in autonomous language exposure and developed interpersonal skills positively impact their perception of language performance.

As more universities internationalize, interest in engagement between international and domestic students has increased. University initiatives to bring students together often adopt a deficit approach dependent on international students' adjustment to the host culture, overlooking the need for engagement to be a two-way exchange and the role of the institution in this process. Focusing on academic group work as a salient site of cross-national interaction, this study draws on analysis of focus group data to explore how institutional habitus or unwritten rules are enacted at a large U.S. university. Findings indicated that domestic students were better socialized to understand the habitus of the institution and tended to take charge in group work. In contrast, international students were seen as linguistically and academically deficient and were relegated to passive roles in a group. Important implications for practitioners and scholars of U.S. higher education are discussed.

This study employed a blended learning approach to investigate 98 medical university EFL students' perceptions and analyzed the learning trajectory of their LMOOCs in formal education. Meanwhile, Byram's (1997) intercultural communicative competence (ICC) model was adopted to explore if students' English proficiency and ICC abilities could enhance or hinder their LMOOCs. Participants of this elective two-credit course, "English Presentation Skills," were all required to complete one LMOOCs course to earn official certificates for the credits. Questionnaires about self-learning background and intercultural communicative competence, weekly reflections on self-learning, assistant-student interviews, and personal presentations at the final stage are conducted to test the consistency between student self-evaluation and class performance. The rubric of the TOEFL iBT Test was adopted to evaluate students' oral expression. Video clips collected in class were analyzed to track the differences in students' target skills. Findings revealed that before integrating LMOOCs in formal education, it is essential for instructors to equip students with enough self-learning skills through orientations and stress time management in MOOCs learning strategies, and scaffold sufficient English communication skills before students are thrown to sink or swim on their won. A revised version of the ICC model was proposed at the end (the context may vary) in the hope of drawing more attention and voice to this research area. The integration of LMOOCs in formal education, be it for language teaching or self-learning, should be directed toward the level of "precision instruction" in the future.

Dominant processes of economic and cultural globalization have accelerated the use of English as a medium of instruction and precipitated diverse, yet intersected global student mobility, which have resulted in varied forms and uses of English in academic contexts. The present study reports on the findings of research into the attitudes and perceptions of a group of Chinese students studying English as an Additional Language (EAL) towards the legitimacy of non-native speaker (NNS) accents, including their own, as used in cross-cultural interactions in academic contexts. The research aims at unpacking students' views of their Chinese accented English to better understand the ways in which their attitudes towards English accents help negotiate and sustain their ethnic identities in academic contexts. Drawing on a qualitative paradigm, the study utilized in-depth interviews with a sample of four participants. The results suggested that intelligibility is highly regarded at least at the cognitive level, which gives their idiolectal varieties of English greater legitimacy. However, such a hard-developed belief is seriously thwarted by their lived experiences of discrimination over their accented speech, which pushes them back, yet again, to a position of perceived inferiority that hinders their active participation in their academic contexts.

The ongoing trend of internationalization at Canadian post-secondary institutions has led to a growing need for support for plurilingual students using English as an additional language (EAL). English for academic purposes (EAP) programs are one support offered in a wide range of contexts across post-secondary institutions in Canada. However, there has been little research to date related to the efficacy of intercultural learning objectives in these programs. Drawing on a wider study into student views on the inclusion of asynchronous online intercultural learning outcomes in an EAP program in British Columbia within a theoretical framework that included literature on additional language socialization, EAP in Canada, and intercultural communicative competence (ICC), qualitative research methods were used to generate data from online questionnaires, student e-Portfolios, focus groups, and individual interviews with students and instructor participants. Meaningful units of text in the data were coded, and the codes were gathered together into themes. A major theme identified in the data in connection to EAL development and additional language socialization was that of life on and off campus, particularly in terms of academic transitions, friendships, and community engagement. The findings point to the benefits of including intercultural learning outcomes in EAP.

