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)

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    • 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
    green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Effective intercultural communication depends not only on language skills, but also on the ability to apply these skills appropriately and efficiently in a variety of cross-cultural situations. The language teacher's task is to develop in their students the knowledge, skills and attitudes that will help them interact with interlocutors coming from different cultural, linguistic and national backgrounds. Therefore, a thorough understanding of the role of intercultural communicative competence (ICC) and the expertise on how it should be developed in a classroom have become essential attributes of an L2 teacher. The article presents a research study whose aim was to investigate the student teachers’ perception of ICC in an L2 classroom and verify whether their opinions are influenced by their major field of study. The results were collected by means of a survey distributed among undergraduate student teachers of English from three departments at the University of Wrocław: the Department of English, the Department of German and the Department of History. The results indicate that even though the students were able to provide relatively accurate definitions of ICC, their perception of the role of culture in a language classroom was to some extent based on the traditional, knowledge-oriented approaches. Moreover, the major field of study appeared to affect the students’ approaches to developing ICC in the classroom.Skuteczna komunikacja interkulturowa zależy nie tylko od poziomu kompetencji językowej, lecz także od umiejętności dostosowania się do różnych sytuacji międzykulturowych. W związku z tym, jedną z ról nauczyciela języka obcego jest rozwijanie w uczniach wiedzy, umiejętności i postaw, które umożliwią im komunikację z osobami pochodzącymi z różnych kultur. Osiągnięcie tego celu jest uzależnione od wiedzy i umiejętności nauczyciela w zakresie rozwijania interkulturowej kompetencji komunikacyjnej (IKK). Badanie przedstawione w niniejszym artykule jest próbą określenia poziomu zrozumienia pojęcia IKK wśród przyszłych nauczycieli języka obcego oraz stwierdzenia, czy poziom ten jest zależny od głównego kierunku studiów studentów. Badanie ankietowe zostało przeprowadzone wśród przyszłych nauczycieli języka angielskiego, studiujących na studiach I stopnia w trzech instytutach Uniwersytetu Wrocławskiego: Instytucie Filologii Angielskiej, Instytucie Filologii Germańskiej oraz Instytucie Historycznym. Otrzymane wyniki wskazują, iż chociaż przyszli nauczyciele są w stanie podać względnie poprawne definicje IKK, zrozumienie tego pojęcia nie znajduje odzwierciedlenia w ich umiejętnościach praktycznych. Analiza porównawcza odpowiedzi sugeruje, iż podejście studentów do rozwijania IKK w klasie językowej różni się w zależności od głównego kierunku studiów.
    No preview · Article · Feb 2016 · Language and Intercultural Communication
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    ABSTRACT: Courses in Portuguese for Speakers of Other Languages, in particular for adult immigrants, have been steadily expanding in Portugal over the last 15 years. These programmes aim to promote educational and labour market integration, access to Portuguese nationality, and cognitive development. This paper argues that official Portuguese learning policies have mainly targeted a population with an immigrant background that fails to represent the full range of adult immigrants’ needs. In particular, less educated adult immigrants’ educational needs have been persistently neglected. Considering that, hitherto, approximately 9% of trainees have been adult immigrants with little or no schooling, this group has not received sufficient attention in policy measures, nor has it been fully accommodated in institutional terms. As a starting point, the paper identifies the place of adult immigrant literacy in international and national discussions. Subsequently, it discusses the main official programmes offering Portuguese for Speakers of Other Languages to adult immigrants. The data from the main programmes were backed up by fieldwork, in particular interviews carried out with teachers and public officials which highlight the main barriers and strategies impacting on this group. Finally, we argue that programmes should consider tailor-made solutions, given the counterproductive heterogeneity of classes and the arbitrariness of informal procedures.A oferta do Português para Falantes de Outras Línguas destinada a imigrantes adultos tem registado uma expansão contínua em Portugal nos últimos quinze anos. Falamos de programas que têm como objectivo promover a integração escolar e profissional, o acesso à nacionalidade e o desenvolvimento cognitivo. O presente artigo discute como estas políticas oficiais do ensino da língua portuguesa têm tido como principal público-alvo uma população que não é representativa das necessidades globais dos adultos imigrantes. Referimo-nos em particular aos adultos imigrantes de baixa escolaridade, cujas necessidades escolares têm sido constantemente negligenciadas. Considerando que 9% do total de formandos são, efectivamente, imigrantes adultos com pouca ou nenhuma escolaridade, as necessidades específicas deste grupo não têm sido suficientemente acauteladas pelas políticas existentes, nem a sua acomodação institucional tem sido a mais adequada. O artigo começa por contextualizar a literacia dos adultos imigrantes nos debates internacionais e nacionais. De seguida, analisa os principais programas oficiais de ensino do Português para Falantes de Outras Línguas para adultos imigrantes. Os dados referentes a estes programas são complementados pela pesquisa de terreno, compreendendo entrevistas realizadas junto de professores e funcionários estatais cujo foco permite elucidar as principais barreiras e estratégias com impacto neste grupo de formandos. Finalmente, argumenta que os programas devem considerar soluções mais adequadas dadas as efectivas necessidades de cada público, sobretudo tendo em conta os resultados contraproducentes de turmas demasiado heterogéneas em termos de literacia e a arbitrariedade dos processos informais em curso.
