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Some genuinely j l luminating work on interethnic and intercultural communication, and the resulting misunderstandings which often occur, has been carried out by researchers in the fields of sociolinguistics and the ethnography of communication (for example. Basso 1970: Gumperz 1982: Scollon and Scollon 1981). Their empirically grounded methodology has contributed solid insights about where the locus of misunderstanding in interethnic encounters may be tbund. These scholars have specified various distinct categories of communicative behavior which are potentially problematic. Some of these troublesome domains are the discourse structure of the language, cultural assumptions about appropriate behavior and the 'presentation of self, and norms concerning the drstribution of talk and the exchange of speaking turns. These various ways of speaking and constructing talk may produce or contribute to two fundamental types of misunderstanding: pragmatic misunderstandings and structural misunderstandings. Structural misunderstandings are located in features of language such as its lexicon and grammar, and are often consciously recognized. For example, every issue of the Japanese pop culture and language learning magazine Mangajin contains a "Bloopers" column in which readers relate some dramatic l inguistic mistake. A recent issue had the following entry by an American man living in Japan:2

The 4th IPrA conference in Kobe last year shaped its theme, 'Cognition and communication in an intercultura! context', around a number of panels which provided for unified forums of discussion. But in the margins of these arranged sessions, there were a number of individual speakers addressing intercultural issues, who, in attending each others' presentations, came to see the need to establish a post-factum 'panel'. Indeed, exchanging impressions in the corridors of Shoin Women's University about how clearly they saw their presentations overlap in terms of a preferred approach to intercultural communication, they concluded that a valuable opportunity had been missed to voice these overlappings in a panel session. At the same time, however, the opportunify presented itself to continue the cross-fertilization of ideas, extending it to other like-minded Kobe lecturers who came to join the discussion. The present volume reports on the outcomes of these reflections. As a 'critical' reading of the Kobe lectures brought together in the present special issue, this introductory article can actually be read as a postscript to the volume. Rather than merely rewording the main theme and setting of each of the contributions, we prefer to engage in what Garfinkel would call a 'purposeful misreading' of the articles, raising issues about each of them which the individual contributors may or may not have intended to address explicitly. It is our purpose to pick out some significant trends in order to demonstrate how we see this volume as a challenge for and confrontation with the field of intercultural communication research. In doing so, we invite the contributors and readers alike to evaluate our reading vis-d-vis their own. A basso continuo that runs through the contributions is a critical outlook on intercultural communication.z This critical outlook manifests itself at two levels: at the object level of the analysis of intercultural interactions and at the metatheoretical level of the discussion of current trends and models within

This commentary reviews the five studies of intercultural communication in this special issue by comparing the nature of data analyzed and analytical procedures adopted. The data span from Africa, Asia, to North America, where different cultural, national, or ethnic groups were engaged in different types of social activities; their diversity illustrates how the participants’ ascription of, and resistance towards, their cultural, national, or ethnic identities reflect unique features of the sociohistorical contexts and the nature of their activities. In order to investigate such distinct treatments of interculturality, the researchers seek an analytical lens in the frameworks of ‘interactional sociolinguistics’ (Goffman 1974, 1981; Gumperz 1982, 1992) and ‘membership categorization analysis’ (Sacks 1972, 1992). The metamethodological reflection considers the selection of focal phenomena as well as the use of ethnographic information and the researchers’ own membership knowledge in the process of interpretation, and addresses the issues concerning how to attain an “emic” perspective of cultural difference and sameness.

This literature review assesses the current status of Indigenous and racialized newcomer relations in Canada and provides recommendations for future research, government policy, and grassroots organizing. In Canada, as is other “white settler-societies”, there is a strict separation between two intersecting debates surrounding identity, citizenship, and belonging—one revolves around the immigrant experience and the other around Indigenous peoples. To break down the barriers separating these two debates, this paper will explore what the nature of the relationship is between immigrants and Indigenous peoples through a review of the literature using postcolonial and decolonized anti-racist frameworks. This literature review attempts to contribute to the unsettling of insider/outsider, minority/majority, Indigenous/settler, and black/white binaries, which are pervasive within the racialized and colonized Canadian society, and build dialogue and cross-cultural collaboration in anti-racist activism and scholarship.

The study aims to research the historical dynamics of the notions political correctness, inclusive language and freedom of speech, as well as to reveal the mechanisms and new tendencies of their realization in public discourse. The sources of practical material are represented by: a) 126 journal and Internet articles; b) 12 speeches of famous US and British politicians, scholars and celebrities reflecting the notions under study. The leading methods include critical discourse analysis, definition and contextual analyses. The research indicates that during its long and contradictory history, the term political correctness had both positive and negative connotations. When the negative attitude started to prevail, it was replaced by the notions inclusion and inclusive language based on similar mechanisms: ban on the use of offensive terms denoting different aspects of peoples identity; avoidance of stereotypes and false semantic associations; abundant use of euphemisms, etc. The paper reveals the new trends in the English language (non-binary expression of gender; changes in the conceptualization of race, age and disability) and social practices meeting the requirements of inclusive communication. Whereas political correctness and inclusive language aim to protect vulnerable social groups and improve the social climate, they produce certain undesirable tendencies: breach between social groups caused by inefficient communication; reverse racism; complex relationship of political correctness with science, literature and education; its speculative use; and restrictions on freedom of speech. The study also sheds light on the problems of politically correct intercultural communication caused by the non-stop language change, differences in social norms, values, grammatical structures, semantics, and cultural associations.

The study outlines the role of intercultural communication as a crucial component of diplomats and international professionals’ training, which increases the effectiveness of interaction with representatives of different cultures in performing professional duties. Conditions of civilizational development, achievements of science, innovative technologies, requirements of public life, the priority of foreign policy activity have led to the deepening of people's and cultures’ interaction. Because of such interaction of both individuals and cultures, diplomatic relations between different states have gained a special status. The diplomatic relations are based on intercultural communication as a tool of international cooperation aimed at promoting foreign policy interests of different states, as well as ensuring international cooperation and developing long-term formal and informal ties between government institutions, international actors, diplomatic missions, and political leaders. All these cause the intensification of intercultural communication processes that become systemic. With the research methods being study, analysis, and generalization, the study was aimed at revealing the concept of intercultural communication competence as the diplomats and international affairs specialists’ ability to choose and implement a speech act depending on the goals and content of professional speech through language, as well as mastery of communication strategies and tactics.