This concept paper outlines the steps in a process to integrate intercultural competence (IC) into course curricula in a way that is tailored to the program and course outcomes. The paper also provides guidelines and examples for how this could be implemented on the level of teaching, task and text design, and sequencing. Internationalised education has prompted an increased focus on developing global citizenship, a main tenet of which is a move from a one-sided integrative model of education to an inclusive one that values students as participants. One component of this is enhancing IC. With the help of Deardorff's (2006) model of IC conceptualised as a process, this paper identifies the aspects of IC (e.g., awareness, behaviour) relevant to a course to audit its existing curriculum, and it provides examples for task development to address various levels of cognitive engagement. Through a focus on a university pathway context, the paper presents the steps used to identify the salient aspects of IC relevant to the given curriculum, provides guiding questions to audit an existing curriculum, gives examples for staged task design and considers potential assessment areas. The process outlined is applicable for English as a Second Language (ESL), English as a Foreign Language (EFL), Content and Language Integrated Learning (CLIL) and discipline-specific curricula for student cohorts with or without Culturally and Linguistically Diverse (CALD) students.

A major focus of Intensive English Programs (IEPs) in most universities in the United States (U.S.) is English for Academic Purposes (EAP), which prepares English language learners for undergraduate and graduate study, delivered or facilitated in English across scholarly and professional settings. The same EAP approach may also be successfully implemented for short-term, inbound study abroad programs for international students and professionals hosted in the U.S. This qualitative review of current best practices aims to (1) to explore and document measurable trends on the efficacy of outbound study abroad programs from U.S. universities that may, ultimately, help develop short-term, inbound EAP programs, (2) provide a framework that could help IEP directors and coordinators in running short-term EAP courses, and (3) discuss innovations and future directions in hosting short-term EAP programs in an IEP setting in the U.S. Data sources include an extensive review of literature in the field (especially focusing on faculty-led study abroad courses overseas), ethnographic interviews of various stakeholders, and assessment/evaluation results from EAP materials developed specifically for international students in short-term IEP programs.

The article proves that the need for the development of intercultural communication skills in the learning process is due to external causes of globalization and internal requirements of the modern ethnocultural situation in Ukraine, as well as the needs of pedagogical science, which takes into account global development trends: anthropocentrism, search for value orientations and new worldview, the need for acquisition of intercultural interaction skills that ensure competitiveness in the global community. According to the author, the skills of intercultural communication of future specialists are characterized by the integrity of formation of personal qualities and abilities, the ability to switch from one culture-specific code to another, taking into account their differences, flexibly vary communication strategies and tactics, maintain a positive attitude; choice of verbal and non-verbal means. In this regard, the author proposed the idea of using Web 2.0 in the formation of intercultural communication skills. Experimental application of a special method of working with educational Internet resources based on Web 2.0 technologies was tested in the Practical English academic course. It was found that the use of Web 2.0 in the development of intercultural communication skills in the process of studying at higher educational institutions opens up a wide range of opportunities for educational practice: the use of free electronic resources used for educational purposes; independent creation of network content; interpersonal interactions of the subjects of the educational process. To analyse the results obtained and objectively consider the dynamics of changes in the level of development of intercultural communication skills, control and measuring materials selected were the assignments of the Level 6 Certificate of General Language Proficiency (CAE Advanced) and a test to determine the level of development of learning strategies -- the Strategy Inventory for Language Learning (SILL) Version 7.0. It was found that the use of educational Internet resources based on Web 2.0 technologies activates the professionally significant qualities of future specialists, the ability to carry out intercultural communication, expands the horizons of the worldview and the sphere of professional activity to the maximum possible extent, professional mobility, which is a condition and basis of professionalism and mastery. The proposed methods, techniques and technologies can be used regardless of the foreign language and have transnational significance.

