Language and Intercultural Communication (Lang Intercult Comm )


Language & Intercultural Communication will promote an understanding of the relationship between language and intercultural communication. It welcomes research into intercultural communication, particularly where it explores the importance of linguistic aspects; and research into language, especially the learning of foreign languages, where it explores the importance of intercultural dimensions. It is alert to the implications for education, especially higher education, and for language learning and teaching. It is also receptive to research on the frontiers between languages and cultures, and on the implications of linguistic and intercultural issues for the world of work. The journal will seek to advance a perception of the intercultural dimension in language, within a complex and pluralist view of the world. It will be resistant to reductive and hegemonic interpretations, and will be stimulated by the notion of a 'third space', advanced by Homi Bhahba, to explore new ways of understanding intercultural relationships. Its aspiration to promote an understanding of the relationship between language and intercultural communication is conceived as a contribution to personal development and to international understanding, dialogue and co-operation. The journal will also seek to make an effective contribution to disseminating new ideas and examples of good practice in educating students in language and intercultural communication, so that they may make their fullest contribution to the world and derive the maximum satisfaction from it.

  • Impact factor
  • 5-year impact
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  • Website
    Language and Intercultural Communication website
  • Other titles
    Language and intercultural communication (Online)
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  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Public service interpreting (PSI) for the Chinese is a reality in many European states. However, research on the specificities of interpreting for this community is rather scarce. I therefore conducted a study to shed light on this topic, focusing on PSI for the Chinese in Catalonia, a region where this service began only relatively recently. This paper discusses the results of the research. The research was conducted using a mixed method. Qualitative interviews were held with interpreters and mediators who work with Chinese people and with coordinators of PSI and intercultural mediation, while quantitative questionnaires were distributed among Chinese users of public services. The three sets of data were analysed independently, and triangulation was used to validate the results and to compare and contrast the information collected from each sample of informants. This article presents the triangulation and elucidates some specificities and challenges of PSI for the Chinese, namely, Chinese linguistic diversity, mediating between cultures and gaining users' trust. The discussion and conclusions stress the importance of including specific strategies to face these challenges in training and education, while also underlining the critical role of coordinators in the professionalisation of PSI.
    Language and Intercultural Communication 01/2014;
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    ABSTRACT: This paper presents a synthesis of a pioneering study that approaches the sociolinguistic and educational reality of the area of Navia-Eo, a region in the western part of Asturias (Spain). This research aims to provide an insight into the language attitudes and the sociolinguistic awareness of students in the final year of primary education. Using a sample of 217 subjects, the paper examines the awareness of the use of the traditional language (Galician-Asturian) as well as the official national language (Spanish). Results indicate a substantial level of use of both languages, as well as particularly positive attitudes to language.
    Language and Intercultural Communication 05/2013; 13(ISSN: 1470-8477).
  • Language and Intercultural Communication 01/2013;
  • Language and Intercultural Communication 01/2013; 13(2):237-244.
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    ABSTRACT: This paper aims to contribute to the current debate on British Studies from the perspective of eight international students attending a British Studies module in part completion of a foundation/access programme in the UK. Drawing on three sets of in-depth student interviews and 15 classroom observations used to triangulate findings, the analysis reveals that the module presents partial representations of Britishness through discussion of factual information that places little emphasis on the affective dimension of learning. From this, students are seen to construct generalisations about the host culture which the module fails to address despite claims to the development of intercultural competence.
    Language and Intercultural Communication 08/2012; 12(3):179-195.
