Plenary presentations at ICC 2022:

Uju Anya, Carnegie Mellon University, USA
Race Matters in Intercultural Communication and Language Learning: The Case of African Americans Speaking Blackness in Brazil

Maria Dasli, University of Edinburgh, Scotland
Exploring the Impact of Ethnographic Inquiry: Students’ Perceptions of the Foreign Other during Study Abroad

Jennifer Pipitone, College of Mount Saint Vincent, USA
Place-based Intercultural Learning in the Virtual Era: Politics and Possibilities

For complete details about the plenaries, click here.

Click on the title bars below, to see the lists of other presentations.

Workshops (see registration page in menu bar for date and time)
Pre- and Post-Conference Workshops
Presenter(s)TitleSummary
Cassandra Glynn, Concordia College-Moorhead; Manuela Wagner, University of Connecticut; Allison J Spenader, College of St. Benedict and St. John’s UniversityAt Home or Abroad: Social Justice and Intercultural Citizenship PedagogiesIn this workshop, the presenters focus on transforming language instruction to focus on justice and intercultural citizenship both in home communities and in experiences abroad. The presenters will share examples in a variety of languages that can be adapted to different proficiency levels, and participants will collaborate and exchange ideas.
Juan Antonio Godoy Peñas, University of Cincinnati; Claudia Quevedo-Webb, University of ChicagoSocial Justice, ICC and Local Communities in Basic Language ProgramsThis workshops aims to connect intercultural communicative competence, social justice topics and Hispanic Local Communities in Basic Language Programs. In order to do so, we will guide the audience through a unit plan template on how to combine these 3 elements.
Diana Palenzuela-Rodrigo, University of Chicago; Verónica Moraga, University of ChicagoCultural Technology in Language LearningThis interactive workshop will present the concept of Cultural Technology in Language Learning, a pedagogical strategy based on language and culture learning through virtual resources that will allow students to travel to the context of the target language in real-time and to practice it in authentic communicative situations.
Meike Wernicke, University of British Columbia; Carl Ruest, University of British ColumbiaCultural Translation Across Virtual Boundaries as Intercultural EncounterThis workshop explores intercultural learning through cultural translation. Participants will examine the process of extracting and relocating texts across virtual boundaries and the ways in which cultural understandings are rearticulated in a new context.
Joseph Shaules, Keio University and Japan Intercultural InstituteA Deep Learning Approach to Intercultural Education: The DMLLThis workshop presents the Developmental Model of Linguaculture Learning (DMLL). Grounded in insights from cultural psychology, it describes four developmental levels of ever-deeper cultural learning: i-1 Encountering; i-2 Experimenting; i-3 Integrating and i-4 Bridging. There will be learning activities and discussion of ways to apply the DMLL.
Paper Presentations
Paper Presentations
Presenter(s)TitleSummary
Raychel Vasseur, Texas Tech University; Dr. Alec Cattell, Texas Tech UniversityBridging Bifurcation with Virtual Mobility and Intercultural CompetenceParticipants will reconsider the role of analog mobility (via film, literature, TV commercials, graffiti, etc.) as a site for intercultural engagement and communication and as a way to transcend the language/literature divide. Before leaving they will experience a sample of this curriculum, select a text, and create a prompt for their own course.
Yousra Abourehab, Univeristy of Arizona“Barbie MosqueVille”: Arabic-English Language Socialization in the U.S.This study examined how spontaneous cooperative play of two Arabic-English bilinguals was used as a reflection for their hybrid identities through their language practices. Findings showed the evolution of their intercultural competence as bilinguals who are growing up in a multiglossic Arabic-speaking community in the United States.
Emilia Alonso-Marks, Ohio University; Siphokazi Magadla, Rhodes UniversityDeveloping Intercultural Sensitivity Through Collaborative Virtual ExchangeThis study analyses the development of intercultural sensitivity during an international collaborative virtual exchange project wherein university students from the US and South Africa investigated the topic of migration. Findings indicate that these projects afford gains in heightened awareness about global issues while working collaboratively.
Netta Avineri, Middlebury Institute of International Studies at Monterey; Thor Sawin, Middlebury Institute of International Studies at Monterey; Gabriel Guillen, Middlebury Institute of International Studies at MontereyFostering Mobile Mindsets While Learning From Home: Three Intercultural CasesThis article focuses on three Intercultural Communication courses at a Master’s-level institution that entailed travel and working with global and local partners and were redesigned due to COVID19. We explore how faculty, students, and other stakeholders navigated global and local realities by cultivating mobile mindsets while learning from home.
Mahmoud Azaz, Univ of Arizona; Ayman Mohamed (PhD), Michigan StateDeveloping Sociopragmatic Competence in L2 Arabic ClassroomsThis paper analyzes how two elementary Arabic textbooks that folow the integrated approach (Standard with the dialects) represent the common speech acts in the Egyptian Arabic (EA) component of their content. The paper akso offers the results of an intervention that aimed at enhancing the pragmatic competence in L2 Arabic.