The purpose of this study was to explore the experiences of former intensive English program (IEP) Chinese students by concurrently examining national origin, language problems, forms of capital, culture shock, and institutional programming using qualitative case study methods. The findings give us insights into the students' sociocultural and academic transitions, which have implications for intensive English program and university recruitment, admissions, instruction, student support, and programming.

Current research on the medical English curriculum system is in an unsystematic state. According to the modular teaching theory and ESP classification, especially Hutchinson & Waters's (1986) and Jordan's (1997) categories, three modules of medical English curriculum system are put forward for non-English speaking countries to cultivate their international medical students and strengthen their international cooperation. These modules are Medical Humanities English, Medical Occupational English and Medical Academic English. Each of the above modules is independent but related to the others in a sequential relationship. Offering modular medical courses not only provides a language platform for medical students to catch up with the pace of internationalization, but also accelerates the process to study the advanced medical technology through international communications.

This study reviews the current body of research into reasons for Japanese university students' reluctance toward spoken class participation in English, along with a critical review of general teaching suggestions for encouraging participation. It then identifies the limitations of teaching strategies that may not take into account certain reasons for their silence, which may be rooted in the Japanese communication style or educational background rather than confidence or language ability. This paper aims to make use of these reasons to identify concrete, bottom-up participation skills that are more grounded in Japanese culture and communication style differences, and to provide related teaching suggestions. While this paper aims to address the issues affecting Japanese students, the implications can be applied to other East Asian students whose verbal participation may be affected by similar cultural factors.

This article reports on a study examining the extent to which pedagogical activities can affect students' cosmopolitan communicative competence (CCC) through online transnational encounters. A total of 58 students from a Hong Kong university and 25 students from an American university were divided into 25 transnational groups. They communicated with each other through Google Docs, sharing culturally rich texts, exchanging views on these texts, and discussing rhetorical and cultural preferences/differences. After analyzing 90,000-word communication transcripts, we found that most of the students demonstrated and developed their cosmopolitan dispositions, skills, and knowledge. Based on these findings, we discuss how the activity contributed to the students' CCC by addressing four dialectical relations: historicity-modernity, text-context, self-other, and universality-particularity. The participants were challenged to make seemingly culturally irrelevant texts relevant to the transnational peers by moving the (ancient) texts across time scales and sociocultural contexts. The online communication based on the culturally (ir)relevant texts was a valuable site for the learners to enhance understanding about self and other, and examine the intricacies between universal and particular norms, values, and beliefs. The four dialectical relations can function as a set of heuristics for practitioners and researchers to reframe digital English Language Teaching (ELT) practices from the perspective of cosmopolitanism.

Purpose: This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students' difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load. Design/methodology/approach: In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students' learning, and WeChat logs were analysed to determine students' linguistic preferences during discussions with staff and students. Findings: The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students' language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students' intercultural learning and adaptation to a foreign university learning system. Originality/value: This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

We evaluate the use of a Virtual Exchange (VE) writing task, Stimulus Writing, which we assigned to groups of UK and Finnish business students. There were two learner cohorts in the study: one in the UK (mainly Chinese students), the other in Finland (mainly Finns). The Finnish students wrote authentic case studies about Nordic businesses, while the students in the UK adopted our Stimulus Writing approach to write a report based on a case study given to them by the Finnish students. In Smith & Keng (2017) we reported on the experiences of the Finnish students in the collaboration. In this study, we examine the perceptions of the UK-based Chinese students. They found the approach motivating, and believed that through it their academic English skills improved, as did their understanding of business and culture.

With increasing numbers of students from culturally and linguistically diverse backgrounds enrolling in English for Academic Purposes (EAP) programs, understanding intercultural communicative competence can contribute to developing effective EAP pathways to higher education. This review of the literature was carried out to synthesize and uncover emerging themes related to intercultural communicative competence and EAP over a 20-year period from 1996 to 2016. A careful search found 15 scholarly works related to this topic. Papers were coded and analyzed for their key findings to reveal eight major themes: miscommunication, ethnocentrism, acculturation, awareness, ethnorelativism, identity, teaching and learning, and academic success. The scant literature related to the topic points to the need for further research. However, the findings do indicate how EAP practitioners can move away from ethnocentric perceptions and programs of study fixed on acculturation toward ethnorelative understandings and EAP classrooms that support intercultural awareness for both teachers and students.

