Keynote Address: Robert O’Dowd, University of León (Spain)
Keynote Title: Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange

Robert O’Dowd is Associate Professor of Applied Linguistics at the University of León, Spain. He has worked at universities in Ireland, Germany and Spain and has published widely on the application of collaborative online learning in university education. His most recent publication is the co-edited volume with Tim Lewis -Online Intercultural Exchange: Policy, Pedagogy, Practice for Routledge. He recently coordinated INTENT – an award-winning project financed by the European Commission aimed at promoting virtual exchange in European Higher Education and is currently president of the UNICollaboration academic organization for telecollaboration and virtual exchange ( He also is active in English Medium Instruction (EMI) in university education and has designed the EMI training and certification programme at his home university and has taught various EMI training programmes in universities in Spain, Italy and Austria. His publications are available here: and you can follow him on twitter @robodowd.

Dr. O'Dowd's Abstract
‘Virtual Exchange’, also referred to as telecollaboration or COIL, refers to the application of online communication tools to bring together classes of language learners in geographically distant locations with the aim of developing their foreign language skills and intercultural competence through collaborative tasks and project work. Many studies have explored the potential of this activity for supporting collaborative language learning and developing intercultural competence in learners (Dooly & O’Dowd, 2012, Guth & Helm, 2010; Kern, 2015; O’Dowd, 2011, 2013).

However, Virtual Exchange is also an activity which has received its fair share of criticism in the literature, and at times there is a clear scepticism amongst commentators as to its effectiveness in developing intercultural awareness (Kramsch, 2009; Liddicoat & Scarino, 2013) and in relation to its contribution to internationalisation processes at university level (Lawton, 2015). With this in mind, for Virtual Exchange to continue to grow and become an effective tool for university foreign language education, this presentation will explore the main criticisms and concerns which have been expressed in relation to online intercultural exchanges and will then reflect on how both practitioners and researchers can react and learn from these critiques. Critical incidents from recent exchanges will be used to illustrate the difference between merely establishing intercultural contact online and actually bringing about contexts for intercultural learning. The presentation will conclude by looking briefly at the platform which aims to support university lecturers interested in establishing and running telecollaborative exchanges.


Plenary Speaker: Alvino E. Fantini, Professor Emeritus, SIT Graduate Institute & Federation of The Experiment in International Living (United States)
Plenary Title: Exploring Intercultural Communicative Competence: Concepts, Components & Assessment (A Multinational Perspective)

Alvino E. Fantini, Ph.D., holds degrees in anthropology and applied linguistics and worked in intercultural communication and language education for 45 years. Professor Emeritus of SIT’s Graduate Institute, he conducted significant research, published widely, and is past president of SIETAR International and recipient of its highest award.

Dr. Fantini's Abstract
In today’s world, intercultural communicative competence (ICC) is rapidly becoming a fundamental necessity for everyone, both across an ocean and around the block. Its development, however, requires the combined attention of both language educators and interculturalists. Whereas second language ability is fundamental, language educators must also give increased attention to the cultural dimensions of language education. Happily, the National Foreign Language Standards developed some time ago point us in the right direction. However, it is now more clearly recognized that intercultural competence provides the context and purpose of language instruction and that language proficiency alone is inadequate. But what exactly is ICC? Although various concepts have been advanced, the multiple components of ICC are seldom identified or inadequately addressed.

This plenary presents the findings of a multinational research effort, funded by CERCLL, conducted precisely to identify the component parts of ICC as well as to assess the impact of their development during intercultural experiences. The research began with a search of the literature spanning 50 years and conducted in seven languages. A synthesis of these findings provided a comprehensive concept of ICC and, aside from a definition, it identified its multiple components: various characteristics or attributes, three areas, four dimensions, developmental levels, plus it confirmed the importance of host language proficiency as fundamental to successful intercultural contact. This construct was also used to analyze over 140 assessment instruments designed to measure and monitor ICC development in language classrooms and beyond in order to produce a more comprehensive and more reliable tool for use in this project. The tool, translated into seven languages, was tested through two international impact studies conducted in eight countries, validating these components as indicators of intercultural success.

Speaker Plenary:  Chin-Sook Pak, Ball State University (United States)
Plenary Title: Stories and Relationships that Awaken Us: Service/Community-Based Learning for Intercultural Competence

Chin-Sook Pak (Ph. D., Romance Linguistics, University of Michigan) is an Associate Professor of Spanish at Ball State University in Muncie, Indiana. For almost 20 years, she has incorporated SL/CBL components to all levels of Spanish language, content and interdisciplinary honors colloquium courses, which has lead to numerous publications, workshops and collaborations that promote diversity learning for students of Spanish, faculty, and community organizations. She is the recipient of the Outstanding Teaching Award and Excellence in Teaching Award (Ball State University) and the Brian Douglas Hiltunen Faculty Award for Outstanding Contribution to the Scholarship of Engagement (Indiana Campus Compact).

Dr. Pak's Abstract

The Association of American Colleges and Universities identifies Service-Learning (SL)/Community-Based Learning (CBL) as a “high impact educational practice” for student success (Kuh, 2008). The experiential learning with community partners allows students to apply their classroom learning in real-world contexts, and can prepare them for citizenship, work, and life in our multicultural, pluralistic society. While engaging in activities that address community needs, a high quality SL experience promotes critical reflection, informs us about issues and systemic challenges, brings people together, and creates collaborative power relationships. In particular, reflection and reciprocity, as the fundamental elements of SL (Jacoby, 2015), can serve as catalysts for facilitating a deeper understanding of the other, and of intercultural relationships. As such, SL can support the attitudes, knowledge, and skills goals for intercultural competence (ICC). Indeed, research offers a strong case for SL in promoting cultural awareness and empathy, reducing stereotyped thinking, increasing students’ comfort level and interest in interacting with diverse populations and target languages and cultures, and fostering the development of ICC (Bloom, 2008; Borden, 2007; Deardorff & Edwards, 2012; De Leon, 2014; Fitch, 2004; Dunhap & Webster, 2009; Eyler & Giles, 1999; Yoon, Martin & Murphy, 2012; Wilson, 2011).