In this paper, leadership tasks and stakeholder response during transboundary crisis management are analyzed based on findings from Hofstede’s study, GLOBE Project, and theoretical concepts in cross-cultural management. Accordingly, a conceptual model of transcultural crisis management is proposed. Seven propositions (P) and sixteen sub-propositions (SP) are developed and then tested using the case method. The case of the COVID-19 pandemic is studied to note the effects of cross-cultural differences and intercultural communication in the pre-crisis, crisis, and post-crisis stages. Cross-cultural differences are found to affect sense-making, decision-making, sense-giving and meaning-making during pre-crisis and crisis management stages. Implications of these findings and further research agenda are discussed. [ FROM AUTHOR] Copyright of International Journal of Cross Cultural Management is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all Abstracts.)

This paper reflects on the literature on Critical Language and Intercultural Communication Education in light of learnings gained from designing and delivering a course titled ‘Intercultural Communication’ over four years to large cohorts of first-year tertiary students in Australia. It is based on a qualitative research project which involves the analysis of two sets of data: a) ethnographic notes from teaching staff meetings, tutors’ interviews, and tutorial observation, and b) student formal and informal feedback surveys as well as focus group discussions. The paper explores what and who is at stake when teaching and learning about language and intercultural communication from a critical perspective. It unveils from a praxis perspective (theory informed by practice and vice versa) the deeply political and ethical level of engagement that is required of teachers, the kind of metalinguistic and metacultural knowledge, as well as the kind of disposition towards critical thinking and reflexivity, that are called for when teaching and learning in this domain in an Australian tertiary environment.

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of ‘culture’ and ‘the other’.......

Although translation is a means of intercultural communication, it represents a challenge when it comes to rendering the intended meaning of some propositions, particularly because every language has its distinctive features and structures that may not be accurately rendered into the target language. This challenge is reinforced when translation occurs between two languages that belong to different origins such as English and Arabic. This paper explores the translatability of a grammatical construction (viz. Hypothetical or unrealizable proposition) from English to Arabic, and vice versa. The paper shows—through examples from both languages—that regardless of how carefully translation is conducted, incomplete meanings are usually rendered into the other language. It, moreover, asserts the interlanguage translatability of such propositions and notions. In principle, but by no means exclusively, Arabic is treated as a source language and English as a target language for the purpose of translation. But in many places, this order is reversed. The analysis has implications for translation-related courses, particularly in crucial areas such as legal translation where accurate meanings are carefully searched for.

A lack of connectedness between local and international students in the higher education context is a perennial concern that negatively impacts the student experience. This study draws on two surve...

The article is devoted to the description of structure and content peculiarities of the dictionary entry of the educational linguoculturological dictionary. The originality of the research concerns the development of the structure and semantics of the dictionary entry of the educational linguoculturological dictionary of paremias representing the concept of BUSINESS in the Russian language. The description takes into account semantic gaps of the culture that the dictionary is focused on. In this article attention is paid to cultural mental attitudes, which are expressed by Russian and Chinese language paremias. Which is why cultural settings were the subject of a linguoculturological description and were offered as one of the main parameters of the educational dictionary. It is the mental attitudes of culture that have become the subject of linguoculturological description and we offer them as one of the main elements of the educational dictionary. The object of the study is the paremias of the two languages that characterize the concepts of business, work, labor, and craft. The aim of the study is to identify and describe the general and national-specific mental attitudes of culture and their representation in the educational linguoculturological dictionary. Russian and Chinese dictionaries of paremias (e.g. the Big Dictionary of Russian Proverbs, V.M. Mokienko, T.G. Nikitina, E.K. Nikolaeva, collection of proverbs by A.I. Dal, Big Dictionary of Chinese Proverbs by Wen Duanzheng) served as the sources of the material. The analysis of bilingual linguoculturological dictionaries is carried out, which helps to identify the basic principles of constructing a dictionary article, and a model of a dictionary article of a linguoculturological educational dictionary aimed at native speakers of the Chinese language is proposed. The creation of the educational linguoculturological dictionaries will help improve the process of intercultural communication.

Indigenous Peoples represent the smallest group of ethnic minorities in the United States, and they are significantly underrepresented in the academy. The tumultuous relationship between institutions of higher learning and First Nation Peoples can be explained in part by the use of education to colonize and force the assimilation of Native Peoples. The end result of centuries of dehumanization and marginalization is invisibility, “the modern form of racism used against Native Americans” (the American Indian College Fund, 2019, p. 5). Educators are challenged to identify institutional inequities and redress barriers to promote social justice through informed and genuine practice, indigenization, and curriculum development that reflects intercultural communication competence.

In the context of intensification of Europe's migration processes at the beginning of the 21st century, intercultural communication of people resulted in readjustment of traditional systems of their norms and values; new values are being shaped while traditional ones are losing their dominant status. It is deemed necessary to shape a new cross-border and multicultural identity in the younger generations in order to prepare them to life in various cultural environments. A new standard of cultural awareness is to prevent possible effects of cultural shock, minimize such negative attitudes as national and racial prejudice. The objective of the paper is to outline results of the massive survey which involved students of higher educational institutions as well as senior students of secondary education institutions in Ukraine. The survey reflects the latest ethnic and intercultural ideas (representations) and values of Ukrainian youth, in particular their attitudes to the Poles as a separate nation and a close neighbour or ethnic minority residing in Ukraine.