Brooke Bakan, University of PennsylvaniaLanguage Ideologies in a Virtual Turkish Study Abroad ProgramThis presentation draws on critical discourse analysis of ethnographic data collected during a two-month virtual study abroad program focused on the acquisition of Turkish. The analysis highlights communicative practices that emerge in the COVID-era virtual environment, the ideologies they index, and implications for intercultural learning.
Patrick Boylan, Roma Tre UniversityLearning Languages as Culture Critically Though Ethnographic InterviewingResults are presented of an experimental module in English for Intercultural Communication taught at Sapienza University (Rome, Italy) in 2020, using the online and classroom materials created for the EU project Picture. Links are given to the written and video materials students produced in their real and virtual encounters with native speakers.
Diane Ceo-DiFrancesco, Xavier University; Leah Dunn, Xavier UniversityGlobal Cultural Immersion-Not Just for Students AnymoreThis study explored the effects of global immersions offered to faculty and staff, utilizing a qualitative descriptive method to capture perspectives through individual interviews. Dissonance prompted internal transformations based on new perspectives. Participants also identified an increase in compassion for students from diverse backgrounds.
Betül C Czerkawski, University of ArizonaDesigning Intercultural Education Experiences with Networked LearningNetworked learning (NL) provides a theoretical foundation for second and foreign language teachers while they create activities to foster intercultural understanding and competence. This presentation explains and provides examples of NL with its major tenets and implications for intercultural education.
Betty Beaulah Dammu, The English and Foreign Languages University, Hyderabad, IndiaDigital Creative Pedagogy To Enrich Intercultural Communicative CompetenceThis qualitative study investigated how Digital Creative Pedagogy mediated ubiquitous collaborative learning fostered intercultural communicative competence and the learners’ perceptions towards it. Additionally, this study tried to shrink long-standing equity and accessibility gaps. The results indicated that DCP created a conducive environment.
Adriana Diaz, The University of Queensland; Marisa Cordella, The University of Queensland; Barbara E. Hanna, The University of Queensland; Anna Mikhaylovaactions, The University of Queensland; Samantha Disbray, The University of QueenslandRethinking “Authentic” Intercultural Engagement in a Post-mobility WorldThis paper addresses international physical immobility brought about by the COVID-19 pandemic and its consequences for university language programs across Australia from the perspectives of three key stakeholder groups: 1) university language students; 2) academic staff; and 3) professional staff working in internationalisation strategies.
Sarah Dietrich, Southeast Missouri State UniversityLeveraging eService Learning: Decentering MobilityThis presentation shares participant voices (hopes, fears, powerful change and inevitable resistance) in an eService Learning project pairing Teachers of English to Speakers of Other Languages (TESOL) graduate students with adult learners of English in Afghanistan for synchronous online tutoring sessions.
Sebastien Dubreil, Carnegie Mellon UniversityLinguistic Landscape, Spatial Literacy, and Augmented Reality.This case study examines how Linguistic Landscape (LL) learning activities can enhance a student’s engagement with her physical environment and the culture(s) present in it. The student engaged with issues such as mobility and accessibility, and leveraged AR technology to examine the intertextual relationships between place, people, art, & cultures
Raghda Sami El Essawi, American University in CairoHow Teacher-related Factors Influence Intercultural Development EffortsThrough an analysis of pre and post training lesson plans in a professional development course, paper highlights how interplay between the content & delivery modes on the one hand and individual features on the other affect level of IC awareness reached by student-teachers participating in mentioned course.
Seungmin Eum, University of Arizona, Second Language Acquistion and Teaching; Sunyoung Yang, Ph.D., The University of Arizona; Jieun Ryu, Ph.D., University of Arizona; Young Ae Kim, Ph.D., Defense Language Institute; Sojung Chun, University of Arizona; Seojin Park, University of Arizona, Second Language Acquistion and TeachingCultivating Intercultural Communication Skills via a Meme ProjectThis study analyzes a meme project, implemented to cultivate students’ intercultural communication skills in Korean as a foreign language classrooms. The findings demonstrate the meme functions as a bridging site where students reflected their perceptions on the target culture and negotiated meanings to create humor for the target community.
Julieta Fernández, University of Arizona; Wenhao Diao, University of ArizonaAmerican Study Abroad Students Scene and Seen: Voices from Peer HostsThis comparative study discusses parallel themes in the discourse about American study abroad (SA) students in Argentina and China. By focusing on the local peers, who interacted with the SA students either as conversation partners or roommates, the findings illuminate issues such as tourism and gender in intercultural communication during SA.
Nils Olov Fors, Kanda University of International Studies; Shannon Tanghe, Saint Mary’s University of MinnesotaDeveloping Interculturalizing Practices Through Virtual ExchangesThis session discusses the use of virtual exchanges to develop interculturalizing practices and increase student engagement with the global academic community within a framework of critical global education.