This article describes an innovative approach to introducing translanguaging in an English for academic purposes (EAP) course at a young Sino-US joint-venture university in China. To promote the use of Chinese students' full linguistic and communicative repertoires in an English-medium-of-instruction university, I intentionally incorporated translanguaging into an EAP course through three components: explicit discussion of translanguaging, a short writing assignment on an extended definition of a Chinese concept, and a team survey project to test a generalization about Chinese culture. Observation and feedback from students indicate that these translanguaging writing assignments have the potential to contribute to students' cultural knowledge, writing and communication skills, intercultural communication and awareness, and identity construction as translingual and transnational students. I describe the context and rationale for the innovative assignments, and the assignments themselves. I then reflect on the process and discuss implications and plans for expansion of activities that promote translanguaging.

This viewpoint article provides a critical reflection on the gatekeeping and academic language practices of Anglophone universities, evaluating these in light of the promotional claims universities make about internationalization and global reach. I then consider the arguments put forward in each of the main articles in this special issue from this critical perspective, connecting the authors' accounts of EMI practices in transnational higher education contexts with the language requirements and practices of the Anglophone university. I argue that there is considerable overlap between the concerns of stakeholders in EMI settings and those of international students and academics in Anglophone universities in a UK setting. I find that the English language requirements for admissions as well as orientations to academic language in higher education curricula can in EMI settings and 'international' Anglophone universities alike be underpinned by language ideological positions that do not reflect an especially global outlook, and that remain in many senses tethered to 'native' language and 'native' academic discourse norms.

The aim of this article is to review five years (2014-2018) of research in English language teaching (ELT) in Argentina. In this overview, 115 publications (conference proceedings, journal articles, and edited collections) were analysed in terms of topic and research methodologies to map out the major areas of interest and developments in ELT in Argentina. The publications are reviewed according to nine topics: (1) interculturality and citizenship, (2) language teacher education and professional development, (3) technology-enhanced language learning, (4) learner differences, (5) language skills development, (6) language systems, (7) English for academic and specific purposes, (8) assessment, and (9) language curriculum development. The review discusses trends in research practices identified in the 2014-2018 period and suggests implications and further areas of inquiry to advance research skills as well as knowledge of ELT.

This 'inclusive practitioner research' study presents a collaborative 'virtual intercultural fieldwork' project in which Balinese and Chinese university students communicated in English to explore similar emic cultural concepts related to the Japanese concept of "amae" (presumed indulgence); namely, "manying" (Balinese) and "sajiao" (Mandarin Chinese), through online exchanges and interviewing. The project aimed to develop and improve learners' (including teachers) intercultural communicative competence and multiliteracies related to linguistic competence and intercultural understandings. The project also provided opportunities for the learners to use academic English in authentic situations by posing research questions and exploring methods to discover transcultural understandings through research. Applying the principles of Cultural Linguistics, Exploratory Practice, and Team Learning, the analysis of this project's unique virtual communication element aims to inspire innovations in classroom design for teaching English as an International Language.

Executives in the private and government sectors are alike in that they place a major emphasis on communication skills. However, there has never been any research done to investigate communication apprehension (CA) among Thai executives, especially to compare their CA when using Thai (L1) and English (L2). As a result, this study investigated the traitlike CA of 31 adult students in a master's degree program for executives in the political science faculty of a prestigious public university in Bangkok, Thailand, and administered t-tests to compare their CA in L1 and L2. The results indicated no difference in total traitlike CA among the students of this program when they communicate in L1 or in L2. However, the findings suggested that their CA in the category of interpersonal conversations in L1 was higher than that in L2. The findings are expected to enhance the English language teachers' understanding of the students in this executive program, which may improve the teaching and learning process.