Travellers are “the cultural other” in diverse destinations, observing the indigenous culture. They share their impressions and experiences by accounts of cross-cultural differences and develop intercultural communication. In some settings, women travellers may be admitted to some spaces that are forbidden to men. Indeed, women’s travel narratives may reinforce the binary opposition between the West and the East, turning their gaze on the Orient as exotic, eccentric and open to be examined. Typically, women writers’ narratives locate their identities through interaction with other cultures. Although women do not claim authoritarian voices, they make use of satire while drawing a line between the host culture that of ‘the other’ and their own. As such humour becomes the means through which the Western women travellers gain an imperial authority over the Orient. This article discusses how women’s travel writing may employ humour as a way of deprecating the indigenous culture and of strengthening imperial authority with a specific focus on Deborah Rodriguez’s The Kabul Beauty School (2007) and Beatrice Ethel Grimshaw’s From Fiji to the Cannibal Islands (1907) and selected harem narratives. The paper concludes that travel writers demonstrate the travelled places as exotic and eccentric that contrast with their own social norms.

This academic work provides an overview of a series of research directions in the sphere of intercultural communication; consequently, the objective is to establish the feasibility of introducing the theory and practice of intercultural communication for a better perception and adaptability of students to the learning process. In addition, research involves establishing the effectiveness of intercultural competence; teachers also assess their role in the educational process as well as in the process of learning foreign languages. The hypothesis of the research lies in the fact that teachers and students will more effectively acquire intercultural communication skills and abilities during the educational process in a multicultural environment. The experiment was the main research method; observation methods and questionnaire were also used. The research result involves the development of ways to effectively include the theory and practice of intercultural communication in the educational process, where knowledge and motivation are identified as important components of learning in higher education institutions.

In a period where racial inequities in the United States have garnered more attention and discussion as a result of social media (e.g., increased use of the #BlackLivesMatter hashtag; Anderson et al., 2020) and newer generations (Tatum, 2017b), it is important to ensure that communication between cultural groups is effective and produces systemic change. This paper will review the failures of a “post-racial” society, with emphasis on ineffective communication between Black, Indigenous People of Color and non-Black, Indigenous People of Color. The role of the listener during intercultural verbal exchanges will be examined, while highlighting the barriers and harmful results of ineffective communication. A behavioral conceptualization of effective listener behavior will be presented, which if implemented, may maintain and sustain social equity, inclusion, and justice. A call to action will be made to further investigate intercultural communication using behavior-analytic research methodologies and how such research might inform on how to functionally and precisely mediate reinforcement in the fight against racism.

The study relevance is caused by the special language situation in Belarus which is in close attention of modern linguists for several decades. Russian-Belarusian languages interaction is a special type of bilingualism which has specific features due to the common fate of the Belarusian and Russian people, genetic relationship, and language systems kinship. In Belarus the processes of generation and perception of the text in Russian language take place against a special psychological background of the Belarusian language system which creates the effect of the so-called unbalanced bilingualism. As a result one language system comes into contact with another causing interference. A serious problem in Belarus is the spontaneously russified version of the Belarusian language - Trasyanka. The goal of author is to identify the main problems of foreign students language adaptation in conditions of Belarusian-Russian bilingualism. Studying Russian in Belarus foreign students have to deal with texts in the Belarusian language, with colloquial speech and, of course, use words, terms, names in the Belarusian language. The author comes to the conclusion that foreign students do not experience any special communication difficulties from the Belarusian language unfamiliarity. The teacher of Russian as a foreign language, however, has a different, special task - to ensure a harmony among the culture of the language being studied (Russian), the culture of the host country (Belarus) and the national culture of the student.

Pandemics such as Covid-19 are often described in terms of “wars” or “waves” and “troughs.” But this imagery has its potential shortcomings, and therefore a great many researchers and commentators argue that we are thinking about the coronavirus pandemic the wrong way, suggesting replacing the war or ocean analogy with a better or particularly appropriate one, wildfire. Yet, the rarely asked question is: Where do Covid-19 metaphors come from? This type of metaphorical creativity, the so-called context-induced metaphors, has been somewhat systematically investigated in linguistic metaphor research, but not in the literature on nonverbal and multimodal metaphor. I argue that for context-induced creativity to be fully appreciated we need to move beyond verbal metaphors, or verbal manifestations of metaphor, and consider factors that commonly produce creative multimodal metaphors. Will the evidence from multimodality confirm or challenge the linguistic findings? There may be other major possible sources of metaphorical creativity, ones based more on visual or multimodal thinking, but which have not been identified before because data from non-linguistic behavior had not been examined. I thus show that there is a real gap in the literature in that respect and my study of political cartoons fills this both in terms of data and theory. In this article, I will limit myself to the discussion of six motivational forces or contextual factors (in no order of importance): (1) the immediate physical environment, (2) the immediate cultural context, (3) the immediate social setting, (4) knowledge about the major elements participating in the discourse, (5) physical resemblance between the source and target concepts, and (6) word plays and literalizations of famous proverbs and idioms in a language. Sometimes these factors work singly, but often in combination. It is argued that these kinds of context, albeit involved in discourse production and comprehension, do not control discourse as cognitive context models do. Particularly interesting is that among the thousands of books and articles on knowledge, so little is said on the discursive sources of knowledge (besides perception, personal experience, etc.), also about other cultures. The possible implications of this study for metaphor theory, multimodality, and intercultural communication are discussed. [ABSTRACT FROM AUTHOR] Copyright of Social Semiotics is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Until now, the Sunni-Shia conflict in Sampang, Madura has not been fully resolved. Therefore, with a communication science approach, this study will analyze the problems and barriers to intercultural communication that occurs between Sunni and Shia groups, causing eternal conflict. This research was conducted in two places, namely in Karanggayam Village, Omben District, Blu'uran Village, Karang Penang District, Madura, and in Rusunawa Puspa Agro, Sidoarjo. The research method used is the phenomenology of Edmun Husserl. The selection of the phenomenological method was based on the need for research data, namely exploring the experience of intercultural communication of each informant involved in the conflict. The results of the study stated that the barriers to intercultural communication that occur are due to the struggle for social status between Sunni and Shia religious leaders, the low culture of the Madurese community in communicating in the form of firmness in communication, the view of the life of the surrounding community based on syncretism, differences in standards of good or bad values ​​between groups, and perceptions negative relations between groups in the form of prejudice, stereotypes, and ethnocentrism that lead to insincerity in communication. Barriers to Intercultural Communication in the Sunni-Shia conflict in Madura.