Uma Maheshwari Ganesan, University of Nebraska-Lincoln; Amanda R. Morales, University of Nebraska-LincolnDeveloping Intercultural Competence in Multilingual Science ClassroomsThis 8-month narrative inquiry study explored the phenomenon of intercultural competence development through the lived experiences of a Midwestern secondary science teacher. More specifically it considers the ways in which one teacher fosters/facilitates development of intercultural competence among students in her urban, multilingual classrooms.
Irina Golubeva, University of Maryland Baltimore County; Melina Porto, Universidad Nacional de La Plata and Conicet (National Research Council), La Plata, Argentina; Michael Byram, Universities of Durham (England) and Sofia (Bulgaria)The Potential of Pedagogies of Discomfort in Intercultural Virtual ExchangeWe argue that language and intercultural communication education in universities should be humanistic and address ‘discomforting themes’ related to human suffering in order to foster empathy, solidarity and a sense of belonging to the global community. We illustrate with a virtual exchange involving collaborative creative work.
Julia Gorham, University of Illinois; Natalie Amgott, University of ArizonaEmbodying Intercultural Competence in L2 French Video ReflectionsThis study combines multimodal analysis and embodiment theory to examine the roles played by embodied modes and gesture in French L2 students’ FlipGrid video reflections on a variety of sociopolitical topics and explores the possible contributions of these modes to students’ intercultural competence.
Hongni Gou, University of ArizonaChinese Students in Germany: Politics and Intercultural CommunicationBy examining two Chinese students’ study abroad experience in Germany, the study shows that the political standings and views of the host and home country by the students and the host community might affect students’ intercultural communication and psychological well-being, drawing educators’ attention to politics in intercultural exchanges.
Mohammed Guamguami, Mohammed Premier University, Oujda, Morocco;Double Intercultural Communicative Competence in Virtual EducationThe word “dialogue” in the concept Double Intercultural Dialogue (DICD) refers to contact, coexistence and the search for common ground between people. Practically, the main project to be focused on is: COIL (Collaborative Online International Learning) in higher education. Pedagogically, the project promotes double intercutural communication.
Ivett Guntersdorfer, Ludwig-Maximilians-University; Irina Golubeva, University of Maryland at Baltimore CountyEmbodied Practices, Empathy and Social Activism in Virtual ExchangeThis presentation demonstrates a pedagogical approach to raising awareness of embodiment in an intercultural virtual exchange. We report on a project between university students from Germany and the USA, in which the topics of embodied collective memory and empathy in social activism practices were explored.
Akin Gurbuz, Mugla Sitki Kocman University; Rana Yildirim, Cukurova UniversityEFL Instructors’ Multicultural Teaching Competence at Tertiary LevelThe study intended to explore the multicultural teaching competences (awareness, knowledge, attitude and skill) of the EFL instructors at tertiary level; identify the challenges they experience due to linguistic and cultural diversity, and the strategies they employ in order to cope with the challenges by utilizinf a mixed method research design.
Judit Hahn, University of JyväskyläConstruction of Otherness through Discourse in Virtual ExchangeDrawing on data collected from students’ e-portfolios, the study focuses on the discursive construction of otherness in a Virtual Exchange project arranged between three countries. Critical discourse analysis (CDA) is applied as the main analytical framework to examine the representations of the Other in the students’ writings.
Edmund ‘Ted’ Hamann, University of Nebraska Lincoln; Theresa Catalano, University of Nebraska-LincolnDe-centering and Centering Mobility in Educator Professional DevelopmentThis presentation complicates the de-centering theme of the conference by contrasting the continued physical mobility of transnational students with the increased virtual mobility potential for professional development of teachers including ways in which the intercultural competence of teachers can be developed for these contexts
SoYoung Han, PSU; Yun-Chen Yen, PSU; Seongryeong Yu, PSUExploring Intercultural Communication in Distanced Communities of PracticesWe present a year-long study that traces the learning trajectory of English as a foreign language teachers from Korea and Taiwan as members of distanced communities of practices (VCoPs) during the pandemic. We discuss factors of intercultural PD that help teachers take a more proactive, critical pedagogical approach to intercultural communication.
Dorottya Holló, Department of English Language Pedagogy, Eötvös Loránd University, BudapestRealities of Introducing Interculturality in English Arts Degree ProgramsLanguage, culture and interculturality are inextricable and important in successful foreign language communication, yet many degree programs do not integrate the concept of interculturality in their training. Aiming to speed up the process, a case study shows how cultural features have been added to traditional English major programs over 25 years.
Hiba B. Ibrahim, York UniversityExploring Freedom of Speech and Social Justice A Virtual Exchange Kit“Through this virtual exchange kit, students connect to explore topics related to diversity and prominent social justice issues in their cultural contexts. The learn-act-reflect design cycle aims to equip youth with the critical thinking, creativity, and collaboration skills to discover, participate, and promote vibrant social change.
Murod Ismailov, University of TsukubaInquiry-based Telecollaboration and Intercultural Communicative CompetenceThis study explores the potential use of inquiry-based telecollaboration in nurturing learners’ critical intra-cultural learning to enhance the quality of intercultural communication.
