Language and Intercultural Communication (Lang Intercult Comm)

Publisher: Taylor & Francis (Routledge)

Journal description

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.

Current impact factor: 0.65

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 4.40
Immediacy index 0.23
Eigenfactor 0.00
Article influence 0.00
Website Language and Intercultural Communication website
Other titles Language and intercultural communication (Online)
ISSN 1470-8477
OCLC 55059007
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification

Publications in this journal

  • Language and Intercultural Communication 11/2015; DOI:10.1080/14708477.2015.1107353
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    ABSTRACT: The intercultural approach to language teaching, intercultural communicative language teaching, has emerged in response to the limitations of communicative language teaching. As a result, the ultimate goal of foreign language (FL) education is being shifted from communicative competence to intercultural communicative competence (ICC). In China, this calls for an understanding of the status quo of ICC assessment in FL. The aim of the present study, which is a part of a nation-wide survey, is to investigate the opinions and attitudes of teachers of English as a Foreign Language (EFL) in China on assessment of ICC and to gauge how and to what extent these beliefs are reflected in their classroom implementation. Data were collected from 1170 Chinese university EFL teachers by means of a questionnaire. The analysis reveals that, despite a willingness to assess ICC, the EFL teachers lack a clear conception of ICC. This leads to confusion about what should be assessed and how to assess it, and to deficiencies in their attempts to measure students' ICC in the classroom. Possible reasons for the deficiencies are explored and solutions proposed. The findings from this empirical study have implications for intercultural language teaching in China.
    Language and Intercultural Communication 11/2015; DOI:10.1080/14708477.2015.1083575
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    ABSTRACT: This paper focuses on communication between Italian midwives and migrant patients, in which the midwives deal with the patients’ limited proficiency in Italian language. The paper presents a study conducted in two women's health assistance centres in an Italian province, and is based on seven hours of audiotaped and transcribed interactions between midwives and migrant patients during prenatal check-ups. The analysis concerns those actions in which the midwives (1) formulate patients’ previous utterances in order to check their own understanding and then provide explanations or continue their inquiry, and (2) reformulate their own utterances in order to solve explicit or expected problems of understanding on the part of patients. The paper illustrates how formulations and reformulations are used by midwives to try to overcome language barriers in healthcare interactions and give meanings to medical terms and patients’ health problems. The analysis shows that formulations and reformulations can enhance both a patient-centred form of communication and a form of midwives’ authority, discussing how these forms establish conditions and meanings of intercultural communication. An analysis of this kind can be useful to raise awareness and promote training among healthcare providers, particularly regarding situations and conditions of effective communication with migrant patients.
    Language and Intercultural Communication 10/2015; 15(4):581-599. DOI:10.1080/14708477.2015.1058391
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    ABSTRACT: Grounded in constructivist theories of reading and informed by the contemporary theories of identity, this study explored how three Korean adult speakers of English as a foreign language (EFL) constructed meaning of the novel The Catcher in the Rye, and how their identities mediated this process. Sources of data included think aloud protocols, semi-structured interviews and participant written responses. Qualitative data analysis revealed how the participants’ multiple identities at individual and group levels prominently emerged as they constructed a storyline that was internally and externally coherent. Based on the findings, we propose that the concept of the ‘L2 reader identity’ is useful for capturing the intricacies of the identity work of readers who construct meanings at the intersection of languages and cultures. The study concludes that the reading processes that L2 readers engage in are not only the site of their multiple identities at work, but also a site where multiple competing concepts of the world meet, clash, transform and coexist resulting in narratives that cross cultures, contexts and individuals. Limitations and implications of the study for L2 research and pedagogy are discussed.
    Language and Intercultural Communication 10/2015; 15(4):600-615. DOI:10.1080/14708477.2015.1061535
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    ABSTRACT: Given a heavy social, ideological pressure for parents to pursue better English education for their children in the globalized world, short-term English immersion camp programs have emerged as an educational option in South Korea, promoted as environments for intercultural communication between native English-speaking teachers and local Korean students. Examining teacher recruitment materials and promotional materials of 52 English camps, this paper explores how intercultural communicative competence and global citizenship relate to and interact with each other and how these concepts are implicated in Korean English immersion education. The paper further examines what these English camps promise and deliver in terms of preparing English learners for global citizenship via English education. Viewing the cultivation of criticality at the heart of the development of intercultural communicative competence and the shaping of global citizens, the paper argues the need to revisit the concept of criticality in language teaching and learning, familiarize teachers, and students with the practice of criticality, and as a result, raise their critical awareness of the world. Thus, criticality with its emphasis on overcoming stereotypes, relating to and understanding otherness, and gaining a deeper understanding of one's own cultural values could better prepare our learners for the globalized era.
    Language and Intercultural Communication 10/2015; 15(4):533-549. DOI:10.1080/14708477.2015.1049612