This presentation examines the intersection of domestic SL/CBL, especially in places with limited racial/ethnic diversity, and development of a number of dimensions of ICC. After an overview of literature on SL/CBL for ICC and factors that affect the quality of SL experience, the presentation will share sample SL projects for students of Spanish and a pilot study on long-term effects of SL/CBL following interviews with former students. In efforts to build mutually beneficial relationships between campus and community, the paper argues that SL/CBL provides a valuable platform for all stakeholders to ask a deeper question: how are we interconnected?

Paper Presentations (In-Person)
In-Person Presentations
Khaled Al Masaeed, Carnegie Mellon UniversityThe Use of L1 in L2 Arabic Speaking Practice SessionsThis paper explored the contexts for “optimal” use of first language (L1) in second language (L2) one-on-one speaking practice sessions in a study abroad program. Drawing on insights from sociocultural theory to investigate data from 17 audio recorded speaking sessions, the study shows that judicious use of students’ L1 for certain purposes does indeed work as one of several interactional resources that contribute to enhancing the development of the L2 by operating as a mediating tool to cultivate communication and L2 learning.
Jenna Altherr Flores, University of ArizonaReading the Semiotic Landscape: Implications for Refugee-Background Adult Emergent ReadersThe semiotic landscape of institutions in a large, southwestern U.S. border town will be presented. Data was collected from two adult education centers and two local refugee resettlement agencies; data was analyzed according to geosemiotic, social semiotic, and multimodal approaches. Implications for refugee-background L2 adult emergent readers will be discussed.
Angela Borchert, Western UniversityIntercultural Digital Storytelling: Collaborate, Create, Curate and ReflectWhat happens when the digital story about intercultural experience is not your own story, when you are dependent on another to listen to, negotiate form and content, create and curate digital stories? Best practices in a community engaged learning course show how students can become partners in learning and teaching.
William Brashears, Arizona State UniversityIntercultural Communication in China: A Five-Year PlanNew directions for the teaching of intercultural communication in Chinese universities are being developed in tandem with new government directives to produce language and cultural training expertise related to the different segments of the One Belt One Road project. This presentation will review China-centered intercultural research that is being aggressively promoted in 985 research institutions, and examine specific cases of Chinese communication successes and failures.
Santiago Castiello, University of Arizona, College of Education, Center for the Study of Higher EducationAdopting Intercultural Competence Assessment in a Different Sociocultural ContextPsychometric tests measuring student development are commonly used instruments to assess study abroad programs and justify universities’ investment in them. Preliminary findings suggest that using an instrument designed without considering socioculturally different groups, may lead to interpreting results that are not accurately describing the situation of a specific, diverse population.
Maria de los Angeles Del Castillo, Nolvia Ana Cortez Román, Universidad de SonoraMexican Returnee University Students’ Intercultural Competence and Career ChoiceThe present work-in-progress aims to identify how return migrants’ experiences in the United States and Mexico developed Intercultural Competence, and how that experience influenced their career choice in International Business and Trading at a major public university in Sonora, Mexico.
Diane Ceo-DiFrancesco, Xavier University; Oscar Kennedy Mora, Pontificia Universidad Javeriana;  Carolina Maturet de Paris, Association of Latin American Jesuit UniversitiesSignificant and Transformative Learning through TelecollaborationTelecollaboration can encourage students to reexamine and reinterpret their own behavior as well as their impressions regarding the social realities of others. This presentation addresses the significant and transformative learning experiences that result from participation in telecollaborative interactions, both from the perspective of the student and the instructor.
Sharon Childs, Elizabeth Smolcic, Eleanor Leggett Sweeney, Pennsylvania State UniversityToward Intercultural Competence: The Importance of Engaged ScholarshipStudy abroad programs can become consumer experiences, particularly when students from the global North venture into the global South. Our research focuses on ways to engage equitably with our partner institution in Ecuador, work against what De Sousa calls “epistemicide,” and develop respectful relationships between participants in both institutions.
Lori Czerwionka, Purdue University; Ager Gondra, SUNY PurchaseIntercultural Knowledge during Short-Term Study Abroad in a Minority ContextThis study addresses the effects of a short-term study abroad program in the Basque Country, an ethnically and linguistically diverse community in northern Spain, on students’ intercultural knowledge. Findings indicate that programs like this one in linguistically, ethnically, or culturally diverse areas highlight intercultural knowledge about social groups.
Sarah Dietrich, Southeast Missouri State UniversityIntercultural Competence Through Short-Term Study Abroad and a Semester-Long CourseEmbedded in a semester-long course and coupled with pre-, during, post-experience discussion and reflection, short-term study abroad can lead to increased intercultural competence. The presenter will share examples from course participants’ written reflections on topics as diverse as racial bias, culture shock, disability, and language acquisition.
Roswita Dressler, University of Calgary“Nobody blogs anymore”: Except Undergrads on Study AbroadMany sojourners blog while on study abroad. Yet, we know little of how to support blogging to deepen sojourners’ reflections. This session examines blogs from two studies. Using nexus analysis, the results highlight which aspects of the interaction order and which discourses in place facilitated critical reflection.
Sébastien Dubreil, Carnegie Mellon University; Cary Staples, University of Tennessee, KnoxvilleGame Design as a Meaningful Context to Foster Intercultural CompetenceOver two years (and counting), twenty students guided by 2 professors created a mobile game for elementary level French courses. We examine how/what learning occurred in this complex, interdisciplinary environment and how game design organizes L2 learning in a rich, culturally authentic context that fosters the development of intercultural competence.
Didem Ekici, University of San Francisco; Sarah Dietrich, Southeast Missouri State UniversityBuilding Intercultural Competence: Online Tutoring as Teacher DevelopmentThe exploration of a project which paired graduate students in TESOL with adult students from Afghanistan for weekly language lessons, this paper suggests that pre- and in-service teachers can increase their intercultural competence through online interactions with a person whose language background and culture is different from their own.
Julieta Fernandez, University of Arizona; Vedran Dronjic, Sofia Wolhein, Northern Arizona UniversityTeaching Expressions of Love and Happiness in Spanish through Conceptual MetaphorIn an intervention study, sets of Spanish metaphorical expressions were taught using explicit instruction of conceptual metaphor (e.g., LOVE IS FOOD). Instruction proved effective with students displaying ability to generalize conceptual metaphor identification skills to other expressions.
Friederike Fichtner, California State University ChicoThe Myth of Consensus: Native Speaker Perceptions of Cultural PracticesThe concept of intercultural competence (Byram, 1997) presupposes an agreed-upon lingual-cultural norm within a speech community. This study explores to what extent native speakers of German and native speakers of American English describe their use of expressions of affection as culturally normed, and how their accounts compare.
Bonnie Fonseca-Greber, University of LouisvilleAgreeing and Disagreeing Agreeably: Intercultural Interactional Competence for L2 FrenchThis paper discusses pedagogical implications for increasing intercultural competence among L2 French learners and their teachers, based on recent findings from a corpus of French conversation about how speakers use the residual ne of French negation to create negative discourse-pragmatic emphasis and avoid using it to mitigate otherwise face-threatening acts.