Daniel C. Jones, Purdue UniversityIntercultural Competence and Virtual Exchange Leader Training and SupportThis presentation will outline the different levels of support for faculty training as well as challenges in management of faculty support programs, and specific examples of the theoretical frameworks, curriculum design, assessments, and virtual tools used in supporting faculty in the development of virtual intercultural exchange programs.
Amir Kalan, McGill UniverityToward Ecological Intercultural RhetoricAn ecological view of intercultural rhetoric highlights the importance of studying political, economic, and administrative ecosystems in which texts are funded, disseminated, sold, bought, and cited. This presentation responds to the question: What is beyond ‘culture’ in ‘intercultural rhetoric’ that impacts the process of writing across languages?
Erin Kearney, State University of New York at BuffaloVirtual/Lived Reality: A Generative Divide for Language Teacher EducationProblematizing notions of mobility and interculturality, this conceptual paper takes up the example of use of virtual reality in langauge teacher education pointing to divides between lived and virtual experience that currently trouble theory and practice of interculturality in teacher education but which could become a more generative tension.
Jungsun Kim, Indiana University Bloomington; Huai-Rhin Kim, Purdue UniversityInfluential Factors in Multicultural Personality and Social DistanceThis paper discusses the influential factors on multicultural personality and perceptions of social distance to differentiate domestic university student group from international student group using Deardorff’s theoretical framework.
Kris Aric Knisely, University of Arizona and Department of French and ItalianLanguaging Across Borders and BinariesThis paper explores the potential of gender-just language pedagogies for symbolic and intercultural competence development, particularly as this requires languaging across boarders and binaries. Assignment and assessment data from 112 students are analyzed to consider how these constructs are operationally defined and concretely developed.
Lawrence A. Kuiper, University of Wisconsin, Milwaukee; Eric G. Anderson, University of Wisconsin, MilwaukeeDecentering Cultural Comparisons in the ClassroomWe examine learning opportunities created when international and domestic students at a U.S. university interact in a course whose topic is a third (in this case, French) culture. Evolving instructional approaches and student commentary are discussed in the context of a course first offered over 20 years ago, and for the first time online in 2020.
Angela Lee-Smith, Yale University; Mijeong Kim, Washington University in St. LouisFostering Intercultural Communicative Competence through FolktalesThis presentation demonstrates timely insight into designing multiliteracies- and standards-based curriculum designs for developing intercultural communicative competence using folktales which can be easily implemented regardless of the mode of learning — remote or face-to-face.
Mickey Marsee, Chandler-Gilbert Community College – Chandler, AZ; Liliana Cuesta Medina, Universidad de La SabanaAn Approach to Designing Curriculum for an Embedded COIL ExchangeThis paper presents a triadic approach—instruction, institution and learning– to course design for a COIL virtual exchange in a multicultural language class, from a critical and social justice perspective that mediates traditional archetypes concerning equity, diversity and respect.
Kelle L. Marshall, Pepperdine University; Wendy Bokhorst-Heng, Crandall UniversityPedagogy of Care in Intercultural Education: Towards Human FlourishingAs ICC education decenters students by design, a pedagogy of care is essential practice. Through discourse analysis, we discuss how an instructor’s practice of ethics of care in a remote class provided the foundation for her modeling of ICC principles. We argue for the blending of pedagogy of care and ICC orientations to promote human flourishing.
Aiko Minematsu, Sophia UniversityExploring an Online Community of Intercultural Japanese YouthsThis presentation describes how a virtual space serves as a place of both mobility and community for youths of transnational Japanese families, particularly on how the virtual interactions within the community intersect with the youth participants’ perceptions of their own intercultural experiences and skills in their local and physical contexts.
Gery Nijenhuis, Utrecht University; Veronique Schutjens, Utrecht University; Gemma Corbalan, Utrecht UniversityLearning from Intercultural Encounters through Online FieldworkThe aim of the paper is to analyse the impact of Covid-19 on intercultural encounters experienced by students doing fieldwork in the global South and on intercultural competence development. We compare students that did their fieldwork in the global South with those that conducted online fieldwork. Which factors account for the differences?
Hiroyo Nishimura, Yale University; Angela Lee-Smith, Yale University; Ninghui Liang, Yale UniversityDeveloping an Inventory of Reflection Tasks to Foster InterculturalityThis presentation discusses an inventory of intercultural reflection tasks developed to facilitate high-quality remote learning experiences. The task sets serve as a comprehensive guide for language learners to monitor their interculturality development progress and enhance their intercultural communicative competence.
Christine Coleman Nunez, Kutztown University of PennsylvaniaAn Experiential Learning Model to Assess Intercultural ProficiencyThis paper describes a curricular design for a 5th-semester Spanish course based on an experiential learning model, along with intercultural proficiency (IP) assessment methods and success criteria. Data collected over 4 semesters provides measurable evidence of success related to IP development and suggests extending this model to other courses.