  • Language and Intercultural Communication 09/2015; DOI:10.1080/14708477.2015.1059551
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    ABSTRACT: Workplaces present divergent cultural conventions for engaging in work- and nonwork-related activities. However, when cultures in workplaces are mentioned, most people tend to think of cultures in the narrow sense of behavioral interaction, yet culture also includes variables of faith or religions. Therefore, just as people of different cultures may have the potential to clash when they come in contact, so would people of different faiths. Just like culture, diverse faiths have the potential of either enhancing or jeopardizing organizational cohesiveness and achievement of organizational goals. Interfaith dialog as practiced in some banking institutions in Kenya is a case in point. Diamond Trust Bank and Co-operative Bank of Kenya's workforce constitute Christians, Muslims, and Hindus, and as a practice, this workforce meets once a week to pray. This study assesses the effects of interfaith dialog in the workplace in achieving organizational goals. This research presents alternative frameworks for analyzing intercultural communication in the workplace based on the principles of faith. By providing a critique of existing models of language and intercultural communication in the workplace from an interfaith perspective, the aforementioned case could lead to presenting a scenario for the formulation/shaping of a theory of interfaith relations in intercultural workplaces.
    Language and Intercultural Communication 09/2015; 15(1):62-75. DOI:10.1080/14708477.2014.985306
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    ABSTRACT: As the world becomes increasingly interconnected, employers are seeking ‘global-ready graduates,’ that is, individuals with an intercultural mindset, who can interact effectively and appropriately with people from diverse linguistic and cultural backgrounds. In response, tertiary institutions are creating more opportunities for international experience. This article centers on a mixed-method study that investigated the impact of a semester-long international exchange program on the global-readiness of Chinese university students. Whereas the experimental group experienced gains in intercultural competence, second language self-efficacy, and global-mindedness, the control group (students on the home campus prior to study abroad) regressed slightly. The analysis of the qualitative data revealed multifarious elements that led to these differing outcomes.
    Language and Intercultural Communication 09/2015; 15(1):76-91. DOI:10.1080/14708477.2014.985307
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    ABSTRACT: This paper reports on a small in-depth study of 16 immigrants' intercultural communication experiences as they enter the workforce in New Zealand through a volunteer work-placement scheme. The key research questions are: What intercultural communication challenges do immigrants face during work-placement with (1) co-workers and (2) employer(s)? How is intercultural communication facilitated/constrained in intercultural encounters in the workplace? The findings highlight how cultural, social, economic, political and contextual factors support immigrants' intercultural communication and work experience in their respective organisation. The outcomes provide important feedback to employers, immigrant communities, funders and other voluntary organisations, community workers, and politicians on the value of work-placement programmes and the intercultural communication challenges immigrants face when entering the workplace.本研究以跨国移民为调研对象,选取了十六位由某志愿服务组织引荐到新西兰工作的移民,对他们的跨文化交流经历进行了深入的调研。本文主要探索了他们在工作期间与同事、老板进行跨文化交流时遇到的挑战,以及在跨文化的工作环境下如何促进或阻碍跨文化交流。根据研究结果,本文概述了文化、社会、经济、政治及环境等因素如何助力移民的跨文化交流和工作。这为雇主、移民团体、相关的慈善基金会和志愿服务组织、社区工作者、以及执政者提供了重要的反馈信息,从而为更好地发挥这些移民工作实习项目的价值,并为移民减少跨文化交流带来的挑战提供借鉴。
    Language and Intercultural Communication 09/2015; 15(1):109-124. DOI:10.1080/14708477.2014.985309
  • Source

    Language and Intercultural Communication 09/2015; 15(1):1-12. DOI:10.1080/14708477.2014.985302