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    ABSTRACT: This study explores the implications of Canada's official bilingual status on young immigrant adults who are presently studying at the undergraduate level at university. More precisely, I examine how these young adults have experienced and judge French as a second official language (FSOL) learning in ‘English-dominant’ regions of Canada. Through a questionnaire and interviews, the participants reveal that they invest in FSOL with the goal of adding French to their multilingual repertoire that includes English primarily in hopes of future economic gain. Examining the data through the lens of investment, I posit that access to FSOL as an investment and conversion of the investment into economic gain is mitigated by unequal positions of power that highlight Canada's emphasis on official language bilingualism to the practical exclusion of multilingualism. I suggest that means to change unequal practices may lie in the bi-directionality of relations between education and society and propose that rather than having language education in Canada reflect the official discourse, that education be used as a means to influence the discourse and practice thereof to be more inclusive of all languages. Cette étude explore les implications du statut bilingue officiel du Canada sur les jeunes adultes immigrés qui étudient actuellement à l'université avant la licence. Plus précisément, j'examine comment ces jeunes adultes ont éprouvé et jugent l'apprentissage du français comme deuxième langue officielle dans des régions du Canada où l'anglais domine. Par un questionnaire et des entrevues, les participants indiquent qu'ils investissent dans leur apprentissage du français comme deuxième langue officielle avec le but d'ajouter le français à leur répertoire multilingue, qui inclut l'anglais, principalement dans les espoirs du futur gain économique. Examinant les données par l'investissement, je postule que l'accès au français comme investissement et la conversion de cet investissement en gain économique sont atténués par les positions inégales de la puissance qui accentuent l'emphase du Canada sur le bilinguisme de langues officielles à l'exclusion quasi du multilinguisme. Je propose que les moyens de changer des pratiques inégales puissent se situer dans la Bi-directionnalité des relations entre l’éducation et la société et suggère que plutôt qu'en ayant l’éducation de langue au Canada réfléchir le discours officiel, que l’éducation soit employée en tant qu'un moyen d'influencer le discours et la pratique pour mieux inclure toutes les langues.
    Language and Intercultural Communication 02/2012; 12(1):74-89.
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    ABSTRACT: What does translation become if we uncouple language from culture and link language to perception and experience of the land? What would happen to translation if the culture concept was not the starting point for theorizing? In order to answer this question I examine the contributions of Eagleton, Keesing, Cronin and, most particularly, of the anthropologist Tim Ingold and his important work The Perception of the Environment. From this I then proceed to examine pertinent extracts of the works of two Celtic authors; Brian Friel's Translations and Margaret Elphinstone's A Sparrow's Flight in order to develop a relationally grounded view of translation. This view privileges both the land and the work of languaging as key aspects of translation, inhabiting positions in the world, rather than constructing and mediating views of the world. I therefore come to see translation as a mode of perception, a sensory even empathic mode, a languaging response to phenomena, its primary relationship, not with culture and genealogy but as positionality – in and with the land and to develop towards a geopoetics of the taskscape of the translator.
    Language and Intercultural Communication 11/2011; 11(4):364-376.
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    ABSTRACT: This article proposes to investigate the role played by material goods in the transnational experience. Previous research has shown that the movement of people across the world comes with a corollary of cultural flows which find their expression in multiple ways. This article looks more specifically at the kind of commodities that international students bring from home when living in the UK. Informed by interdisciplinary research, it reports on a quantitative study with some qualitative elements investigating the motivation for bringing specific goods, and the nature of those goods. It also looks at the issue of authenticity of provision for the sample by interrogating the importance of the locating process.
    Language and Intercultural Communication 11/2011; 11(4):338-350.
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    ABSTRACT: This paper examines the connection between translation and narratives of history, with particular attention to Howard Zinn's A People's History of the United States and its Spanish version, La otra historia de los Estados Unidos. It is argued that translation interacts with history in many ways: translation is fundamental to history and, in addition, the translational activity contributes to communicate historical narratives to other cultures. The paper discusses the linguistic transformation and translational strategies used in the Spanish version of a highly controversial history book to ascertain whether the Spanish version translates the text or rather uses Zinn's book.
    Language and Intercultural Communication 08/2011; 11(3):232-247.
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    ABSTRACT: The use of English as a global lingua franca (ELF) raises challenges concerning how we understand the relationship between languages and cultures in intercultural communication. In the dynamic contexts of ELF this relationship needs to be viewed as situated and emergent entailing a new approach to understanding intercultural competence in intercultural communication. This paper offers the concept of intercultural awareness as a model of the knowledge, skills and attitudes needed to communicate through English in diverse global contexts. Data will be presented illustrating how different elements of the model can be utilised in understanding intercultural communication through English.
    Language and Intercultural Communication 08/2011; 11(3):197-214.
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    ABSTRACT: This paper examines the self-perceptions of sixteen 11-year-old UK children who took part in intercultural ‘Villages’ organised by an international children's charity. The analysis of the data shows that only a short-term increase in Intercultural Communicative Competence was reported by the children immediately after the Village. The increase was neither statistically significant, nor evident nine months after the Village. However, the analysis of the children's self-report shows that most of the children were positive about the experience. Establishing, expanding and maintaining friendship constituted the primary aim as well as outcome of their intercultural learning. These research findings are discussed in the broader contexts of the ideology of global citizenship and the global spaces created through intercultural exchanges.