Ebtissam Oraby, George Washington University; Mahmoud Azaz, University of ArizonaIntercultural Dialogue in Literature-based Instruction in L2 ArabicThis article presents the implementation of literature-based instruction and examines its role in enhancing intercultural dialogue in the multidialectal context of advanced L2 Arabic through the lens of translanguaging. It is part of a larger ethnographic classroom-based study in a contemporary Arabic literature course at a U.S. institution.
Samed Yasin ÖZTÜRK, Mus Alparslan University; Fabian Krengel, University of Göttingen; Ângela Musskopf, Instituto Superior de Educação Ivoti; Nahla Yousef Nassar, The Arab Academic College for Education in IsraelICC Through Virtual Exchange: A Quadrilateral ELT Training ProjectThis two-months long telecollaborative project aimed to bring together pre-service English teachers from the four countries and examine their ICC development throughout the process. This presentation will discuss the preliminary findings of the intercultural interactions of the participants based on qualitative content analysis.
Leonardo Jose Pacheco Machado, Institución Educativa Alfonso Spath Spath; Anamaria Sagre Barboza, Universidad de Córdoba; Yurisan Tordecilla, Institución Educativa La RiberaExploring Intercultural Teaching Practices in the Colombian EFL ClassroomThis paper describes the intercultural teaching practices that four teachers in three south American state schools, where economic divides are notorious, used to teach for interculturality in distance and virtual learning educational environments during the outburst of COVID-19.
Dunja Radojkovic, University of ArizonaInterculturality in the Middle East: Narratives of Serbian EFL TeachersThis presentation focuses on three Serbian teachers of English who lived and worked in the Middle East and explores how they made sense of their experiences as international sojourners and practitioners. Drawing from poststructuralist frameworks (e.g., Dervin, 2016; Kramsch, 2018), the project involves a narrative analysis of the interviews.
Alexander Ramirez Espinoza, Universidad del ValleInterculturality in Language Teacher Education: The Last Decade in ColombiaThis presentation shares how Intercultural Communicative Competence and culture-related issues have unfolded in Foreign Language Teacher Education during the last decade, as evidenced in 13 refereed Colombian journals. Publication trends, gaps, and implications for curriculum will be discussed based on the findings of the literature review
Anamaria Sagre Barboza, Universidad de Córdoba; Yurisan Tordecilla, Institución Educativa La Ribera; Leonardo Jose Pacheco Machado, Institución Educativa Alfonso Spath SpathTeachers’ Tensions to Teach for Interculturality: A Formative InterventionThis paper reports how a Formative Intervention not only helped three EFL teachers deal with the tensions that aroused when trying to teach for interculturality during COVID-19 but also shed light on the origins and resolutions of such tensions, as the point of departure towards future intercultural collaborative work.
Christopher Sanderson, University of Arizona; Mary McLachlan, University of Arizona; Veronica Oguilve, University of Arizona; Wen Wen, University of ArizonaDesigning International Immersive Virtual Field Experiences (IIVFEs)This project addresses 4 goals: 1) increasing opportunities for educators to make global-local connections, 2) encouraging shared cultural experiences, foreign language exposure, and international cultural content development, 3) expanding educators’ abilities to design and implement international innovations, and 4) increasing digital literacies.
Shannon Sauro, University of Maryland, Baltimore County; Sara Clement, University of Maryland, Baltimore CountyPrior Mobility Experience and Intercultural Learning in a Virtual ExchangeThis study compares the intercultural learning among students, both with and without prior structured and supported international mobility experiences, who took part in a three-country virtual exchange as part of a graduate course for future language teachers.
Roxanna M Senyshyn, Ph.D., Pennsylvania State University, Abington CollegeDiverse Children’s Literature in Teacher Intercultural DevelopmentThis presentation discusses theoretical perspectives and pedagogical implications to integrating diverse children’s literature as a way to support teacher candidate’s intercultural learning and development as well as learning to critically analyze the representation of culturally (ethnically, racially, etc.) diverse identities.
Yerko Sepulveda, Hawken SchoolIntercultural Competence building through Maker-Centered LearningThis case study presents maker-centered learning as a vehicle (and an analog form of physical mobility) to develop intercultural competence in the foreign language secondary classroom. Amid the limitations of virtual exchanges and study abroad programs because of COVID-19, students documented IC building through artifact exploration and creation.
Rachel Showstack, Wichita State UniversityAudiovisual Assignments for Social Justice in Latinx CommunitiesThrough an audiovisual project in which heritage language students address an issue of social equity and disseminate their work to a local Spanish-speaking public, students develop written and oral communication skills, gain experience working in teams, and connect their Spanish language development with their career goals and with social justice.
Elizabeth Smolcic, The Pennsylvania State University; Magdalena Madany-Saa, Penn State University; Daniela Martin, The Pennsylvania State University (Penn State) Brandywine; Diego Cajas, National University of Education UNAE – EcuadorVirtual Peer Dialogue: Intercultural Praxis for Language TeachersWe report on research examining a virtual exchange for pre-service English language teachers from two countries. Our presentation underscores the potential of virtual exchange as spaces to enrich students’ perspective-taking and captures the process of deepening awareness of positionalities and cultural identities as well as relationship building.
