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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 study investigates creative product descriptions (CPDs) in an intercultural context, especially with respect to cultural references (CRs) and lexical cohesion. More specifically, it examines (i) how CRs are utilized in CPDs written in English for intercultural communication, (ii) how lexical cohesion can be described in a culturally meaningful and context-sensitive way, and (iii) what role cultural reference terms play in shaping the lexical cohesion of such CPDs. By proposing a multi-layer framing model of cohesion, this paper shows how lexical cohesion results from interactions of four frames activated in the production and reception of a text: sociocultural, generic, interpersonal and conceptual. The study concludes with some practical implications for the writing of CPDs in English for intercultural communication.

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 paper presents the concept of audiovisual translation (AVT) as it has only recently become an object of interest within the discipline of translation studies. The rise of new technologies has greatly shifted attention and focus from stereotypes of translation to technological and digital aspects of translation. This gives rise to international and intercultural communication and therefore, a dire need arises to investigate audiovisual translation that is considerably linked to socio and intercultural differences and norms. This paper intends to analyze subtitling as the most familiar type of AVT through taking into account important factors including socio-linguistic elements, cultural contexts, and stylistic considerations. The paper discusses film subtitling with the aim of exploring translator's conformity to the socio and cultural considerations when conveying the source language SL messages to the target language TL. It mainly investigates the difficulties involved in subtitling language-specific idioms and swear words. The paper reveals that AVT should be based on cross-cultural awareness and a full comprehension of the cultural aspects of both the source and target languages. The paper also concludes that handling the translation of subtitles has specific characteristics and poses challenges that entail special attention to its transfer and the translation strategies applied in this regard. المستخلص باللغة العربية يتناول هذا البحث مفهوم الترجمة السمعية البصرية کإحدى مجالات دراسات الترجمة التي لم تلق اهتماما إلا في الآونة الأخيرة. ومع ظهور تقنيات جديدة، تحول الانتباه والترکيز بصورة ملحوظة من الأشکال النمطية للترجمة إلى الجوانب التکنولوجية والرقمية للترجمة، وهذا يؤدي إلى التواصل الدولي والتواصل بين الثقافات، ولذا تدعو الحاجة لتناول الترجمة السمعية البصرية التي ترتبط بشکل کبير بالاختلافات والمعايير الاجتماعية البينية للثقافات. ويهدف هذه البحث إلى تحليل ترجمة الحوار باعتبارها أکثر أنواع الترجمة السمعية البصرية شيوعا من خلال مراعاة عدة عوامل مهمة منها العناصر الاجتماعية واللغوية والسياقات الثقافية والاعتبارات الأسلوبية. ويناقش البحث ترجمة الحوار بهدف اکتشاف مدى مطابقة المترجم للاعتبارات الاجتماعية والثقافية عند نقل رسائل لغة المصدر إلى لغة الهدف. ويفحص البحث بشکل أساسي الصعوبات التي تنطوي عليها ترجمة التعبيرات الثابتة وألفاظ السباب ذات الخصوصية الثقافية. ويوضح البحث أن الترجمة السمعية البصرية يجب أن تستند إلى الوعي عبر الثقافات والفهم الکامل للجوانب الثقافية لکل من لغة المصدر ولغة الهدف. کما توصل البحث أيضا إلى أن معالجة ترجمة الحوار لها خصائص محددة وتشکل تحديات تستلزم اهتماما خاصا بنقلها واستراتيجيات الترجمة المطبقة في هذا الصدد.

The aim of the article is to discuss translation regularities in correlations of words that denote culture-related phenomena that exist in many cultures or that are specific to certain cultures and languages. The focus is on Russian and English culturonyms. The authors dwell on the principle of functional dualism that claims that language can equally address internal and external cultures. This principle is developed in the new linguistic discipline termed interlinguoculturology (Kabakchi 1998, Kabakchi Beloglazova 2020). Nonetheless, under the impact of the World Englishes paradigm, the article points to blurring the concept of external culture - Russian bilinguals, speaking or writing in Russian English, use this variety for expressing their own culture; the same is true for other world Englishes that have branched from the prototypical British English model. Despite the polemical relations of the two research schools, which are close and yet different in some of their tenets, there is much in common in their semantic and pragmatic research of how varieties of English adapt and domesticate culturonyms, in particular binary words belonging to two languages and often associated with each other in translation. The paper discusses examples of binary polyonyms (universal culturonyms) whose meaning depends on the context of the situation and, therefore, is differently received in diverse cultures; binary analogues whose equivalent selection is based on scrutinizing the dictionary entry and on the knowledge of the cultural background, and binary interonyms that partly help translators and partly interfere with their work, being deceptive cognates differing in their referential or connotational meanings. The article concludes that the interpretation of culture-bound words in foreign-culture-oriented texts depends on various pragmatic and semantic processes and is grounded in a word semantic flexibility and its matter-of-course adaptation in a cultural and language environment.