Fabrizio Fornara, Florida State UniversityDeveloping Students’ Intercultural Awareness of Products, Practices, and Perspectives through InstagramThis study presents a set of Instagram-based activities aimed at developing students’ intercultural competence. The set of activities follows a pedagogical sequence that integrates Byram’s framework of intercultural competence (1997) with the National Standards’ cultural framework (1996) and the concepts of cultural and intercultural awareness. The researcher will present the findings of the study and will introduce an interrelated telecollaborative project.
Christina Frei, University of Pennsylvania; Bridget Swanson, University of VermontTransformative Teaching and Learning through Critical Media LiteracyPaper highlights in-class instructional practices to facilitate students’ critical media literacy and learning strategies that guide students’ reflection on their media engagement in the class. Research traces 20 students’ language development between two summative assessments: one in the beginning of the first and another at the beginning of second semester.
Carolin Fuchs, City University of Hong Kong“She is unwilling to download WeChat” – Critical Incidents in TelecollaborationThis Fall 2016 study explores critical incidents (Farrell, 2008) in a Hong Kong-Germany teacher education telecollaboration. Findings indicate that teams primarily interacted on Facebook Messenger; yet, some Hong Kong teams identified constraints that impeded communication and collaboration, and which could be traced to differences in tool access and use.
Borbala Gaspar, University of ArizonaThe Effects of Multimodal Communication on the Development of New Types of Learner ImaginationThe current study explores how multimodal communication affects the development of new types of learner imagination, and the ways the new forms of imagination contribute to different (self)positioning. Findings reveal learners transcend their space and time, creating a homogeneous space in which they become participants in the time/space of their correspondents.
Lynn Goldstein, The Middlebury Institute of International Studies at Monterey (MIIS)Power and Ethics in ICC: An Essential Curricular ComponentThis presentation addresses the pedagogical approach used in an ICC course for graduate students pursuing international careers to help them understand power and ethics in intercultural communication and to support them in being ethical in intercultural interactions. The presenter will describe her pedagogy and will share materials, activities, and reading lists.
Sarah Guth, Francesca Helm, University of Padova, Italy; Jan McCauley, State University of New York, Center for Collaborative Online International LearningInvestigating the Development of Intercultural Awareness through Virtual Exchange: A Mixed Methods ApproachThis paper presents an innovative mixed-methods approach to investigating changes in intercultural awareness in students engaging in two large-scale virtual exchange projects: the SUNY Center for Collaborative Online International Learning project between US and MENA countries funded by the Stevens Initiative and the EVALUATE policy experimentation for pre-service teachers in Europe funded by the European Commission.
Yiting Han, University of ArizonaBecoming Active Social Agents in Chinese Study AbroadFocusing on study abroad and sentence final particles variation in declarative sentences, this study explores whether and how successful L2 Chinese learners are socialized into active agents who make decisions of SFPs variation based on selected social and linguistic factors.
Said Hannouchi, Harvard UniversityExpectations of Conformity to Moroccan Cultural NormsThis study investigated expectations of conformity to Moroccan cultural norms by Moroccan native speakers of Arabic and beginning college learners of Arabic. Learners reported inclinations toward cultural behaviors that were significantly misaligned with the behaviors reported by Moroccans. The latter expressed flexibility in terms of expectations towards conformity.
John Hellermann, Steven L. Thorne, Portland State UniversityCompetence as Joint Action: Practices for Finding Places TogetherUsing methods from conversation analysis, our talk displays empirical evidence for a practice-oriented conceptualization of interactional competence. Analysis comes from language learners (German, Japanese, English) playing an augmented reality game on a mobile phone.
Brian Hibbs, Molly Zhou, Dalton State CollegeDeveloping Pre-Service Teachers’ Intercultural Competence through Multicultural Children’s LiteratureResults of this research study suggest that multicultural children’s and adolescent novels can strengthen and support the development of pre-service teachers’ intercultural competence, provided that class activities invite them to explore the story worlds of the books and experience these worlds from the characters’ perspectives.
Talar Kaloustian, Community College of PhiladelphiaZooming In on International Graduate Students’ Intercultural Competence DevelopmentThis presentation weaves together the personal narratives of 7 students from the Global South — Afghanistan, Brazil, Colombia, Egypt, Indonesia and Thailand — during year one of U.S. graduate education. Insight into their intercultural competence development has implications for professors’ pedagogical approach, host universities’ effective use of resources, and prospective students’ preparation.
Carmen King de Ramirez, University of ArizonaVirtual Border Exchanges and the Development of Intercultural Communication SkillsThis presentation highlights the use of online platforms to promote intercultural communication between U.S. and Mexican students in the borderlands. The presenter will review the format and content of the virtual exchange as well as provide examples of how the exchange helped students develop intercultural skills.
Keong Y. Ku,Keimyung University; Boon-joo Park, Catholic University of DaeguA Comparison of Two Modes of Telecollaboration between Korean Students and Their English Speaking PeersA study explored effects of two modes of telecollaboration, asynchronous and synchronous, on Korean elementary school students’ development of motivational orientation and intercultural communicative competence. Two groups of Korean students in two different schools telecollaborated with American peers or with Australian peers, respectively. After the completion of their telecollaborative task, their motivational orientation levels were compared and their ICC development, based on Byram’s five dimensions, was investigated by analyzing responses to interviews.
Hoa Le, Hue University, College of Foreign LanguagesA Facebook-Mediated Learning Design for EFL Learners’ Developing Intercultural CompetenceThis project explored how a Web 2.0 mediated learning design could contribute to EFL learners’ development of intercultural competence (IC). Based on the findings, the study proposes a model of IC that can be integrated into an EFL curriculum and generates pedagogical principles for Web 2.0 mediated IC learning designs.
Kathy Lee, Korea UniversityDeveloping Intercultural Communicative Competence in a University-Level Virtual ClassroomThis paper examines how intercultural communicative competence (ICC) is promoted in an English-medium, virtual exchange course hosted by a Korean and Japanese university. Despite increased interaction and cooperation, findings suggest better efforts are needed to interrogate cultural assumptions and raise awareness of the complexity and diversity found in various cultures.
David Malinowski, Yale University, Center for Language StudySynthesizing Virtual and Physical Mobilities at the InterfaceThis conceptual study draws from empirical observations and participant interviews from classes offering synchronous, video-mediated language learning. It contends that moment-to-moment “virtualizations” and “actualizations” of learner subjectivities and textual practices across audiovisual interfaces are two reciprocal areas of movement that illuminate both opportunities for, and barriers to, intercultural learning.
Afsaneh Nahavandi, Christopher Brown, Elissa Haddad, Bharat Mohan, Derek Olson, University of San Diego, Department of Leadership StudiesThe Cultural Mindset Project: A Comprehensive Assessment and TrainingThis session will introduce the Cultural Mindset Project (CMP) and the development and testing of an integrative and comprehensive instrument that assesses an individual’s cultural mindset, and outline the unique training programs that the CMP has implemented.