Allison J. Spenader, College of St. Benedict and St. John’s University; Joy Ruis, College of St. Benedict and St. John’s University; Catherine M. Bohn-Gettler, College of St. Benedict and St. John’s UniversityIntercultural Outcomes: Lessons from a Decade of Faculty-Led ProgramsThis study of faculty-led programs examines programmatic variables, learner characteristics and pedagogical approaches to identify meaningful practices for supporting IC development. Implications for on-campus intercultural experiences will be shared in an effort to bring meaningful IC development to a broader audience of learners.
Aletha Stahl, Purdue University; Tatjana Babic Williams, Purdue UniversityGrowing Intercultural Speakers at “Home”: Equity across Learning ModesStarting with the premise that integrating intercultural learning in a non-mobile world languages classroom fosters equity of access for all learners, this paper further explores the question of equity by comparing how face-to-face vs. virtual modes of instruction affect the development of intercultural speakers across various learner demographics.
Mitsuko Takei, Hiroshima Shudo University; Miho Fujiwara, Willamette UniversityRaising L1 and C1 Awareness in Reciprocal Virtual Exchange ActivitiesThis study explores the practices of an intercultural communication course that discusses self-awareness among students about their first language (L1) and culture (C1). The course integrates virtual exchange into the syllabus in the form of a monolingual reciprocal partnership with L2 learners, which has proven to raise their L1 and C1 awareness.
Huiyu Tan, Shanghai University of Finance and Economics/ University of Helsinki; Fred Dervin, University of HelsinkiImaginaries of Internationalization in Dialogues in Chinese Higher EducationIn this study we employ the notions of social imaginary to analyze dialogues by international and domestic students in a Chinese university, then reveal different political-ideological components of discourses of internationalization of their potential influences on interculturality.
Maria Leticia Temoltzin-Espejel, Benemérita Universidad Autónoma de Puebla and Universidad de las Américas PueblaDesarrollo de la Competencia Intercultural de futuros profesores de inglésEste estudio presenta los resultados en el desarrollo de la competencia intercultural de dos grupos de estudiantes que son futuros profesores de inglés y que se encuentran en dos niveles de suficiencia diferentes. Los resultados cuestionan la necesidad de incluir más contenido enfocado en el desarrollo de la competencia intercultural.
Cecilia Tocaimaza-Hatch, UNO; Melanie Bloom, UNOPromoting Intercultural Thinking and Reflection through U.S. HistoryIn this presentation, we discuss the implementation of a culture module in Spanish 1 courses. The module is based on the historical contributions of Latinos to the U.S. as depicted in the PBS documentary series Latino Americans. In addition, we explore how this new culture module fostered students’ intercultural sensitivity (Bennett, 1993).
Emma Trentman, University of New MexicoIdeologies and Inequities in U.S. Study AbroadThis paper anaylzes ideologies of U.S. study abroad and their roots in inequitable socio-historical processes. The ideologies include educational tourism, personal transformation, intercultural competence, language immersion, and professional preparation. It argues that we must reckon with these ideologies to stop reproducing social inequities.
Gerdine M. Ulysse, University of Chicago; Katharine E. Burns, Carnegie Mellon UniversityMother Tongue Literacy as Mobility: Haitian Gonâvien Perspectives on KreyòlThis targeted, qualitative study examines the relationship between mother tongue instruction, language policy, literacy, and mobility in Haiti. Focusing on an underrepresented segment of Haiti’s multilingual society, the study examines language attitudes among Haitian Gonâviens regarding the use of French and Kreyòl in schools and society.
Manuela Wagner, University of Connecticut; José Aldemar Álvarez Valencia, Universidad del ValleIntellectual and Cultural Humility in the Context of Intercultural DialogueIntercultural dialogue is crucial to address the complex problems we face today. In this presentation we ask the question how intellectual humility (owning the limitations of one’s knowledge) and cultural humility (which has been applied in Health Sciences) can support different aspects of intercultural dialogue.
Jianwei Xu, Vrije Universiteit Brussel; Ann Peeters, Vrije Universiteit Brussel; Maarten Gernay, Vrije Universiteit BrusselEngaging and Embracing Different Cultural Voices through AutoethnographiesThis paper discusses the value of autoethnography that involves the steps of ‘prepare’, ‘engage’ and ‘reflect’ to significant self-assessed development of intercultural competence of Chinese study-abroad students as a research-driven, theory-based intercultural intervention.
Adnan Yılmaz, Sinop University; Handan Çelik, Trabzon UniversitySenior Pre-service EFL Teachers’ Intercultural Competence and SensitivityThis mixed-methods research investigates senior pre-service EFL teachers’ intercultural competence and sensitivity along with their knowledge and preparedness to teach intercultural competence in the classroom. Eliciting data through a questionnaire, a scale, and semi-structured interviews, this study can contribute to teacher education programs.