This study attempted to investigate the experiences of international students towards stereotyping inside and outside of the campus. The purpose of this study was to explore the students’ experiences on stereotyping and employed qualitative method as the mode of inquiry. Semi-structured interview was conducted with five postgraduates’ students in one of the public universities in Malaysia. The respondents came from different countries and majors of studies. Finding from the study found that international students did experience stereotyping, but this encounter seemed not to affect their studies. Finally, future researchers are encouraged to adapt this study within a larger group of respondents to examine its confirmability and credibility. A careful exploration of stereotype in the areas of intercultural and cross-cultural communication among international students may provide more insights into their wellbeing in countries away from home.

The study is anchored in Pratt’s theory on ‘contact zones’ (CZ) and explores CZs in Gauteng-Province in Post-Apartheid South Africa, where experiences are influenced by highly diverse and hybrid cultural and language backgrounds. This article presents autoethnographic narrations of experiences of South Africans, addressing the void of emic perspectives in CZs in South Africa. Methodologically, the study follows a qualitative research design and is anchored in the social constructivist research paradigm, using 19 narrations of individuals. Four narrations, which mirror the experience of individuals from South African minority groups (Coloured and Indian) are presented in more depth in this article. Findings are analysed through content analysis. Limitations and ethical considerations are highlighted. Findings show the described experiences in CZs with regard to four categories: intercultural conflict, intercultural identity development, intercultural communication and its barriers, and intercultural non-verbal communication. They mirror predominant themes in South African contemporary society with specific focus on CZ experiences of minority group members, present boundaries created through the experience and narration of difference and possible ways to deal constructively with diversity within selected CZs. Conclusions are drawn and recommendations for future theory and practice are given, not only for the South African context, but also for constructive intercultural relations elsewhere.

Technology enhanced instruction has been a paramount issue in recent decades leading to a shift in educational context. Moreover, telecollaboration as an electronically mediated intercultural communication has been introduced for the purpose of foreign language learning as well as the development of intercultural competence. Along this way, the present study was an attempt to probe on the effect of social networking through mobile assisted language learning (MALL) instruction (i.e., WhatsApp) on high school students’ reading comprehension and vocabulary learning. Furthermore, the difference between the effect of social networking through WhatsApp on the learners’ reading comprehension ability and vocabulary learning was compared. The design of the study was quasi-experimental with pre-test/post-test and the experimental and control groups. To do so, 60 female high school learners were homogenized using the Oxford Placement Test. Reading comprehension and vocabulary pre- and post-tests were administered among the learners to examine the effect of MALL instruction though WhatsApp on the learners’ reading comprehension and vocabulary learning. To analyze the data, independent samples t-test and MANOVA were used. Findings showed the outperformance of the experimental group over the control group in both reading comprehension and vocabulary learning. However, no statistically significant difference was found between the learners’ reading comprehension and vocabulary learning when they received social networking instruction through WhatsApp. Therefore, it can be concluded that using MALL can have beneficial effects on EFL learners’ reading comprehension and vocabulary.

The article examines the problem of humanitarization of educational activities at the university by means of using mediation for conflict resolution, and the creation of a psychologically comfortable educational environment, ensuring social and emotional security of the individual. The purpose of the study is to identify and substantiate humanitarian potential of mediation as a psychological and pedagogical phenomenon that initiates cooperation of the actors of the educational process to prevent and resolve conflicts in training and professional activity. Such cooperation and interiorization of culture of mediation contribute to the students’ personal and professional development. The authors analyze and identify the essential characteristic features of interrelationship of mediation and humanitarization as an integrative phenomenon contributing to the development of university cultural and educational environment. The research outcomes lay the ground for developing a model and describing organizational and pedagogical conditions for humanitarization of the university activity by means of mediation. This article presents a survey analysis carried out among students and teachers of Siberian Federal University. The purpose of the survey is to study the state and identify the prospects of humanitarization, implement the institution of mediation at the university, assess students’ and teachers’ interest in humanitarization and mediation, and the opportunities of their integration

While most research in public relations and strategic communication concentrates on textual elements, this contribution shifts the focus to the growing importance of visual elements. The theoretical background is based on visual theory and the concept of strategic mediatization. By using a large-scale quantitative survey among 3,387 European communication professionals, this study is the first empirical evidence of communication professionals’ perspectives concerning visual communication. Therefore, the paper empirically demonstrates a visual turn in strategic communication. Although practitioners have been using visual elements since the very beginnings of their trade, only a minority guide these activities through a sound management process. This calls for a deeper consideration of visual communication management in practice and visual public relations research in academia.

The authors analyze the linguo-information model of the country in the modern media discourse of Russia and China. Screening of Russian and Chinese sources uses the method of contextual analysis with an emphasis on the implicit content of the media image of the country, the descriptive method, the method of cultural interpretation, content analysis. Information wars use the image of a country as a starting point in the matrix of media discourse to emphasize the perception of information. The authors propose the concept of a media matrix for understanding the cognitive side of media images of geopolitical topoobjects. The authors substantiate the introduction of the terms linguoinforneme and linguoinformational step into scientific circulation from the point of view of the structure of the matrix of geopolitonyms of the media. The media image of the country in the media discourse is diverse, being realized in evaluative linguistic systems. The authors show what the mythologized / realistic perception of the image of the country is based on, how it is conditioned by the tasks of geopolitics, how it correlates with the strategies of international cooperation and how it affects intercultural communication.