This paper draws draw on conceptualisations of language as heteroglossic to examine whether and how multilingual practices and plurilingual pedagogies are enacted as instructional strategies in two multilingual English-medium universities in western Canada. Multilingual educational contexts have the potential to comprise 'translanguaging spaces' [Li, W. (2018). Translanguaging as a practical theory of language. "Applied Linguistics," 39(1), 9-30. doi:10.1093/applin/amx039], wherein educators and students mobilise a range of semiotic resources for teaching and learning purposes. From a monolingual paradigm, such practice is often seen as interference or deficit; however, from a multilingual paradigm, this practice is seen as legitimate and unrestricted, with students free to use their linguistic resources as they wish to their own benefit. To conceptualise and analyse engagement with multilingual practice, we draw on Cenoz and Gorter's [(2017). Minority languages and sustainable translanguaging: Threat or opportunity? "Journal of Multilingual and Multicultural Development," 38(10), 901-912. doi:10.1080/01434632.2017.1284855] distinction between 'spontaneous' and 'intentional' translanguaging. To assist faculty to observe, act and reflect on implementation of plurilingual pedagogies, we propose a three-dimensional matrix comprising axes of (1) faculty- and student-initiated; (2) planned and spontaneous engagements with plurilingualism; and (3) plurilingualism as either a scaffold or a resource for curriculum, pedagogy and assessment.

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.

This paper reports on a phenomenographic investigation of Arab sojourners' international academic experiences in terms of their expectations, academic socialisation and their strategy use during a ten-week pre-sessional English language course at a UK university. The qualitative data collected from a written narrative and three subsequent semi-structured interviews revealed how the participants' expectations and strategic learning efforts in the new context were influenced by their learning goals, together with their past language learning experiences. Many held a utopian vision of automatic language development and meaningful interactions with locals once they were in the host environment. The analysis of the data also showed the dominance of highly supportive co-national peers, reluctance to engage in intercultural interactions and a clear preference for "native speaker" tutors. The participants gradually began to identify proximal goals by responding positively to strategies meditated by their writing tutors. They did so because academic writing requirements constitute the main form of assessment in their upcoming postgraduate programmes. The findings of this phenomenographic study have practical implications for the improvement of pre-sessional English courses and also provide directions for future research.

Language and culture are informally integrated in many English as an Additional Language (EAL) programs, but cultural discussions are often regarded from the perspective of a particular dominant culture. Although this integration is crucial for the development of communicative competence, practical applications are still challenging as language teachers tend to know more about linguistic items than cultural aspects (Celce-Murcia, 2007). This article describes a digital literacy project implemented with language learners in an adult EAL program. Using Bennett's (1993) DMIS model for intercultural sensitivity, the project invited international students and newcomers to Canada to explore and expand on their understanding of intercultural relationships while studying in a multicultural EAL class. The learners engaged in 5 steps to complete the project (reflective discussion, script writing, video recording scenes, editing, and final reflection), with a short movie serving as the digital product. The digital literacy project is proposed as a potential tool for integrating intercultural sensitivity into EAL programs and engaging learners in discussions about diversity in cultural values, beliefs, and behaviours as a way to affirm their cultural and intercultural identities.

This study attempted to investigate the effect of the use of co-teaching, being the teacher native or nonnative, and the students' language proficiency level on first year university students' achievement in English. The sample of the study consisted of twelve male students' classroom sections, four sections of level one, four sections of level three and four sections of level six. The same number of sections was chosen from the female students classes in the second semester of the academic year 2012/2013. Then, one male and one female sections of each level were taught by two native teachers; two were taught by non-native teachers, two sections were taught by one native and one non-native teachers, and two sections were taught by single teachers. An English language proficiency test, which its validity and reliability were established, was used twice as a pre and post test. The results of the study did not reveal significant differences between the male and female students' mean scores except in level one. They also revealed that co-teaching, in general, resulted in achieving higher improvement in the students mean scores in comparisons with the students who were taught by a single teacher regardless of the students' gender and level of English language proficiency. They also revealed that a combination between a native and a non-native teacher resulted in better achievement in the students mean scores in comparisons with the students who were taught by a single teacher, two native teachers, or by two non-native teachers.