Symposia
Symposium TitleSymposium Summary
A tour of a science gateway which increases engagement, equity, and accessParticipants will be taken on a virtual tour of a science gateway’s toolbox and collections of activities, projects, forums, and research repository, with stops along the way for participants to search for and collect resources of use in their own classrooms–face-to-face or virtual, synchronous or asynchronous.
Presenter(s)Individual Paper TitleSummary
Annette Benson, MS, Purdue University’s CILMAR: Center for Intercultural Learning, Mentorship, Assessment and Research; Kris Acheson-Clair, PhD, Purdue University’s CILMAR: Center for Intercultural Learning, Mentorship, Assessment and ResearchA tour of a science gateway which increases engagement, equity, and accessScience gateways were originally innovated to allow STEM educators to get beyond their institutions’ firewalls in order to work together on projects through a Web portal. Similarly, a science gateway created in 2018 allows interculturalists to share resources and to access what others contribute, regardless of institution or workplace, and at no cost to the user. By creating a free account, educators, consultants, and facilitators can search for and access resources in the gateway. Resources include: intercultural learning (ICL), global learning (GL), and diversity, equity, and inclusion (DEI) lesson plans designed for face-to-face or distance learning in synchronous or asynchronous contexts; research on a variety of topics of interest to language instructors, including how to embed ICL, GL, and DEI into the language classroom; space for working together on projects or networking in forums; and professional development on a range of ICL-GL-DEI topics.
In this symposium, participants will be taken on a virtual tour of a science gateway’s toolbox and collections of activities, projects, forums, and research repository, with stops along the way for participants to search for and collect resources of use in their own classrooms. Participants will learn best practices in creating their own ICL-GL-DEI activities to share with others and will be given examples of what others have done to inspire their own innovations. Participants will be given the tools to showcase their own work and research, even if not journal-ready. Perhaps best of all, participants will walk away with a platform for sharing knowledge and working together, even after the conference ends.
Symposium TitleSymposium Summary
Marginalization and Underrepresentation in Global VE Initiatives

This symposium reports on the results of a comprehensive multi-site research study of marginalization and underrepresentation in global virtual exchange initiatives in four geopolitical regions – the Middle East, South America, Central/East Asia, and Sub-Saharan Africa – with the goal to unpack Western hegemonies in global intercultural education.

Presenters: Mirjam Hauck, The Open University; Liudmila Klimanova, University of Arizona; Müge Satar, Newcastle University, UK; Nael Alami, Modern University for Business and Science (MUBS); Dr. Loye Sekihata Ashton, Class2Class; Kwesi Ewoodzie, Culture Beyond Borders (CBB); James A. Elwood, Meiji University

Presenter(s)Individual Paper TitleSummary

Nael Alami (University for Business and Science, Lebanon) and Mirjam Hauck (Open University, UK)

Understanding Marginalization and Underrepresentation in Global Intercultural EducationDriven by the fact that most higher education students are not internationally mobile, many educators view intercultural virtual exchange (VE) as “the solution to internationalization at home” (Beelen & Jones, 2015). Intercultural VE, however, is not accessible to all global populations of students. This paper will focus on common factors that are responsible for marginalization and underrepresentation in global intercultural VE initiatives.
Kwesi Ewoodzie (Culture Beyond Borders, USA/Ghana), Liudmila Klimanova (The University of Arizona, USA), and Müge Satar (Newcastle University, UK)The Causes of Marginalization and Underrepresentation in Global Virtual Exchange Initiatives: A Comprehensive Survey of Stakeholders in Four Geopolitical SectorsThis paper will present the results of a global multi-site mixed-method research study that sought to identify various obstacles preventing educators and administrators in four geopolitical regions of the world – the Middle East, South America, Central and East Asia, and Sub-Saharan Africa – from considering VE as a vehicle of intercultural education.
Loye Ashton (Class2Class, USA) and James Elwood (Meiji University, Japan)Overcoming Marginalization and Underrepresentation in Global Virtual Exchange Initiatives: Preliminary Recommendations and Future DirectionsIn this paper, drawing from interviews with administrators and educators in four geopolitical regions, we will present concrete examples of underrepresentation in Global Intercultural VE and formulate recommendations for VE programs and education policy makers that address issues of access, inclusivity, and marginalization. In doing so we will share insights into the negative impact of marginalization on global intercultural education”
Roundtable Presentations

 

Roundtables
Elisabeth Arevalo-Guerrero, University of Maryland Baltimore County; Martha Leticia Poblano-Reyes, Benemerita Universidad Autonoma de PueblaIntercultural Competence in Virtual Collaboration: A COIL experienceThis roundtable presents a discussion of a Collaborative Online International Learning (COIL) project between the US and Mexico as a teaching practice that fosters proficiency in Intercultural Competence in online modality. We will  present our experiences in the steps to design, implement, and evaluate a COIL project.
Jen Bouchard, Normandale Community CollegeCreating Multidisciplinary OERs to Facilitate Local-Global LearningLocal-global perspectives can be cultivated through the use of multidisciplinary open educational resources (OERs). OERs are not bound by physical place or time, making them adaptive tools for intercultural learning. This presentation will include three specific OERs, followed by a discussion about creating and sustaining these evolving resources.