The Cultural Mindset Project is a collaborative effort by University of San Diego faculty and graduate students: Ebtesam Alteneiji, Christopher Brown, Robert Gonzales, Elissa Haddad, David Hunt, Kim Hunt, Yang Jiang,  Bharat Mohan, Afsaneh Nahavandi, Derek Olson, Jeff Sloan, Crystal Trull, Stephanie Van Dellen, and Ryosuke (Reo) Watanabe.

Maria Ocando Finol, Arizona State UniversityAnnotating Film for Intercultural LearningThis design for annotating film for intercultural competence seeks to bridge a gap between subtitling practices and intercultural competence development in the L2 classroom. Using a second-screen format, annotated film functions as a mediating tool through which students are encouraged to think of the film as a culturally shaped product.
Deborah Page, Ruth Benander, University of Cincinnati — Blue Ash CollegeAssessing Intercultural Development in Study Abroad: Qualitative and Quantitative ComplexityIntercultural development can be difficult to assess. There are qualitative and quantitative measures that study abroad programs often use such as satisfaction surveys and student final reflections. This presentation will outline the advantage of combining quantitative and qualitative assessment using the Intercultural Development Inventory and student reflective writing.
Michelle Pasterick, Pennsylvania State UniversityUsing Virtual Interactions to Support Intercultural Development during Study AbroadThis presentation discusses the use of blogs and videoconferencing platforms to support students’ development of interculturality during study abroad. It focuses on how virtual interactions can support physical, in-person interactions as students develop key knowledge, skills, and attitudes for successful understanding and exchanges in their host countries.
Laura Provencher, University of ArizonaThe Safe Traveler: Balancing Intercultural Competency, Situational Awareness, and MindfulnessThe skillful traveler mindfully engages in the cues of an environment and potentially complex situation with a developed understanding derived from intercultural competency. This paper demonstrates the interdependence of each of the components of intercultural competency, situational awareness, and mindfulness in furthering intercultural understanding and skills while promoting traveler safety.
Kara Reed, University of ArizonaParticipatory Classrooms: My Way or the HighwayFramed in cultural practices of educational beliefs, this study uses Anne Burns’ action research approach to interrogate the use of participatory activities in a university-level writing course for international students, giving insight into a disconnect between expectations and preferences of students and instructors along with implications for teaching practices.
Douglas Rhein, Mahidol University International CollegeAfrican American Student Sociocultural Adjustment to Thai International Higher EducationThis presentation details an exploratory, qualitative case study involving African American student experiences and adjustment processes in a Thai international program. Participants reported adjustment difficulties related to their sense of isolation, the excessive attention received from their hosts, the appropriate response to said attention, Thai culture and adjustment to academic differences. An analysis of the source of stress, anxiety and conflict among the participants provides insight into international recruitment practices and facilitating more progressive pre-departure orientation sessions.
Eckhard Rölz, South Dakota State UniversityExperiential Learning with Refugees in Germany: A Cultural ExchangeSouth Dakota State University students worked with refugees in Germany. The objective was humanitarian service, cultural exchange and experiential learning. This presentation leads the listener from pre-departure prep classes and experiences gained in Germany, to post trip evaluations and the effect it had on our students and the refugee boys.
Jade Sandbulte, Pennsylvania State UniversityDemonstrating Intercultural Competence in Local ContextsIntercultural competence is necessary even for individuals who do not travel abroad; unfortunately, research on local initiatives for developing intercultural competence often rely on self-reported data. To demonstrate how intercultural competence can be revealed in authentic dialogue, this study analyzes the speech of Americans engaged in conversations with international students.
Theresa Schenker, Yale UniversityMaximizing Language and Intercultural Learning in Short-Term Study AbroadThis presentation summarizes an initiative to increase students’ development of intercultural competence in a short-term study abroad program through increased cultural reflection in daily journaling and cultural projects. Students’ language skills were assessed using DIALANG and their IC was measured with the help of the Global Competence Aptitude Assessment.
Roxanna Senyshyn, Pennsylvania State University, Abington CollegeConverting Intercultural Experience into Intercultural Learning in Teacher EducationThere is pressing need for meaningful intercultural learning in teacher education. This presentation addresses this need and reports on a study of a semester-long project in which cohorts of preservice teachers engaged in intercultural learning with college-age English learners. The findings reveal transformative effect of intercultural encounters on future teachers.
Kayo Shintaku, University of ArizonaIntercultural Competence from L2 Learners’ Inside and Outside Literacy PracticesThis presentation explores L2 learners’ inside- and outside-of-classroom literacy practices in both physical and virtual worlds. Introducing entertainment and educational media as examples, the presenter reports learners’ experiences and discusses L2 instructional merits and challenges in enhancing L2 learners’ intercultural competence.
Sonia Shiri, Peter Ecke, University of ArizonaStudents’ Perceptions and Expectations of ICC Development during Study Abroad in Europe and North Africa/Middle East: A Comparative StudyThis study investigates and compares US students’ perceptions of and attitudes towards their own culture and the host culture, their self-assessed intercultural competence, and their expectations and perceived progress in language and culture learning at the beginning and at the end of study abroad programs in German and Arabic.