At Dalarna University, Sweden, modes of communication are offered at many points of Kenning's continuum with a web-based learning platform, including asynchronous document exchange and collaborative writing tools, e-mail, recorded lectures in various formats, live streamed lectures with the possibility of text questions to the lecturer in real time, textchat, and audiovisual seminars in Marratech[TM] or Adobe Connect[TM]. Their online students live in many countries around the world and come to their online learning spaces from profoundly different physical realities, so the synchronous seminar is a shared experience that is quite separate from the physical environment in which the students find themselves. Many of the net-based English for Academic Purposes (EAP) students experience that their limited English language proficiency, compounded by technical difficulties and the constraints of the online spaces available, will sometimes cause problems in synchronous seminars. On the other hand, the rich environment of Marratech[TM], the desktop videoconferencing system used, offers multiple modes of communication. This study examines the use of the multiple modes available in the seminar tool Marratech to support communication by students and teachers in a synchronous online learning environment. The authors describe the communication problems experienced in this kind of education and the compensatory strategies employed by students and teachers. They consider situations where communication is disturbed because of: (1) technical problems, such as the system expelling a student, or the purchased Internet time in a public Internet cafe having expired, or poor connectivity; (2) students not understanding the teacher because of poor sound conditions, poor perception skills in English, the teacher speaking an unfamiliar variety of English, or a combination of these; (3) students not understanding fellow students usually because of limited proficiency on one or both parts, possibly in combination with the technical issues mentioned; and (4) the teacher not understanding the student often because of the student's unintelligible pronunciation, in combination with less than optimal sound conditions. (Contains 10 figures and 1 footnote.)

This paper develops an interdisciplinary critical perspective on the concept of "Confucian Heritage Cultures" (CHC), used in intercultural and English language teaching theory to explain the supposed culturally distinct learning habits, expectations and schemas many Asian students bring to academic classrooms in English-speaking countries. Drawing on political scientific, historical and philosophical research, it finds that the CHC thesis has little explanatory value; it does not take into account the effects of rapid social change in Asia, or the cultural diversity within and between contemporary Asian societies, and is often based on highly reductive, essentialist understandings of Confucian traditions themselves. Teachers are well advised to consider other explanations for their students' learning habits and expectations and for the challenges they face in academic English classrooms.

Classroom electronic mail (e-mail) exchanges between University College of the Cariboo (British Columbia), University of Wisconsin, University of Northeastern Illinois, and Carleton University (Ontario) college preparatory English-as-a-Second-Language students demonstrate that e-mail can be effective in teaching intercultural awareness, can create a positive affective climate, and can make the English-for-Academic-Purposes curriculum more relevant to students. (Author/MSE)

This paper investigates spoken directive language use in office hour consultation contexts by international teaching assistants (ITAs) in training, individually and in comparison with practicing academic professionals. The purpose is to inform instruction in advanced spoken English for academic purposes, to contribute to intercultural pragmatics research, and to illustrate the strengths of a mixed corpus and discourse analytic approach for the investigation of learner language. The study employs corpus techniques to compare use by groups and individuals, and qualitative analysis supported by data from surveys and interviews to profile three learners. Interpreted using a social-functional politeness framework, the corpus results show that the ITA group makes fewer uses of both independence and inclusion appeals than the practicing academics, while the profiles provide insight into how learner histories, understandings, and developmental trajectories influence individual patterns of use. (Contains 4 tables.)