This paper describes an interpretive framework that is based on an integrated conceptual framework for intercultural communication as the focal point to understand the interconnectivity between social categories and intercultural interactions. Intercultural communication is communication between individuals who are culturally distinct. While a wide range of intercultural communication studies can be found in various literatures, none has offered an integrated conceptual framework to study intercultural interactions in a Malaysian context. There is a gap on an interpretive approach as a framework to support its data analysis and meaningful claims, particularly in multicultural and multilingual Malaysia. Thus, this paper offers an integrated conceptual framework based on intercultural communication, language and intercultural communication, social identity theory, and identity and interaction, to address face-to-face interactions between culturally diverse individuals. Besides adding on to the body of knowledge in intercultural communication, this paper assumes an impetus for approaching interdisciplinary future research in various intercultural interaction settings.

Economic globalization has resulted in more frequent trading frictions, some of which have escalated into trade wars such as the one between China and the US. Drawing on the same corpus built by Zhang and Forceville (Zhang, Cun & Charles Forceville. 2020. Metaphor and metonymy in Chinese and American political cartoons (2018–2019) about the Sino–US trade conflict. Pragmatics and Cognition 27(2). 476–501), and complementing insights of that paper, this paper investigates how the Sino–US trade war is metaphorically and metonymically constructed in 129 Chinese and American political cartoons respectively from a synthesized perspective. Based on comparative analyses, cross-cultural similarity and uniqueness in the semiotic, cognitive, and cultural aspects can be concluded as follows: (a) at the expression level, the shared dominant mode configuration pattern of metaphor and metonymy requires extra-textual knowledge to identify the target domain/concept while the source domain/vehicle concept is pinpointed through pictorial resources; (b) at the cognition level, “us” and “them” are distinctively evaluated by using the metonymy BODILY REACTION FOR EMOTION, cultural symbols, and the Great Chain metaphor. The Chinese cartoons converge on disapproving of “them” while the American cartoons converge on disapproving of “us” and diverge on conceptualizing “them”; (c) a variety of cross-cultural default scenarios are employed in the Chinese cartoons whereas the American cartoons utilize non-default scenarios influenced by only American cultures. Both aim for persuasiveness by employing emotionally charged source domains/vehicle concepts, but to different audiences.

These days, many pre-service and in-service language English language teachers now complete at least part of their professional training overseas. There is, thus, an important question concerning the impact of intercultural encounters on teachers’ perspectives towards the English language and the teaching of English. This paper reports on a study of how a small group of in-service teachers interpreted their experiences of intercultural communication in the UK whilst completing an MA TESOL degree, illuminating the nature of teachers’ perceptions of language and culture and how teachers translated insights derived from reflection on experience into pedagogic insights for the teaching of English as a global language. The findings reveal that participants’ views shifted away from highly normative conceptions of English language use as they recognised the variability and fluidity of communication in real-life intercultural encounters. Based on critical moments in their communication experiences, teachers articulate the importance of broadening their own learners’ perspectives on diversity within the English language and helping them develop cognitive and attitudinal tools to interact appropriately with diverse others. The paper contributes to understanding of the facilitative potential of teachers’ reflections on their own experiences of linguistic and cultural diversity in coming to formulate pedagogical ideals and concrete methodological possibilities.\ud \ud

PurposeVirtual collaboration provides students with an opportunity to develop cultural intelligence while fitting into the team where the members are from diverse cultures. The purpose of this study is to explore whether global virtual team (GVT) projects raise students' understanding of cultural differences. In addition, it is interesting to know how internationally disruptive events such as the coronavirus disease 2019 (COVID-19) pandemic influence GVT projects.Design/methodology/approachThe research involved two parts: In the first part, a two-wave longitudinal study was conducted to investigate how intercultural sensitivity and intercultural communication competence coevolve within a group of international students enrolled in a virtual business professional project. In the second part, using word clouds and topic modelling on the participants' perceptions, the study investigated whether the sudden disruption caused by the pandemic show similar results in performance, focussing primarily on the resilience of virtual teams. Further, the study explored participants' perceptions towards online learning in higher education institutions as well as the attitude of corporate organizations towards remote working in the post-pandemic years.FindingsThe results confirmed that GVT projects, in fact, do raise students' understanding of cultural differences and the need to adjust their behaviour accordingly in order to engage with their culturally different counterparts effectively. Participants reported an increase in their cognitive, behavioural and affective attributes.Research limitations/implicationsAmong the limitations of this study is the relatively small number of student participants. Furthermore, the number of respondents from India dominated the sample. Since the Indian students were disproportionately affected by the shutdown, causing them to return often to rural areas with poor Internet connectivity, responses concerning the disruption caused by the pandemic may be overriding negative. The same could be said of responses from US-American students, who often rely heavily on-campus employment or whose parents became unemployed during the pandemic, and thus were faced with disproportionate economic insecurity.Practical implicationsThis paper provides insights to the educators and international organizations on how such projects provide the skills essential for reducing costs, accessing knowledge, skills and abilities (KSAs) across borders, maintaining flexible work schedules and arrangements, and taking advantage of multiple time zones to increase productivity.Originality/valueWhile highlighting the significance of cultural intelligence, this paper investigated how the sudden disruption caused by a crisis such as the COVID-19 pandemic impacts performance, focussing primarily on the resilience of virtual teams.

This contribution treats the historical representations of the encounter between the Inca King Atahualpa and the Spanish conquistador Francisco Pizarro on november 16th, 1532, in the Peruvian town of Cajamarca which was one of the decisive turning points of the Spanish conquest of South America. After theoretical and methodological reflections on the relations between intercultural communication processes and cultural transfers in the context of the conquista, it focuses first on the various contemporary Spanish discourses on the event of November 16th, 1532, which represented predominantly an official ideological version of it. In a further step are analyzed the new 18th-century discourses, influenced by different historical sources, like the work of Inca Garcilaso de la Vega, which reveal very different ‘constructions’, based on a transcultural network of cultural transfers and intercultural mediators, of this event.