    Language and Intercultural Communication 05/2011; 11(2):142-160.
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    ABSTRACT: Anti-racism has not played a prominent role in recent major European Union Lifelong Learning strategies. Nevertheless, its importance in Europe with increasing levels of migration has kept the concept, in the form of intercultural competence and intercultural dialogue, alive within European Education and Culture policy. This article traces the use of the terminology of culture within European policy and practice, in particular focusing on intercultural learning in European Youth work. It explores the effectiveness of the use of culture in addressing discrimination at an individual and structural level, using empirical examples. The article concludes that practice that focuses almost entirely on interpersonal skills at the individual level has limited influence in creating structural change. The article ends with proposals for anti-discrimination policy and practice.
    Language and Intercultural Communication 05/2011; 11(2):113-125.
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    ABSTRACT: The social space this paper is concerned with is a particular school: it is local in that it ostensibly serves a local community in West London; however, it is global in that the student body is formed from families with connections all over the world. During an intensive period of 3 weeks, I observed a group of 12-year-olds in three classes: Maths, Humanities and English, two of which, Maths and English are exemplified here. All the children had arrived in the UK within the last 2 years. Through classroom observation and interviews with selected children and teachers, I document particular tensions, resistances and achievements that are part of the young people's growing sense of membership of the school and their wider role as new citizens of the UK.
    Language and Intercultural Communication 05/2011; 11(2):97-112.
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    ABSTRACT: This paper explores the notion of cosmopolitan, intercultural citizenship in relation to intercultural education and study abroad. As part of a larger investigation of the second language sojourn, the individual developmental trajectories of more than 100 Chinese university students were examined to better understand their language and intercultural learning and identity expansion. This paper presents an illustrative case study of a young woman who took significant steps toward a more sophisticated, cosmopolitan self through deep reflection and intercultural interaction in localized, global spaces. Critical cultural awareness and experiential learning (both at home and abroad) were key elements in her journey toward intercultural, global citizenship, intercultural communicative competence, and a broader, more balanced, sense of self.
    Language and Intercultural Communication 05/2011; 11(2):80-96.
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    ABSTRACT: This study explores the ways in which English-speaking immigrants negotiate new linguistic and cultural landscapes. I examine immigration and intercultural communication in a more complex and nuanced manner by researching the ways in which expatriates or ‘high-end’ immigrants relocate and interact with host cultures. I conducted 11 months of ethnographic fieldwork and 40 in-depth interviews in Costa Rica to explore this phenomenon. I employ critical discourse analysis to analyze the data in the theoretical framework of hybridity as the participants create interesting linguistic and cultural spaces in Costa Rica. In these moments of contingency and conflict we are forced to renegotiate the concept of immigration and construction of immigrant. This study illustrates both practical and theoretical intercultural implications as relatively affluent English-speaking migrants have begun to move outside their homelands. This movement of people creates a need for scholars to rethink definitions of immigrants as non-traditional immigrants relocate to new cultural and linguistic terrains.
    Language and Intercultural Communication 02/2011; 11(1):59-74.
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    ABSTRACT: There is a small body of research which shows how intercultural communication is constituted in and through talk-in-interaction, and can be made relevant or irrelevant by interactants on a moment-by-moment basis. Our paper builds on this literature by investigating how cultural assumptions of national food-eating practices are deployed, contested and co-constructed in an online, voice-based chat room. Using conversation analysis, findings show how assumptions about cultural practices sequentially unfold in a setting where the interactants are strangers. Additionally, we show how assumptions about cultural practices can be used for rhetorical purposes, and can be treated as simple and complex in a single exchange.
    Language and Intercultural Communication 02/2011; 11(1):41-58.
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    ABSTRACT: This paper explores difficulties students may experience in giving opinions in class, drawing on data gleaned from the administration of questionnaires and interviews to Japanese and British students. The results show that the students from both groups regard highly of giving and exchanging opinions in class; however, there is a marked difference in their confidence in doing so, more Japanese students stating that they have difficulties even in their mother tongue situations than the British. The paper examines the background to these difficulties, drawing from detailed studies of the students' own accounts, comparing and contrasting them.
    Language and Intercultural Communication 02/2011; 11(1):6-25.