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.

Socio-scientific issues and socially acute questions enable moral judgement through rational, emotional, intuitive and imaginative thinkings. Our research focuses more specifically on the place of the myth in student discussions about controversial issues. We have analysed the mythemes expressed through online exchanges between students from England, France and New Zealand about three ‘pest’–animal issues, the ‘pests’ in question being the Badger (England), Wolf (France) and Possum (New Zealand). We observe the expression of recurrent mythemes by issue, one demonizing the animal and encouraging its destruction or control, one protecting its proper nature, one ambivalent proposing a dialogue between the two first ones. These expressions relate to the living socio-cultural contexts of the students. The mytheme expressed by each student remains stable during the discussion. The potential of myths to enable critical thinking in intercultural communication is discussed.

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.)

The cultural differences within the Costa Rican society were perceived as a fundamental resource for the Intercultural Communication course offered in two regional campuses (Rodrigo Facio and Guanacaste) of the University of Costa Rica. This paper presents the results of creating a authentic intercultural communication experience through an inter-campus cultural awareness project. The work centers on an analysis of both the professors and the students perspectives of how the project was successful and effectively met the course objectives. Through qualitative research, this article claims that inter-campus project presents a tangible opportunity for successful intercultural communication and also significant opportunities for collaborative teaching. Resumen Las diferencias culturales dentro de la sociedad costarricense fueron percibidas como un recurso fundamental para el curso de Comunicación Intercultural que se ofrece en dos campus regionales (Rodrigo Facio y Guanacaste) de la Universidad de Costa Rica. Este artículo presenta los resultados de la creación de una auténtica experiencia de comunicación intercultural a través de un proyecto de conciencia cultural entre ambos campus. El trabajo se centra en un análisis de las perspectivas tanto de los profesores como de los estudiantes sobre cómo el proyecto fue exitoso y cumplió efectivamente con los objetivos del curso. A través de la investigación cualitativa, este artículo arma que el proyecto entre campus pre-senta una oportunidad tangible para una comunicación intercultural exitosa y también una coyuntura signicativa para la enseñanza colaborativa.

Риск и неопределённость онтологически присутствуют в жизненном цикле людей, и поэтому эти проблемы всегда актуальны, особенно в современном социуме постмодерна. Информационное постиндустриальное общество характеризуется большим объёмом разнообразной информации, легко доступной для всех членов социума. С одной стороны, доступ к информации и её количество представляют собой благо, с другой стороны, люди не могут адекватно выбрать, интерпретировать и оценить новые сведения. Возникающая в этом случае неопределённость дезориентирует людей, нарушая стабильность их социокультурных коммуникативных связей. Неопределённость амбивалентна по своей природе - она субъективна как проекция личностного восприятия социальной реальности; она объективна как актуализация слома/смены социальных смыслов и институтов. Исследование о природе неопределённости и рисков едины в том, что высокий уровень неопределённости современности обусловлен такими факторами, как глобализация, информатизация и цифровизация. «Текучая современность» как социальная реальность характеризует сегодняшнюю жизнь людей в ракурсе основных концептов жизнедеятельности: свободы, индивидуальности, времени и пространства, работы и сообществ. Концепция рисков как продуктов неопределённости варьируется - от сравнения рисков с аварией на Чернобыльской АЭС до оценки рисков как мобилизующих сил. Социокультурные риски, межкультурные в частности, приобретают особую значимость в эпоху постмодерна. Выделенные 6 универсальных категорий культуры определяют межкультурную интеракцию в ракурсе учёта культурных характеристик, детерминирующих успех межкультурного взаимодействия. Теория сокращения неопределённости предлагает пути установления успешной межкультурной коммуникации. Обозначены стратегии смягчения неопределённости (пассивные, активные и интерактивные), и факторы её успеха обусловлены уровнем межкультурной компетенции коммуникантов. Следование принципам Кооперации и Вежливости способствует снижению межкультурной неопределённости и рисков как видов коммуникативного дискомфорта. Risk and uncertainty are ontologically linked with the life cycle of people, and therefore these problems are always relevant, especially in the contemporary postmodern society. The informational postindustrial society is characterized by a large amount of diverse information that is easily accessible to all members of society. On the one hand, access to information and its amount is a real value, on the other hand, people cannot adequately select, interpret and evaluate new information. The uncertainty arising in this case disorients people, disrupting the stability of their socio-cultural communicative ties. Uncertainty is ambivalent in nature - it is subjective as a projection of personal perception of social reality; it is objective as an actualization of the breakdown/change of social meanings and institutions. The study on the nature of uncertainty and risks is unanimous in the fact that the high level of uncertainty of our time is due to such factors as globalization, informatization and digitalization. “Fluid modernity” as a social reality characterizes everyday life of people from the perspective of the main concepts of life: freedom, individuality, time and space, work and communities. The concept of risks as products of uncertainty ranges from comparing risks with the Chernobyl accident to assessing risks as mobilizing forces. Socio-cultural risks, intercultural in particular, acquire special significance in the postmodern era. The identified 6 universal categories of culture define intercultural interaction from the perspective of taking into account cultural characteristics that determine the success of intercultural interaction. Uncertainty reduction theory offers ways to establish successful intercultural communication. The identified strategies for reducing uncertainty (passive, active and interactive) and the factors of its success are determined by the level of intercultural competence of the communicants. In addition, adherence to the principles of Cooperation and Politeness helps to reduce intercultural uncertainty and risks as types of communicative discomfort.