Les transferts culturels sont apparus en communication interculturelle dans le cadre d’une approche théorique sur les échanges et appropriations réciproques entre les cultures. Liés au processus de diffusion, de circulation et de réception des savoirs et biens culturels d’un espace à un autre, les transferts culturels s’appliquent bel et bien aux arts, aux médias en général et plus particulièrement à la littérature. La présente contribution s’intéresse aux transferts culturels en tant que diffusion et circulation des savoirs entre les cultures au prisme des textes littéraires. En se basant sur une lecture de la littérature germano-africaine, il s’agit d’analyser, à la fois dans les textes et le parcours biographique des auteurs, la médiation culturelle comme forme de déclinaison des transferts culturels. A partir d’une posture d’ « entre-deux » culturel, on verra comment les auteurs choisis font circuler les artéfacts culturels entre le pays d’origine et le pays d’accueil dans le but d’une interaction réciproque. Par le biais des transferts culturels, ils inventent ainsi une culture éclectique qui assure les différentes médiations transnationales et transculturelles.

This qualitative study investigated mediation and censorship in the Persian dubbing of a sample of American feature films broadcast on Iranian national television to get insights into the details o...

The article provides the rationale for the development of professional English communication skills of prospective social workers through blended learning, analyzes and grounds the peculiarities of blended learning aimed at developing communication skills. On the basis of the survey conducted among lecturers and social workers common intercultural situations have been determined. It is concluded that effective intercultural communication requires knowledge, lexical, phonetic and grammar skills, skills of spoken production and spoken interaction, linguo-sociocultural skills. The requirements to the level of prospective social workers’ English communication skills have been specified. It is concluded that blended learning should be a mixture of both concept based learning and collaboration-oriented learning with the face-to-face mode as the lead one; must be based on learner-centered and professional approaches, correspond to the determined principles (combination of face-to-face (approximately 65–70 %) and online (about 30-35 %) learning; students’ collaboration both online and face-to-face; students’ active involvement; effective communication between students as well as students and teachers; flexibility; regular and prompt feedback; personalization of the online environment); should involve different types of instructional Web-based technologies; incorporate various methods and techniques; focus on different types of tasks and activities including professional problem-based tasks; use different types and instruments of assessment (teacher assessment, computer marked assessment (e.g., testing vocabulary), peer assessment, self-assessment).

The article is aimed at identifying onomastic rhymes as part of rhyming slang and analyzing them from a socio-cultural perspective. They are built on the names of American celebrities from the world of politics and social activities and believed to be fixers of cultural and historical items that are of certain value from the point of view of culture-oriented linguistics, cross-cultural communication and the general study of culture. TThe research methods applied are determined by the purpose and objectives of the research and include a descriptive and a linguistic ones, the latter comprising context and definitional analysis, and also semantic interpretation. The rhymes are based on the names that have been widely represented in the media from the middle of the twentieth century to the present day, thus forming part of the modern cultural collective memory of the carriers of the English-speaking culture. The noted tendency of preferential creation of new rhymes, exploiting precedent onyms, became dominant in the development of rhyming slang at the turn of the century. The authors come to the conclusion that the rhymes illustrating the world of high politics have been added to the well-mastered and familiar onomastic rhymes, built on the names of celebrities from the world of cinema, pop music, popular culture and sports. The article brings to light the rhymes that have not yet been recorded in authoritative slang dictionaries. The research results can be of interest to the specialists working on the topics of intercultural communication, linguistic and cultural studies, cultural linguistics, political linguistics, euphemization, contrastive linguistics of the English and Russian languages.

Can filmmaking as a form of intercultural communication serve as an apparatus for selfidentification and cultural opposition to established North/West knowledge pro- duction hubs? Based on extensive fieldwork in the Sierra Nevada and detailed analysis of the Arhucao films and their production and distribution strategies, this article explores the possibility of utilising film and audio-visual communication as a way to decolonise local knowledge. Following decades of persecutions, hostility, illtreatment and cultural violence, the work of Zhigoneshi (and, later, Yosokwi) communication col- lectives not only helped to nourish the cultural identity of the indigenous communities of Sierra Nevada de Santa Marta, but it also turned them into proud ambassadors of indigenous values on the international level. Prolific in their internal and external com- munication practices, they regained agency as full participants of intercultural dialogue, which focuses on the importance of the inclusion, diversity and dewesternisation of local knowledge. While acknowledging its own limitations and the author’s inevitable positionality, this article also reflects on further steps that the European and Western collaborators and institutions need to take to accomplish the vision of decolonisation. It concludes with acknowledging the work of the Arhuaco filmmakers and their allies in providing an invaluable contribution to strengthen this discussion and enable the shift towards a more all-embracing pattern of knowledge production and dissemina- tion based on quality and importance and less so on stereotypical preconceptions and geographical location.

Zhuang, one of the fifty-six ethnic groups in China, enjoys the second largest population among all members in the Chinese family. The Baeu Rodo scriptures, a reflection of the Zhuang culture, are recited by indigenous ritual specialists called boumo for the important life-circle ceremonies of betrothal, marriage, birth, and death, or for cases of dealing with quarrels, summoning lost souls, and driving away devils. Based on the Baeu Rodo texts, it is concluded that the most impressive linguistic features of the Baeu Rodo scriptures are versification, waist-rhyme, and balanced repetition. The scriptures are written predominantly in five-syllable verse and they are in poetic form. Waist-rhyme is a rhyme in which the last syllable in the first line of a stanza rhymes with the middle syllable in the following line, which is extremely different from a rhyme in English. Balanced repetition refers to the structures that are in similar form and function and equal length but usually occur in two or more lines in verse, expressing the same idea or contrasting ones. The discussion of these striking features of the Baeu Rodo scriptures is of great significance, leading to a better understanding of the texts which serve as carriers of the traditional Zhuang culture and promoting the intercultural communication between the Zhuang people and the English people.