  • Language and Intercultural Communication 09/2015; 15(1):184-186. DOI:10.1080/14708477.2014.976493
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    ABSTRACT: The combined effects of business offshoring, of flexible work practices and of rapid improvements in technology have resulted in workplace virtual communication becoming increasingly prevalent for business meetings. However, business leaders report them to be more challenging than face-to-face ones. Most global teams are located where diverse offshored work teams are using English as a lingua franca, and despite common business complaints that they are fraught with communication breakdown, the precise causes appear to be highly complex. This paper reports on a training needs analysis carried out in a large globalized workplace for a programme entitled ‘Communicating in Virtual Teams’. Multiple sources such as surveys, interviews, document reviews and meeting observations were used to better understand the causes of virtual team communication breakdown. Whilst the analyses revealed different kinds of language and cultural misunderstandings, deeper problems of marginalization and identity confusion within global teams were also reported. This paper argues that without addressing the underlying struggles caused by offshoring, a training programme runs the risk of only addressing the surface communication problems of technology, leadership and meeting skills and even language and culture issues, which can arguably be seen as ‘masking’ deeper employee concerns and struggles.在商业离岸外包,灵活的工作方式,以及快速发展的科技的共同作用下,用于商务会议的工作场合虚拟交流越来越流行。然而,商业领袖们称虚拟交流比面对面交流更富挑战性。频频的商业投诉显示虚拟交流充满了交流障碍,即便如此,绝大多数多元化的离岸工作团队仍然位于将英语作为通用语的地区。这其中的确切原因十分复杂。本论文报告了在一间大型全球化的工作场所中进行的培训需求分析的结果。该培训需求分析是为一个名为‘虚拟团队中的交流’的项目而作的。为更好地了解引发虚拟团队中交流障碍的原因,本研究使用了多个资料来源,如问卷,访谈,文件检阅,和会议观察。数据分析结果显示出各种语言和文化的误解,同时,也报告了全球性团队中的深层问题——边缘化和身份困惑。本文认为培训项目如不解决离岸外包导致的潜在挣扎这个问题,将有可能只解决了一些趋于表面的交流问题,包括技术,领导和会议技巧,乃至语言和文化的议题。可以认为这样的做法是‘掩盖’了深层次的员工的忧虑和挣扎。
    Language and Intercultural Communication 09/2015; 15(1):125-140. DOI:10.1080/14708477.2014.985310
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    ABSTRACT: One of the foremost-cited rationales for study abroad during college is the development of a global perspective and intercultural sensitivity. Although this argument is mentioned frequently in promotional materials for study abroad, it has not yet been backed by research based on the outcomes of students’ study abroad experiences. As more students’ study abroad and study abroad programing becomes shorter, it is more important than ever to test the claims made by program organizers. The present mixed-methods study examined 12 students’ development in intercultural sensitivity over the period of a four-week study abroad program in Salamanca, Spain. Findings demonstrate that students made little changes in intercultural sensitivity as measured by the Intercultural Sensitivity Index and as reported in the qualitative data; however, these methods produced conflicting findings on students’ stages of intercultural sensitivity development.
    Language and Intercultural Communication 08/2015; 15(4):1-14. DOI:10.1080/14708477.2015.1056795
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    ABSTRACT: The relationship between additional language use and identity has long been of interest to scholars studying immigration and multilingualism. While oral language is frequently examined as a site for the negotiation of identity, written texts can also be studied for information about how language learners position themselves within their receiving culture. This study looks at the relationship between pronoun choice and identity in additional language academic writing by first generation immigrants in Norway, arguing that language learners signal solidarity with certain subject positions through their use of pronouns. Examining English-language texts discussing themes related to language preservation and immigration, one finds that the immigrant students in this sample are more likely to align their identifications with the receiving country, Norway, than they are to distance themselves from it. However, the texts also reveal a tendency for the students to identify with immigrants as a pan-national group, not tied to any given sending culture. This pan-immigrant identification provides the students with a recognizable community in a social landscape without a long history of multicultural integration.
    Language and Intercultural Communication 08/2015; 15(4):1-19. DOI:10.1080/14708477.2015.1053908

  • Language and Intercultural Communication 08/2015; DOI:10.1080/14708477.2015.1053177

  • Language and Intercultural Communication 08/2015; DOI:10.1080/14708477.2015.1053176
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    ABSTRACT: Recent years have seen a backlash against multiculturalism in many Western countries and increasing calls to restrict migration and citizenship rights to those who can pass language tests. This paper explores the sentiment of high school students who were born and raised in Australia towards issues of language and migration, including the need for migrants to speak English and use Australian dialect and accent. Results show that Australian youth have diverse and sophisticated understandings of what is a complex and often polarising issue of public debate. While public multicultural backlash discourse may be influencing some students who support the idea that migrants should learn English before coming to Australia, many students believe that individual circumstances should be considered when evaluating migrant language issues. Student views about migrants' use of Australian dialect and accent also vary but these responses include less mitigation than to those about migrants' English language abilities, suggesting that the role of English is more contested than the role of dialect and accent. We close by reflecting on the design of our data instruments for eliciting opinions in this controversial area and what our findings might mean for future Australian discourse on language, migration and belonging.
    Language and Intercultural Communication 08/2015; 15(4):1-17. DOI:10.1080/14708477.2015.1051986
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    ABSTRACT: In this study the ethnomethodological method of membership categorisation analysis is applied to examine how members of an internationally dispersed team share cultural knowledge in their Skype™ chat conversations through mobilising categorisation as ‘cultural knower’ and ‘not knower’ for oneself and the others. Four recurring ways of sharing cultural knowledge were identified as the participants managed the distribution and completion of tasks, and attended to building mutual understanding in the unfolding interaction. The findings illustrate that cultural knowledge sharing is dynamic, situational and collaborative. Rather than hindering or enhancing interaction, culture is an interactional accomplishment with fluid referents, boundaries and membership. These observations problematise the predominant accounts of internationally dispersed teaming as either fraught with intercultural misunderstanding and conflict, or brimming with innovation and synergy.
    Language and Intercultural Communication 05/2015; 15(4):1-20. DOI:10.1080/14708477.2015.1031673