Cecilia Silva, Tohoku University, Institute for Excellence in Higher EducationDeveloping a Short-Term Model for Intercultural Practice and AssessmentThis presentation discusses the application of a model centered on intercultural interactions in two different contexts of Spanish teaching: regular classes and language immersion program. Assessment focuses on students’ attitudes and knowledge, and linguistic skills for interactions. Findings will be applied to turn regular Spanish classes into intercultural experiences.
Sabine Smith, Dan Paracka, Kennesaw State UniversityProfessional Development in Interdisciplinary Teaching and Assessment of Intercultural CompetenceReporting on a campus-wide initiative of identifying replicable best practices for interdisciplinary teaching and assessment of intercultural competence (ITAIC), the co-presenters discuss 1) process, 2) lessons learned, and 3) follow-on initiatives since 2015, addressing challenges in faculty development in physical and virtual experiential spaces and the need for buy-in.
Heather Smyser, Defense Language Institute English Language CenterIntegrating Intercultural Competence into a Curriculum for Emergent L2 ReadersThe Defense Language Institute English Language Center is using intercultural competence to inform the creation of materials to develop English proficiency among learners with low linguistic proficiency. It intends to create an interculturally competent text that unpacks academic and educational traditions in comprehensible ways for learners and instructors.
Minhye Son, Teachers College, Columbia UniversityEast-Asian International Students’ Socialization at Teachers College, Columbia UniversityThe present study is an investigation of the lives of East-Asian international students who enrolled in a master’s program at Teachers College (TC), Columbia University in the United States, specifically focusing on their socialization with their American and non-American peers in and outside the classroom.
Jayoung Song, Liang Fu, Rice UniversityDeveloping Intercultural Competence through a Mobile-Based or a Study-Abroad ProgramThe presentation will compare results from a 6-week mobile-based intercultural exchange project with a 6-week in-person exchange project during a study-abroad program in terms of students’ development in Intercultural Competence. Data drawn from Intercultural Sensitivity Scale (ISS), a questionnaire regarding Intercultural Competence, student reflection journals, and interviews will be discussed.
Allison Spenader, College of St. Benedict, St. John’s UniversityAmericans in Australia: Reflective Writing as Evidence of Intercultural DevelopmentWhat do U.S. college students get out of spending a semester abroad in Australia? This paper will share evidence of intercultural development as reflected in both IDI scores, and student work samples designed to deepen their understanding of intercultural differences in a seemingly familiar environment.
Constanza Tolosa, Martin East, Faculty of Education, University of Auckland, New Zealand; Jocelyn Howard, University of Canterbury, Christchurch, New ZealandNavigating Interculturality in New Zealand Primary ClassroomsWe present findings from a two-year research project funded by New Zealand’s Ministry of Education. A group of teacher educators supported teachers of languages to develop their students’ intercultural capability. Using data from interviews and reflections, we examine how the teachers developed sustainable language teaching practices with an intercultural focus.
Emma Trentman, University of New MexicoCombining Telecollaboration and Study Abroad for Language and Intercultural LearningThis paper analyzes the combination of telecollaboration and study abroad in a faculty-led study abroad program for U.S. learners of Arabic using research-based interventions for language and intercultural learning. The analysis discusses the evidence of language and intercultural learning found as well as challenges in implementing the project.
Melanie van den Hoven, Emirates Nuclear Energy CorporationEmirati Perspectives of English-Users and English-Medium Instructors in Abu DhabiThis paper examines Emirati student perspectives of English users in Abu Dhabi with a focus on mobile academics in higher education. Drawing on qualitative data from focus group and individual interviews, the paper assesses prevailing understandings in order to stimulate discussion of the multilingual dynamics experienced in this Arabic-speaking region.
Manuela Wagner, University of Connecticut; Michael Byram, Durham University; Irina Golubeva, University of Pannonia; Han Hui, Zhejiang A&F University, ChinaThe Development of Intercultural Citizenship and Criticality through Online CollaborationIn 2016, the presenters co-edited a book in which we reported on a project in which educators taught and investigated intercultural citizenship and criticality in a variety of collaborative and transnational settings. Here we report on a meta-analysis of the reported outcomes and challenges in the projects.
Fei Wang, Anhui Normal UniversityNarratives of Four American Professors’ Intercultural Experiences in ChinaThis study is to explore how American professors’ previous perceptions towards China have been challenged and reconstructed through their daily teaching experiences at a Chinese college. It indicates the critical role of educational partnership in challenging stereotypes and constructing a more human and ethnorelativistic understanding of different cultures.
Xuan Wang-Wolf, Carla Ghanem, Arizona State UniversityDeveloping and Assessing Intercultural Communicative Competence via TelecollaborationThis task-based study investigates how online cultural interactions can benefit L2 adult Chinese language learning and how to assess Intercultural Communicative Competence (ICC) via telecollaboration. Findings suggest that in a culture-based course, L2 adult Chinese learners’ ICC skills develop with their increased cultural awareness through telecollaborative Computer Mediated Communication (CMC).
Carrie Wojenski, University at AlbanyDesigning Pre-Departure Study Abroad Interventions Using Collaborative Online International LearningThis presentation is based on doctoral research that examines factors that influence a collaborative online international learning (COIL) intervention, such as social interactions, technology, and personal experiences. The study demonstrates technical and social challenges of a COIL pre-departure intervention for study abroad students and how a redesign can influence outcomes.
Virtual Presentations
Virtual Presentations
Kevin Anzzolin, Dickinson State UniversityIntercultural Communication in Octavio Paz’s The Labyrinth of SolitudeIn this presentation, the author interprets Octavio Paz’s The Labyrinth of Solitude (1950) via categories of analysis provided by intercultural communication: specifically, he reads Paz’s text–a characterological study of Mexican society–via the concepts of power distance, uncertainty avoidance, individualism, and long-term versus short-term orientation.