The changes taking place in the socio-political life of the post-Soviet countries over the past decades have inevitably entailed changes in the spiritual and moral guidelines and the content of forms of public consciousness. The problem of intercultural communication is especially relevant today in the global aspect of mutual cooperation and mutual understanding. Integration processes, transcultural interaction make the world more and more interconnected and united. Humanity is gradually and consistently moving to large-scale communication within the framework of not only countries and continents, but also the entire world community.

Background and Purpose: Cultural collisions in tourism communication can elicit obstacles or failure to achieve communication goals in social interactions with people of different backgrounds. A communication between cultures can present misunderstandings, vagueness in meanings and frustration due to the diverse social and cultural norms arising from various discourse systems. Among the several types of tourism communication, this study attempted to foreground delivering instructions, which is a frequently utilised speech act (SA) during tour sessions. More specifically, the study examined the use of SA in giving instructions, as expressed by tour guides throughout tour sessions. Delivering instructions is a straightforward mode of communication, even in intercultural context. Methodology: This study adopted a qualitative research method through the collection of data from audio and visual recordings, along with observational notes from interactions between tour guides and tourists particularly during the five Free Independent Travel (FIT) packages. Five Japanese speaking Malaysian tour guides and 17 Japanese tourists (JTs) were recruited for this study. Categorisation of directive speech act (DSA) by Searle (1979) and structure formation of SDA by Blum-Kulka (1989) were employed to analyse the subcategories of directive. Findings: Findings indicate that only three subcategories were used, namely the command, insist, and request. The findings also reveal that there were alignments and adjustments to the expressions or utterances when giving instructions. With the aim of effective intercultural communication, the tour guides were identified to have adapted to the tourist culture. The expression of instructions even in an intercultural context did not confer any contradiction of cultural norms, and were unlikely to cause conflict between the tour guides and the JTs. Contributions: This research is expected to serve as a foundation and reference for parties involved in the teaching and learning of the Japanese language, especially in the expression of SA for tourism communication. Keywords: Speech act, giving directive, Malaysian tourism, tourism communication, Malaysia tour guide. Cite as: Rashid, R. A., Mat, N. H., Kamaruzaman, A. S., Ibrahim, M. Y., Noh, C. H. C., & Matsutani, S. (2021). The descriptive analysis of Japanese language directive speech acts in intercultural context by Malaysian tour guides in tour sessions communication. Journal of Nusantara Studies, 6(2), 358-378. http://dx.doi.org/10.24200/jonus.vol6iss2pp358-378

This study explores how intercultural communication and the knowledge of ‘English as an International Language’ (EIL) affect EFL learners’ perception and attitudes toward “non-native” English varieties. Since EIL encourages non-native English speakers to use their own English with expressions reflecting their cultures and identities, introducing EIL in EFL classes is expected to lead EFL learners to positively change their mindset for English varieties and enhance their confidence in their own English. In this research, Japanese and Chinese/Vietnamese college students were divided into two groups and assigned different readings (EIL vs. non-EIL readings) before the discussion on English varieties. After the intercultural communication, participants were asked to write about their ideas on EIL, and their reflective writings were qualitatively analyzed to examine how the knowledge of EIL would influence the students’ attitudes toward English varieties. As a result, the Japanese students who did the EIL readings showed a positive attitude toward “non-native” English varieties, including ‘Japanese English’. In contrast, the Chinese and Vietnamese students showed a negative attitude toward them across the board even after learning about EIL. We aim to investigate the reasons and backgrounds of the results including what makes the difference between the Japanese and the Chinese/Vietnamese students.

The article focuses on the analysis of “interethnic interaction” concept in the subject field of the humanities. The purpose of the study is the development of a theoretical model of effective interethnic interaction, whose projection to the various spheres of social relations, including educational and professional ones, will harmonize and make effective the communication of the various ethnic groups. A review of Russian and foreign literature on the above topic was carried out for research purposes. Multidimensional analysis of “interethnic interaction” concept was carried out using the method of comprehensive theoretical analysis of the phenomenon under study. As the result of the study, it was determined that interethnic interaction is one of the forms of interaction between social communities and individuals, during which the communicative process of ethnocultural and cultural-universal exchange of information at the level of personality, group or social institution takes place. As the research result, a model of inter-ethnic interaction and its structure have been determined for the educational environment of an internationally oriented university. It was confirmed that the language of instruction is an integrating factor through which the preparation of the participants in the educational process, representatives of different ethnic groups, for effective inter-ethnic interaction is formed.

The article substantiates the relevance of improving the quality of foreign language education of graduates of higher education institutions of non-special faculties as a means of their professional mobility in the domestic and world labor market and intercultural communication in modern globalized world. It is focused on ensuring the innovative development of its teaching methods, the introduction of modern technologies, bringing the learning process in line with world and European requirements.The classification of teaching methods in pedagogical science is considered, among which the classification of A. Beliaev, based on the active interaction of subjects of the educational process, is determined as the most appropriate for mastering a foreign language.The most effective didactic methods (project method, method of “brainstorming”, method of business and didactic games) are described. They are applied in learning English at non-special faculties and specific examples of their use in classes both in the classroom and outside it, in real professional and life situations.The peculiarities of using modern information and multimedia technologies in teaching English and innovative approaches in the formation of skills and abilities in reading, writing, communicative competencies are highlighted. The didactic possibilities of electronic platforms MOODLE and Pearson in proficiency in English are revealed.It was found that the expansion of interstate ties, integration into Europe, adherence to world values and the process of globalization has increased the opportunities for contacts with native speakers. Therefore, the study of a foreign language in higher school acquires practical significance, and the communicative function of the language plays a major role in the process of expressing feelings, judgments and assimilation of information and knowledge presented in any form. Keywords: English language, innovative principles, teaching methods, information technologies, multimedia technologies, non-special faculties, educational applicants, communicative competences, institutions of higher education, educational process.