In this paper, we examine the possibility of teaching intercultural competence in high schools in the Sarajevo Canton. We conducted an analysis of two coursebooks in use in high schools, prescribed by the curriculum. The research objective is to examine the organization of intercultural teaching. In that sense, we first present an overview of teaching culture, as well as political goals elaborated in Europe during the 1990s. We start from the concept of language teaching and proceed with the definition of intercultural competence and its value according to the White Paper on Intercultural Dialogue, the Treaty of Maastricht and the Common European Framework of Reference for Languages (CEFR). Furthermore, we compare the data obtained by the analysis of the manuals with the goals of language teaching in Europe. The goal of the research is to put focus on elements of intercultural communication competence represented in the manuals to verify if it is possible to reach the goals determined by the Council of Europe. With that goal in mind, we conducted a qualitative analysis of the coursebooks with the aid of two tables of analysis which enable us to execute a contrastive analysis of the manuals and to compare intercultural elements with the counsels of the documents issued by the Council of Europe. Our hypothesis is that the manuals prescribed by the Ministry for Education, Science and Youth of the Sarajevo Canton represent the Italian culture in a traditional manner, and that they do not fully implement the CEFR instructions. This research can further be used in determining which manuals will be in use in high schools as well as in the curricular reform processes.

The need for interactions in the world that take into consideration the peculiarities of everyone/culture is triggered by the urge of one or few cultures to subsume all others into some sort of arr...

Publisher Copyright: © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This article focuses on a case study of English language teachers, who are asked to teach intercultural communication to mixed classes of local and international students in Chinese Higher Education, although they do not specialize in this complex field. They were interviewed to find out about their experiences and perceptions of this ‘improvised’ Intercultural Teacherhood. The study shows that their engagement with intercultural communication differs while the presence of international students has a major impact on all the teachers’ identity and sense of legitimacy. The paper ends on recommendations for (research on) preparing teachers to teach IC.

There is a tendency in the literature on local digital media use and neighborhood outcomes to conceptualize Social Network Sites (SNSs) as mere transmission channels, thereby ignoring SNSs’ dynamics and limiting the understanding of their role in neighborhood life. Informed by Communication Infrastructure Theory and social media literature, we propose and test a model to investigate the association between the use of SNSs, appropriated as online neighborhood networks, and neighborhood sense of community. We administered a survey to Flemish online neighborhood network users (n = 590) and found that active localized SNS use brings about an online sense of community and community awareness, which both independently lead to a neighborhood sense of community. Based on these findings, we argue that SNSs, appropriated as online neighborhood networks, function simultaneously as neighborhood hotspots in a neighborhood’s communication action context as well as community awareness media in a neighborhood’s storytelling network.

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.

Invited paper

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’.......

The reclamation case of Benoa Bay, Bali, involves businessmen and cultural observers who want reclamation against residents, artists, cultural observers, and environmentalists who reject reclamation. The fact that there are economic, cultural, and environmental debates between the two sides, in this case, shows that a win-win solution could be achieved. Even so, the end of this case is a zero-sum game, where the party who rejects the reclamation wins the conflict. The future of Benoa Bay is still uncertain because the threat of reclamation always exists. This study applies identity negotiation theory as a cross-cultural communication instrument that can produce win-win solutions. The analysis was carried out on communication events that were documented in the course of the Benoa Bay reclamation case. The results show that the communication problems that occur in the Benoa Bay reclamation case can be resolved using the identity negotiation theory approach. Specifically, it was shown that the Benoa Bay reclamation case occurred multi-level in the socio-historical system of the Balinese and Indonesian people, that this conflict contained elements of moral conflict, that each party had a collection of multifaceted identities, respectful dialogue supported by an open and listening attitude did not occur. the frame that is built is bipolar, and inclusive pluralism does not work. Some recommendations were formulated to lead to a win-win situation in such cases.