Sandra Descourtis, University of Wisconsin – MadisonFrench Graduate Students’ Journey at an American UniversityThis paper presents a case study of three French graduate students who participated in a long-term study abroad program in an R1 university in the US. Through an analysis of their narratives and their interviews, I will explore how they negotiated their identity and the diverse issues they encountered as foreigners.
Robert Godwin-Jones, Virginia Commonwealth UniversityDesigning a Collaborative OER Textbook for Intercultural CommunicationThis session presents an open e-textbook for intercultural communication, written from a geographically and academically diverse perspective. The text is supplemented with rich media and interactive components including surveys, learning activities, and self-correcting exercises. A blog associated with the text provides students the opportunity to find and recommend learning resources.
Christiane Heemann, Rodrigo Schaefer, Margarete Belli, Universidade do Vale do Itajai (UNIVALI)The Contribution of Telecollaboration to the Development of Academic MobilityEducational institutions have developed approaches to the demands of cultural and linguistic diversity through academic mobility programs. The purpose of this presentation is to address how telecollaborative projects can promote those programs as well as to discuss the possibility of fostering the development of intercultural competence in telecollaborative projects.
Brianna Janssen Sanchez, University of IowaExploring Approaches to Talking About Culture in Telecollaborative Tandem ExchangesThis study explores participant approaches to talking about culture in telecollaborative tandem exchanges, which are interactions between geographically separated learners studying the other’s language. Findings show that approaches to discussing culture and perspectives of intercultural communication are directly related to exposure and access to and knowledge of the target culture.
Maria Kostromitina, Northern Arizona UniversityPragmatics of Service Encounter Requests in English, German, and RussianThe paper will present results of a comparative study that analyzed the structure of service encounter requests formed by native speakers of English, German, and Russian. The findings will highlight differences in degree of directness and choice of mitigating devices employed. Implications for teaching the three languages will be discussed.
Florence Le Baron-Earle, Marta Giralt, University of Limerick, School of Modern Languages and Applied LinguisticsAuthenticity and Multimodal Communication in Online Intercultural ExchangesThis presentation discusses findings from two empirical case studies of telecollaboration which took place among three European universities in Ireland, France and Spain. The authors investigate the outcomes of the online partnerships from students’ production (multimodal artefacts, reflective portfolios and feedback questionnaires), and report on the levels of student engagement.
Yenny-Lisbeth Mora, Universidad El BosqueComunidades Indígenas en la Competencia InterculturalLa competencia intercultural necesita ser desarrollada en la formación de docentes de lenguas, teniendo en cuenta los contextos locales y globales. Por esto, se aplicará un cuestionario para conocer su nivel de desarrollo; se trabajará con un grupo menor en actividades y se revisará su impacto aplicando el mismo cuestionario.
Rodrigo Schaefer, Universidade Federal de Santa CatarinaThe Construction of Interculturality in Teletandem SessionsThe aim of this presentation is to discuss how interculturality is constructed in Teletandem sessions. In order to achieve this objective, I will analyze some of the cultural episodes which emerged in a partnership established between an interactant of a Brazilian university and an interactant of an American university.
Kelly Torres, The Chicago School of Professional PsychologyDeveloping Intercultural Competence through Study Abroad ExperiencesStudy abroad opportunities are perceived by many students as life-changing experiences. Through these types of programs, students are able to acquire intercultural competence and the ability to tolerate and appreciate cultural differences. This presentation will provide an overview of students’ study abroad and service-learning experiences in South Africa.
Adnan Yilmaz, Dicle UniversityCommunication Across Cultures: Research on Apologies and RefusalsThis study investigated the intercultural communicative competence (ICC) of 30 students in the English Language Teaching Department at a state university in Turkey. It scrutinised the students’ ICC in apologies and refusals through the triangulation of an Intercultural Sensitivity Scale, an oral Discourse Completion Test, and semi-structured interviews.
William Walker, Maria Cristina Montoya, Chilton Reynolds, SUNY Oneonta; Luis Humberto Benavidez, Elizabeth Nuñez, Universidad del Valle – Cali, ColombiaUtilizing Dialogue Methodology to Structure Collaborative Online International Learning This presentation details efforts to utilize SUNY’s Collaborative Online International Learning (COIL) framework to cultivate students’ intercultural competence skills and knowledge. Faculty and staff from SUNY Oneonta share their experiences connecting with faculty and students from Universidad del Valle in Cali, Colombia through courses in language, history, culture, and museum studies.
Symposium TitleSymposium Summary
Virtual International Exchanges (VIEs) to increase Intercultural CompetencyThis presentation examines the use of Virtual International Exchanges (VIE) to promote intercultural competency with use of such technologies as: social media, Canvas, VoiceThread, Skype, and a MOOC to promote intercultural competency for 3-8 weeks between a midwestern U.S. university and an institute in Peru, a separate interaction between the two midwestern U.S. universities and a central Mexican university, a separate interaction between a midwestern U.S. university and a central Japan university, and a midwestern U.S. university and an Uzbekistan university. We will talk about the lessons learned and best practices for VIE and how best to transition from a small project within a class to creating a new class and setting up international university partnerships. If you’re looking to find a partner on any topic area, we will have a networking break to chat about possibilities.