Recent developments in contrastive rhetoric have looked at a variety of cultural, linguistic, historical, and social factors that influence the complex acts of acquiring and demonstrating second language (L2) writing competencies. These developments, however, focus almost exclusively on writing. The present paper suggests that other communication media--such as orality, email, and hypertext--can similarly influence cultural and rhetorical patterns. Just as each rhetorical tradition has a distinct relationship to communication media, the use of each communication medium in a particular rhetorical tradition can also influence the textual and organizational patterns of writers from that rhetorical tradition. This paper first overviews the debate about media-culture relationships, and then explores how orality, writing, email, and hypertext relate to three major intercultural values: individual-collective, universal-particular, and high and low context. This section draws on intercultural and cross-cultural studies, showing that contrastive rhetoric and EAP scholars could benefit from understanding L2 literacies from a cross-cultural perspective.

The purpose of the present study is to investigate, within the textual framework of "academic journalese", what happens to Danish and Finnish writers' English texts when edited by native English-speaking editors for publication on the World Wide Web. We use the term academic journalese to describe texts written by researchers or professionals with a background in research that are easily available to large audiences outside the academic world. By using rhetorical, text linguistic, and editorial concepts in the analysis, we have traced and identified the types of changes to which a number of texts have been subjected during editing to make them compatible with editorial requirements for the genre and standards for UK English. Comparisons between the edited and unedited versions of our corpus documents show that adjustments occur in both directions along the explicitness-implicitness dimension and are frequent in both Finnish and Danish texts. The results further suggest that certain features that have in previous studies emerged as typical of native Finnish writers' English texts, are shared by native Danish writers as well. (Contains 1 table.)

This paper proposes a set of new methods for intercultural rhetoric research that is context-sensitive and, in many instances, goes beyond mere text analysis. It considers changes in the field as intercultural rhetoric has moved from the EAP study of student essays to the study of writing in many disciplines and genres. New developments in text, genre, and corpus analyses are introduced to enable researchers and teachers in the field to consider these new writing products and processes in their specific contexts. It is emphasized that future intercultural rhetoric research continues using a variety of research tools to determine base line comparisons, with appropriate "tertia comparationes," to explain differences and similarities in written products, as well as in the activity of writing through a number of qualitative approaches. (Contains 1 table.)

Interactive discourse structuring is used to guide listeners through on-going speech and has been shown to have a positive effect on lecture comprehension, particularly in L2 settings. As mobility increases in the academic world, there are more opportunities for lecture events characterized not only by linguistic/cultural diversity, but also by unfamiliarity between lecturers and audiences. In these situations, interactive discourse structuring may have an especially important role. This study compares interactive discourse structuring used by guest lecturers (both L1 and L2) versus L1 classroom lecturers. Using corpus methodology, interactive discourse structuring was found to be most frequent among L2 guest lecturers, least frequent among L1 guest lecturers, with L1 classroom lecturers falling in the middle. The results suggest that linguistic/cultural diversity has more influence on discourse structuring than participant unfamiliarity. In addition, the analysis revealed other trends, particularly the very wide range of vocabulary used in discourse structuring expressions by all speakers. The findings can be implemented towards developing more authentic academic listening materials, as well as guidelines for both native and non-native guest lecturers who interact with international audiences. (Contains 2 tables.)

Describes an English for academic purposes program design that uses a content-based, integrated skills approach to prepare learners for the demands of mainstream instruction. (Author/VWL)

Uses recorded data from a recent classroom research project by an English-for-Academic-Purposes class in South Australia to describe an interview process that allows nonnative-speaking learners to experience authentic oral interaction with native speakers. The interview process also provides opportunities for reflecting on the linguistic and sociopragmatic features of spoken discourse as they arise. (Author/SM)

Discusses intercultural problems of writing academic English in a non-English context, specifically in Finland. It is argued that before such courses are designed for academic nonnative writers and for teachers of such writers, it is essential to conduct textlinguistic research into cultural and linguistic differences in the practices existing between source and target languages. (45 references) (JL)