The article is devoted to the problems of intercultural communication in the era of globalization. The possibilities of dialogue and communication in the context of opposition to the theory of globalism, national ideology and national values are considered. The paper analyzes the opportunity of the existence of the so-called "universal" values, the potential of their combination and coexistence with traditional and national values. The article substantiates the interference in the affairs of other states of safe democratic values, leads not only to a poor standard of living of these states but also to the denial of the very idea of "democracy". In modern conditions of economic and, above all, financial globalization, the social self-determination of states, their elaboration of sustainable development goals and means of achieving them, will play an important role. This is the task of ideology, which must be rationally substantiated before its concrete implementation. Only in this case fruitful communication and dialogue between countries are possible. The paper points out that the very concept of "globalization" is often interpreted in completely different ways, there is no scientific approach to its measurement. The national idea, however, cannot rely on abstractions that cannot be realized with the benefit of society. The paper concludes that the clash of civilizations and ideological rapprochement are temporary phenomena and, although multidirectional, but also mutually conditioned. It is on this basis that intercultural communication between states and representatives of different civilizations should be built, even despite the differences in valuation approaches.

In this essay, my goal is to push the discourse of critical queer intercultural communication research further and expand its circumference by focusing on transnational and diasporic digitalized qu...

The paper presents select distinctive results of Polish fascination with the poetry of Rabindranath Tagore, placing this phenomenon in the sphere of universalization within the syntagma of Polish national culture. The translations of Tagore’s poetry are presented as the first stage of the process of intercultural communication, based on the understanding of these literary works in the allegorical and symbolic styles of reception. Subsequently, the literary translations are perceived in the style of aesthetization. This style of reception of a work of art induces the occurrence of transcriptions of literary works – from the sign system of language into the sign system of music. Musical compositions found in contemporary Polish music are examples of concretizations of literary works.

Purpose This paper aims to present the experiences, beliefs and perceptions of international faculty at a Research 1 institution in the Southern US regarding the perceived differences between their and their students’ and colleagues’ cultures and first languages. Design/methodology/approach Face-to-face interviews were conducted with four international faculty from Europe and Asia who held appointments at a Research 1 institution in the Southern US. The interviews focused on the participants’ communication experiences with students and colleagues from diverse cultural backgrounds. Findings The findings have implications for academic and professional development and support as they show that understanding cultural aspects of language and communication can be challenging for individuals who may not be aware of possible cultural differences. Originality/value This study is unique because it presents stories of faculty from different backgrounds, who were born on different continents and who learned English at different ages but are all working in a linguistically homogeneous context. Also, the originality of the study comes from examining the intercultural communication between the participating faculty and their students, as well as their colleagues.

The comparative analysis of the essence and the content of foreign language competence and the author’s own definition have been conducted and described. The process of Ukraine`s European integration and the implementation of military NATO standards increased requirements of training future officers from military educational establishments. This problem has affected language training dramatically. During the process of forming foreign language competence, cadets from military educational establishments received opportunity to expand their social and cultural background and realize themselves as an equal member of those reforms that affect the country as a whole, and in particular, the Armed Forces of Ukraine.A series of researches on the competence as a scientific category were analyzed by Balabin V. V., Didenko O. V., Svystunov V. I., Yagupov V. V. The issues of formation of foreign language competence were researched by the following scholars: Atamanova I. V., Kopylova N. A., Petko L. V., Stavytska I. V., Urgantov V. A., Chernysh V. V. The concept of foreign language competence was described by Balabin V. V., Ivanchuk G., Motsar M. M., Nechyporuk O. V. Motsar M. M. and Stavytska I. V. studied the essence of competence as a result of human activity. Foreign language competence as an integrative personality described by Nechyporuk O. V., Lahodinskyi O. S., who insisted on the necessity military servicemen`s stress resistance to improve the quality of foreign language competence. and Zaharchyshina Y. M. In this terms the analysis of the content and the essence of foreign language competence, foreign language competence of an officer of the Armed Forces of Ukraine is a complex system formation that ensures the formation of a personality of a serviceman in educational process of high military educational establishment in combination of theoretical training (abilities, knowledge, skills, abilities) and practical activities for implementation of interlingua, intercultural communication in the performance of their professional socially significant responsibilities speaking foreign language a place for peace and security. In this context, it was established that the lack of knowledge about culture of nations, the implementation of intercultural communication, issues of gender equality and knowledge of ethical norms of behavior with foreigners emphasizes that the formation of foreign competence in the professional activities of future officers is an extremely important process and provides her own definition of “foreign language competence” (content and structure).

In this paper, we described and tested several ways to use machine learning in order to analyze large collections of text data from social networks (namely, public Telegram chat), retrieve relevant social or cultural information from them, and to visualize the results of the research. The proposed approach has an advantage to reveal hidden patterns of social, political or cultural behavior by being able to cover large amounts of data. It can complement the standard social surveys methodology. Automatic detecting cultural bias on the example of social media requires mastering methods for measuring and visualizing its different kinds, such as cultural shifts, specific national or group refractions, mutations, stereotypes. We argue that cultural bias is a result of nonrandom errors in thinking. It is based, firstly, on a person's understanding of himself and the world around him and, secondly, on the translation of this understanding into abstraction in the form of common misconceptions, ideologemes, narrative, slogans. In society the bias inevitably leads to the separation of one social group or subculture from another. Social networks (both classic and new formats, for example, messengers with public chat options) are the most active ground for the representation of this phenomenon. Since the discussion of sociopolitical and cultural contexts in the case of chats takes place in public, the participants of such a communicative act tend to get approval of the social group to which they are ideologically close. It is this phenomenon that allows us to form comparisons of the “friend - foe” type, which lead next to unconscious cultural shifts. Thus, mastering methods to identify properly cultural shifts is not only relevant but crucial for the intra- and intercultural communication, for controlling the level of aggressiveness of the society, understanding its mood. As helpful illustrations, readers will find semantic associations elicited by the words “freedom”, “democracy”, “Internet”; sociocultural analysis of several topical clusters (e.g. Россия, страна, Путин, русский, православный); visualization of semantic associations for the words “freedom”, “democracy”, “Internet”.