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 study of the formation of intercultural competence of future specialists in the field of “Information Technology”, taking into account current trends in education in the context of globalization and strengthening intercultural ties. Various aspects of intercultural competence are considered. The relevance of the study of the problem of formation of intercultural competence of future specialists in the field of “Information Technology” in connection with the growing level of public demand for such specialists is emphasized. The essence of the debatable concepts “competence” and “competency” is specified. Keywords: intercultural competence; intercultural competency; readiness for intercultural communication; future specialists; competences; information technologies; personality; foreign languages; education.

The article deals with the approaches of the domestic and foreign researchers to the concept of «intercultural communication». It is determined that such things as «intercultural adaptation» and «tolerance» also contribute the successful intercultural communication. The concept of «willingness for intercultural communication» is studied, which is understood as a multifaceted phenomenon and it involves the possession of intercultural, foreign, sociocultural and social competencies that are interrelated. It allows individuals to successfully interact with representatives of different countries and it is expressed in a competent tolerant attitude to the culture. It is proved that the leading role in the willingness formation for intercultural communication belongs to the cultural and educational projects that take place within the activities of the international organizations in Ukraine. The activities of some of them are analyzed.

Language is probably the best way of conveying a culture, both oral and written, in human societies. Language, written or oral, plays an essential role in developing a form of social knowledge, which is common sense thought, socially developed and shared by members of the same social or cultural characteristics. This common knowledge is sometimes called a social representation. Through language, man assimilates culture, perpetuates it or transforms it. Nevertheless, like every language, each culture implements a specific apparatus of symbols with which each society identifies. Culture is defined as the body of knowledge and behavior that characterizes a human society or a human group within a society. Different languages are necessary in order to preserve things such as culture; heritage and getting people from different cultures to dialogue may require intercultural mediation. These intercultural communications can be regarded as translation. Therefore, the relationship between language and culture is rather complex. Our article will discuss the relation between language and culture in intercultural communication which is translation in our case. Many ideas will be presented with examples to prove that language and culture are two faces to one coin. This research shows that language and culture are not competitors and not interdependent but complete each other.

We must always be aware of the strengths and limitations of the intellectual traditions that we have been taught, in much the same way that we must be aware of the limits of our own cultural experi...

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.

Intercultural communication has always been an important concept and core hot-spot in the field of intercultural research. In the early 1980s, Chinese scholars introduced the study of intercultural communication. The study of intercultural communication in China has formed a trend of cross-integration with the disciplines including Language Teaching, Translation Studies and Culturology, etc., after about 40 years of development. Thanks to the differences between Chinese and English, there are still many issues in translation on intercultural communication. Therefore, this research focuses on the in-depth analysis of three types of differences in the English translated text of Song of a Pipa Player from the perspective of intercultural communication to put forward corresponding translation strategies for intercultural communication and offer some help to the translation among different cultures.

This study presents an analysis of the theory of the development of intercultural competence and the theory of the use of films in the formation of intercultural communicative competence in teaching foreign languages, as well as approbation of the method of using films in content courses for the formation of this competence in the courses of the Kazakh language. The development of intercultural communicative competence is the development of the ability to build harmonious and productive relationships between representatives of different cultures. Intercultural competence, recognized as one of the key components of learning in the new century, increases the need to adapt teaching methods and materials in order to increase the intercultural awareness of future professionals. To be competitive in the international arena, to be ready for new opportunities and various challenges, modern young professionals need to be able to form and develop skills of interaction and cooperation in a multicultural environment, intercultural and business relations, critical thinking, and the development of skills in the use of advanced digital technologies. The results of a study conducted as part of the course “Cultural Studies and Kazakh Culture” with the participation of 45 advanced level students showed that the practice of intercultural competence develops their positive attitude towards their culture and the culture of other countries and encourages them to develop general language 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.

Intercultural communication is usually viewed as the communication which takes place between two or more people from different cultural backgrounds. These different cultural backgrounds are commonly understood as different languages and nationalities. However, intercultural communication is not limited to these backgrounds. It can also be viewed as communication across gender. This article aims to provide a conceptual study which reviews some ideas regarding intercultural communication in the view of gender. It discusses the ideas proposed by some scholars in communications concerning how men and women communicate differently because they are considered members of different cultures, that is, the culture of men and the culture of women. The discussion focuses on the differences between men and women in terms of communication styles, communication attitudes, and linguistic strategies. Some potential misunderstandings which occur between men and women are also presented as a result of those differences.