Haewon Cho, University of Pennsylvania; Mijeong Kim, Washington University in St. LouisPromoting Learners’ Autonomy through Self-directed ProjectsThis presentation examines the efficacy of self-directed projects as tools that promote students’ autonomy as learners while catering to their diverse needs and interests in remote learning settings. We will illustrate accessible and readily applicable ideas for designing and implementing such self-directed projects with students.
Stavi Dimas, ACS Athens; Christina J. Rocha, ACS Athens; Patrizia Roma, Istituto Tecnico Industriale Statale Alessandro VoltaEchoes From the Future: An International ExchangeThis International Erasmus Project brings students from five countries virtually and face to face, to explore the UN Sustainable Development Goals, through the importance of curiosity and collaboration to share ideas following the Ted-ed model, strengthening their intercultural communication skills, global citizenship, and self confidence.
Julie Ellison-Speight, University of ArizonaA “Taste of Kurdish” and the Class’ Potential to Raise Cultural CompetencyIn spring 2021 UA CMES offered “Taste of Kurdish,” a free online class with 5 one-hour evening sessions over 5 weeks. This short “taster” class was meant to introduce the LCTL to a wider audience.  This paper will think through how to further capitalize on this free short-class format to share information about LCTLS and increase enrollment.
Gisela González-Elías, PhD., Albizu University; Hécmir Torres Cuevas, PhD., Albizu University; Ana Medina Andújar, MS., Albizu University; Arlene Vélez, PhD, Albizu UniversityStudent Profile around Intercultural CompetenceThis study shows a profile of intermediate-level undergraduate students around intercultural competence.The scores of the Intercultural Competencies Scale completed by students served as an indicator of the changes that should be done in curriculum design.
Lyliam Jardine, University of Calgary, Alberta, Canada; Roswita Dressler, University of CalgaryVirtual Exchange for Future Teachers: A Project-based Learning DesignIn 2021, pre-service language teachers from Spain and Canada took part in a virtual exchange (VE) about second language pedagogy in different cultural contexts while working on improving their Spanish and English respectively. This VE addressed an ongoing goal of internationalization, intercultural communication, and partnership among instructors.
Erin Kearney, State University of New York at Buffalo; Aiko Minematsu, Sophia University; Liling Huang, Boston Universiity; Amy McHugh, State University of New York at BuffaloRe-Thinking Interculturality on Zoom in a PandemicA group of four educators interested in interculturality came together for an intensive study group that took place on Zoom during the pandemic. Situated in different contexts and making sense of new experiences of mobility together, the group’s own experience became emblematic of pressing questions for theorizing and living interculturality.
Sarang Kim, University of California, San DiegoExamining International Students’ Critical Intercultural ConsciousnessThe current study examines international students’ sense making of their cross-national mobility and critical intercultural consciousness through in-depth interviews with Korean international students in U.S. higher education to expand current discourses on learning outcomes of mobility that is largely shaped by neoliberalism and market rationales.
Richard Ledet, Troy University; Wendy Huckabee Broyles, Troy University; Mary Anne Templeton, Troy UniversityVision 2025: Troy University’s Intercultural Competency Employee InitiativeTo reinforce its status as Alabama’s International Institution, Troy University will launch a multi-faceted Intercultural Competency Initiative to promote “global awareness” among employees who work in traditional and online settings. The Initiative will facilitate interactions between employees and students from different cultural backgrounds.
Janice McGregor, University of Arizona; Nicole Coleman, Wayne State UniversityUngrading in language learning contexts: Techniques and trajectoriesIn this interactive presentation, we report on our experiences with ungrading in language contexts. Participants will ungrade an assignment and identify the benefits and challenges of going gradeless. We conclude by introducing an ongoing study of language educators’ experiences with assessment and discuss resources for those who want to ungrade.
Andrea Parra, El Marino ElementaryDesigning an Interculturally Competent Online Text for Students of SpanishAs one member of a team coordinated by the director of a basic language program, the presenter will share her experience in the design of a culturally responsive and economically accessible online Spanish textbook in conjunction with two online publishers.
Christina J. Rocha, ACS AthensInquiry Leading Intercultural Competence in the Language ClassroomIn this Roundtable discussion, I will present a few ongoing techniques I use in the ESL and Spanish classroom to further student’s sense of curiosity and wonder about other cultures, as well as each other’s, using peer feedback, reflections and engagement through virtual interactions supporting the 6 C’s for 21st century language learning.
Hécmir Torres Cuevas, Albizu University; Ana Medina Andújar, Albizu University; Gisela González-Elías, Albuzu UniversityPsychometric Properties of the Intercultural Competence ScaleThe purpose of this study is to know the psychometric properties of the Intercultural Competence Scale in a sample of undergraduate students. Intercultural competence is a process that can be promoted and therefore it is important to have valid and reliable instruments. Also is important to know the factors associated with to promote them.