Organizer: Naomi Wahls, The University of Colorado at Denver, Open Universiteit of the Netherlands

Presenter(s)Individual Paper TitleSummary
Nancy Bocanegra, The University of Colorado at Boulder; Madeleine Burns, Marlene Clemente, Centro de Formacion en Turismo (Cenfotur)Virtual International Exchanges (VIEs) between Peru and U.S.The success so far has shown the class in the following semester being on a waitlist or most recently a request from international partners in creating new courses specific to VIE and physical study abroad/exchange programs. 15 students requested a new course.
Alejandro Mendez-Bentacor, Strive Prep Excel; Vicky Ariza Pinzón, Benemérita Universidad Autónoma de Puebla (BUAP)Virtual International Exchanges (VIEs) between Mexico and U.S. 2016The success so far has shown the class in the following semester being on a waitlist or most recently a request from international partners in creating new courses specific to VIE and physical study abroad/exchange programs.
Amanda Ritchie, The University of Colorado at Denver; Vicky Ariza Pinzón, BUAPVirtual International Exchanges (VIEs): Developing Intercultural Competency and Language LearningThis Virtual International Exchange (VIE) is an initial pilot between the instructors for the Fall semester. It’s estimated that 50 students will participate in the VIE that will use Canvas, Skype interviews, and possibly VoiceThread.
Naomi Wahls, Yumiko Matsunaga, The University of Colorado at Boulder; Mark Brierley, Shinshu UniversityVirtual International Exchanges (VIEs) between Japan and U.S.This VIE found the most challenges with time zone and semester dates, thus we modified the VIE to include VoiceThread discussions in order to enable more discussions between students.
Naomi Wahls, Galina Siergiejczyk, The University of Colorado at Boulder; Alisher Abidjanov, National University of UzbekistanVirtual International Exchanges (VIEs) between Uzbekistan and U.S.This Virtual International Exchange (VIE) is an initial pilot between the instructors for the Fall semester. It’s estimated that 50 students will participate in the VIE that will use a MOOC, Canvas, and VoiceThread.
Symposium TitleSymposium Summary
Harnessing Digital Technologies to Unpack the Dynamism of Human InteractionsHuman-to-human understanding is often predicated upon the realization and interpretation of pragmatic behaviors. The dynamism of communication platforms and the existence of transnational communicators complicate the instruction of interlanguage pragmatics, and as a result, successful human-to-human interaction. In this session, each of the four presentations will explore ways in which digital tools can be used to facilitate the teaching, learning, and assessment of interlanguage pragmatics.


Organizer: Julie Sykes, University of Oregon

This symposium is sponsored by the Center for Applied Second Language Studies (CASLS) at the University of Oregon.

Presenter(s)Individual Paper TitleSummary
Julie Sykes, University of OregonVirtual Reality for Interlanguage Pragmatic Development Across Learning LandscapesVirtual Reality (VR) offers immense potential for the teaching and learning of pragmatic components of language. Drawing on a project in which VR lessons were developed and implemented for refugees learning German, this session will present key takeaways for the use of VR in a variety of language teaching and learning environments.
Stephanie Knight, University of OregonVernacular Digital Games for Interlanguage Pragmatic DevelopmentThis session considers how digital games can raise learners’ pragmatic awareness in numerous contexts. Drawing previous classroom implementations, this presentation offers ideas for engaging learners for interlanguage pragmatic development. Materials incorporate a cycle of observation, evaluation, and practice of various pragmatic functions that can be adapted to varying contexts.
Christopher Daradics, University of OregonMetapragmatic Development through Explicit Mindfulness TrainingMindfulness in education is not new; however, it has only recently begun to be explicitly implemented in classroom interventions. This presentation explores the first mobile application centered on digital mindfulness, Analog U. Specifically, it will demonstrate ways in which this approach is noteworthy for metapragmatic awareness in world language teaching and learning.
Linda Forrest, University of OregonAssessing Multiple Dimensions of Intercultural and Pragmatic CompetenceThis session will report initial work on an assessment project to measure Intercultural, Pragmatic, Interactional Competence (IPIC) using digital simulations. Drawing on the strength of simulations to create real-world experiences, this measure examines learners’ ability in four categories – knowledge, analysis, subjectivity, and awareness.
Symposium TitleSymposium Summary
Autoethnographic Approaches to Study Abroad ResearchThis symposium seeks to better understand how applied linguists negotiate their many roles and identities while conducting study abroad research and how this informs and shapes the data collection and analysis.


Organizers: Janice McGregor, Kansas State University; Julieta Fernandez, University of Arizona

Presenter(s) Individual Paper TitleSummary
Wenhao Diao, University of ArizonaRacialization as Locally Produced Accounts: Study Abroad Students in ChinaBy analyzing the interview and everyday discourse of racialized American students in China, this paper examines the role of the researcher in shaping their narratives about race. The researcher prompted these narratives in the interview. She also became a contextual resource through which these students represent racialization in meaningful ways.
Victoria Surtees, University of British ColumbiaStudy Abroad Researchers as Socializing AgentsThis presentation uses discursive approaches to interview data to examine how one English-speaking Canadian researcher socialized two Japanese undergraduate study abroad students into language/culture learner subject positions and practices via 1) our jointly-constructed talk in interviews and 2) data collection methods.
Janice McGregor, Kansas State University; Julieta Fernandez, University of ArizonaThe Researcher’s Experiences in Study Abroad: An Authoethnographic ReconstructionUsing autoethnographic approaches, this study reports on the ways in which two study abroad researchers in Germany and Argentina struggled to negotiate different facets of their identities in interview interactions with US-American undergraduate student participants.
Jamie Thomas, Swarthmore CollegeThe Reflexive Research Interview as a Site of Multilingual Collaboration with Korean Learners of SwahiliDuring fieldwork in Tanzania, a series of extended encounters with Korean learners of Swahili led to friendship and opportunities for collaborative review of classroom data. I discuss how acknowledging my own role(s) in interaction with learners amplifies the research interview as a site in the co-construction of intercultural competence.
Beatrice Dupuy, University of ArizonaContextualizing the Findings: A Discussion and ReflectionThe discussant will appraise the findings presented in the papers in this symposium in light of emerging trends in the field of applied linguistics in general and study abroad research in particular.
Symposium TitleSymposium Summary
Problematizing Partnership and Interculturality in Service-Learning and Immersive EncountersThis symposium will provide complementary perspectives on a range of issues related to partnership-building and interculturality in community-based experiential learning experiences. The diverse papers will problematize partnerships, highlighting the intercultural perspectives of faculty members and the issues of power, expertise, and privilege that emerge in service-learning and immersive encounters.


Organizer: Netta Avineri, Middlebury Institute of International Studies at Monterey

Presenter(s) Individual Paper TitleSummary
Netta Avineri, Gabriel Guillen, Middlebury Institute of International Studies at MontereyBalancing Acts/Tipping Points: Interpersonal, Intercultural, Institutional “Scales of Partnership”This paper focuses on “scales of partnership” in service-learning and tandem learning by examining the ongoing interpersonal, intercultural, and institutional work involved in experiential learning programs for graduate students, revealing the balancing act of respecting community partner preferences, learner agency, and instructors’ shaping of learning experiences.
Elizabeth Smolcic, Michelle Pasterick, Pennsylvania State UniversityBuilding Reciprocity in Study Abroad: Is There Room to Maneuver?Through an investigation of an international immersive program for US teachers, we delineate how we can make operational and instructional moves so that faculty and participants grapple with linguistic and cultural power differentials moving away from a “helping imperative” towards mutual learning and meaningful engagement.
Baburhan Uzum, Sam Houston State UniversityChallenges with Addressing (Un)contested Presuppositions: Teacher Candidates’ Professional DispositionsForty-eight teacher candidates participated in this project, teaching content classes to ELLs. Although the project objectives were mostly achieved, there were a few cases in which teacher candidates’ presuppositions about ELLs were resistant to change or minimally transformed. The presentation discusses implications of these incidents of mutually-respectful partnerships.
Jessie Curtis, Christelle Palpacuer Lee, Mary Curran, Rutgers UniversityLanguage of Service-Learning: (De)/(Re)Constructing Where We Come FromThe presenters highlight the ways in which programmatic tensions emerge through the language of service-learning. For instance, a discourse of “help” may obscure the different perspectives of university students, community organizations, and faculty as they aim for genuine reciprocity, and interculturality, engaging toward meaningful and authentic mutual support.
Symposium TitleSymposium Summary
Moving through Time and Space: Transformative Intercultural Experiences with/in/at/through MuseumsThis symposium discusses ways in which educators from Pre-K-16 and museums can collaborate to facilitate object-based intercultural experiences. The first paper provides an overview of the partnerships that educators and museums can forge. The other two papers discuss different high impact teaching practices based in the museum.


Orgnaizer: Teresa Gimenez, University of Pennsylvania

 Presenter(s)Individual Paper TitleSummary
Teresa Gimenez, Monica Velasco Gonzalez, University of PennsylvaniaCulture Learning as a Process in the Museum: A Case StudyThis paper describes the incorporation of high-impact intercultural education practices in an anthropology museum. These practices support culture learning as a process in a required post-secondary elementary language course. The paper provides specific strategies on how to transform learning about culture into an intercultural experience at the anthropology museum.
Anne Tiballi, University of PennsylvaniaTeaching and Learning in the Cultural Museum: Keys to Successful CollaborationsThis paper explores the potentials and practicalities of museum-based collaborations as a platform for intercultural learning, with examples from several successful partnerships with diverse constituencies.
Christelle Palpacuer Lee, Rutgers UniversityBringing the Museum into an Early Childhood Dual Language ClassroomThis communication illustrates the potential of museums and object-based pedagogies for engaging L2 learners in intercultural dialogue and the co-construction of meaning. Specifically, the paper reports on a class project in a dual language PreK4 classroom in the U.S.
Roundtable Presentations
Adriana Brandt, Dixie State UniversityPreparing Dual Immersion Teachers for the Intercultural WorkplaceThis roundtable will share initial findings from a study of Utah dual language immersion (DLI) programs, with emphasis on the responsibilities for intercultural workplace collaboration that are unique to the DLI English partner teacher role, and what implications these findings may have for university-level ESL endorsement programs.
Kacy Peckenpaugh, Weber State University“Yeah, but how?” Developing ICC Within and Beyond the CurriculumThis roundtable discussion will begin with a brief presentation of the theoretical underpinnings and pedagogical value of providing post-study abroad students with a means for discussing and articulating their experiences abroad. Emphasis will be paid to the use of the Intercultural Development Inventory ( as a teaching tool, curriculum design, and applications of ensuing intercultural skills in the job interview. The subsequent discussion can provide more detailed observations and “lessons learned” for those wishing to design similar re-entry workshops or courses.
Leticia Poblano, Benemérita Universidad Autónoma de Puebla; Elisabeth Arevalo-Guerrero, University of Maryland Baltimore CountyStudent Virtual Mobility: A Practical Case between Mexico and USAThis roundtable describes the impact of virtual mobility through a practical case between Mexico and the USA. The development of intercultural competence on students of Finance and Accounting to complement the professional profile to act in a culturally diverse working environment.
Jann Purdy, Pacific UniversityGlobal Skills Courses for Study Abroad StudentsThe roundtable will focus on curricular support for study-abroad students before, during, and after their SA sojourn. Helping students frame their study abroad increases benefits in both intercultural competence and language acquisition. I will present my global skills program and hope to exchange best practices with others in the field.
Yi Wang, University of ArizonaLanguage Ideologies among Long-term Study Abroad Students in ChinaThe number of students studying abroad in English-medium programs in non-English-dominant destinations has increased dramatically. This study examines the language ideologies among study abroad students in China. It reveals how the divergent language ideologies impact their mobility choices and interconnect with identity (re)construction in the multilingual and transnational space.
Poster Presentations
Poster Session
Katharine Burns, Carnegie Mellon UniversityMismatched Missions and Messages: Language Varieties in the SHL ClassroomThis study examines how varieties of Spanish are presented in the textbooks and curriculum of a Spanish as a Heritage Language program. Findings indicate systematic reinforcement of ‘standard’ language ideology, with little attention to, or validation of, other varieties, including the U.S. one.
Lily Anne Goetz, William Holliday, Longwood UniversityActivities that Foster Intercultural Competence during Interdisciplinary Study AbroadStudy abroad by itself does not ensure acquisition of intercultural competence. This session provides detailed activities and rubrics for purposeful planning and guided interaction in a variety of contexts with Spaniards during a one-month interdisciplinary faculty-led study abroad program in Spain. Handouts will be provided.
Lara Pfaff, Erin Chadd, Nadia Alvarez Mexia, Rudo Moyo Sand, University of ArizonaUA Refugee Project: Connecting Global Skills to the Local CommunityThe UA Refugee Engagement project provides students the opportunity to gain intercultural competency skills by volunteering with Tucson-based refugee resettlement agencies. Piloted in Fall 2017, this experience fosters globally aware and engaged citizens who are able to affect change across cultures, both within and outside our community.
Rachel Showstack, Nikki Keene Woods, Emily Roets, Wichita State UniversitySpanish in Healthcare Service Learning: Taboos, Informal Registers and RespectThis case study addresses the experiences of students participating in a medical Spanish service learning program in a network of non-profit healthcare clinics, and provides recommendations for training Spanish students to address taboo topics, translate informal health lexicon and show respect while following interpreter norms in healthcare service learning programs.