    No preview · Article · Jan 2016 · Language and Intercultural Communication
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    ABSTRACT: Higher Education mirrors the shifting nature of society and work. Mobility may provide unparalleled learning opportunities for all stakeholders; however, in order to live and work in plural societies as socially responsible and intercultural knowledgeable citizens, intercultural awareness and intercultural communication skills need to be mastered. In parallel, the relevance of a digital agenda and the studies that attest to the positive student engagement brought about by the inclusion of information and communication technologies (ICT) across all grade levels push educators to seek and incorporate technology-based learning and teaching strategies. Digital Storytelling was implemented in an undergraduate degree in Business Communication, where students discuss and reflect on key issues in Intercultural Communication. Our case study draws on the qualitative analysis of a questionnaire, which intended to understand student perceptions regarding an assignment where they are asked to create Digital Stories and consider on the their own reflection process regarding intercultural differences and communicating across cultures. Our analysis of the 140 questionnaires revealed that Digital Storytelling was able to engage students in a serious and productive debate revolving around technology-enhanced learning and cultural differences, empowering them to construct new personal and group meanings and improve their intercultural awareness.O Ensino Superior reflete a natureza inconstante da sociedade e do trabalho. A mobilidade pode proporcionar oportunidades de aprendizagem inigualáveis para todos, no entanto, a fim de viver e trabalhar em sociedades plurais como cidadãos conhecedores e socialmente responsáveis, é necessário adquirirem uma maior consciência intercultural. Ao mesmo tempo, a relevância da Agenda Digital, e os estudos que destacam os resultados positivos que derivam da inclusão das TIC no ensino servem de ímpeto para os professores incorporarem estratégias de ensino base tecnológica. Digital Storytelling foi implementado na Licenciatura em Comunicação Empresarial, onde os alunos têm a oportunidade de se debruçarem sobre questões relacionadas com a Comunicação Intercultural. O nosso estudo de caso baseia-se na análise qualitativa de um questionário, que destina-se a compreender as percepções dos alunos em relação a uma trabalho em que têm de criar narrativas digitais e analisar o sobre o seu próprio processo de reflexão sobre as diferenças interculturais e a comunicação entre culturas. Uma análise a 140 inquéritos por questionário revelou que o trabalho que incluía Digital Storytelling foi capaz de motivar e envolver os alunos em torno de um debate, consciente e inconsciente, sobre a integração das TIC no ensino superior e as diferenças culturais de forma a capacitá-los para a construção de novos significados individuais e de grupo e melhorar a sua consciência intercultural.
    No preview · Article · Jan 2016 · Language and Intercultural Communication
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    ABSTRACT: This paper is part of a case study aimed at researching the multilingual repertoires of young people from a linguistic and cultural minority. Further, it analyzes the role of and the place given to heritage languages (HL) in the development of a multilingual and intercultural competence in schools. In the scope of the study mentioned above, a survey was conducted using an online questionnaire distributed to students from a migrant background. These students attended two primary and secondary schools in the central region of Portugal during the academic year 2013–2014. Results show that the respondents value their HL and perceive them as an instrument of social interaction as well as identity construction and affirmation. Additionally, the results show that both school and teachers recognize and respect the students’ linguistic and cultural capital as well as their composite and plural identities. However, they do not take advantage of this in the classroom by not promoting activities that enrich their students’ cultural and linguistic culture. In this context, the possibilities for an education in/with HL, as a pedagogical and didactic project, are not yet present in the school curriculum and habitus, on the one hand, because there are no educational language policies that incorporate it, and on the other hand, because both school and teachers do not seem to value the role and usefulness of HL in the promotion of an intercultural and multilingual education.
    No preview · Article · Jan 2016 · Language and Intercultural Communication
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    ABSTRACT: This study intends to highlight the role that Foreign Language Education (FLE), particularly in the Higher Education context, can play so as to contribute to the rapprochement of two distant and still mutually unknown countries such as Portugal and Turkey. In this sense, it ultimately aims at supporting the training of intercultural speakers, capable of promoting an effective Intercultural Dialogue between the two countries. A diagnosis is presented of the reciprocal images of Portuguese and Turkish students learning each other's language and culture. Conclusions are drawn on how their self- and hetero-images may pertain on the construction of their identities, on their awareness about and attitudes towards each other, on their motivation to learn each other's language, and on intercultural communication itself. Allying the study of Images of Languages and Cultures and the concept of Intercultural Competence in the study of students’ representations within the FLE research tradition, a content analysis was carried out of the responses given to an inquiry by questionnaire. Conative implications of the students’ images as revealed in the results were pointed out. Some important distinctions are highlighted in the reciprocal images of both groups. On this basis, recommendations for FLE are made focusing on the positive reconstruction of students’ reciprocal images.Este estudo pretende destacar o papel do Ensino de Línguas Estrangeiras (ELE), no contexto do Ensino Superior, na aproximação de dois países distantes e ainda mutuamente desconhecidos como são Portugal e a Turquia. Visa-se, em última instância, fomentar a formação de falantes interculturais capazes de promover um efetivo Diálogo Intercultural entre os dois países. É feito um diagnóstico das imagens recíprocas de dois grupos de estudantes portugueses e turcos a estudarem a língua e a cultura um do outro. São tiradas conclusões sobre as implicações das respetivas auto- e hetero-imagens na sua construção identitária, conscientização e atitudes relativamente ao Outro, na sua motivação para o estudo da língua da sua contraparte e na própria comunicação intercultural. Com base na conjugação do conceito de Imagens de Línguas e Culturas com o conceito de Competência Intercultural no estudo das representações dos alunos na tradição investigativa em ELE, realizou-se uma análise de conteúdo das respostas a um inquérito por questionário, sendo apontadas as implicações conativas das imagens recíprocas dos participantes tal como as revelam os resultados. Com base nas diferenças observadas nas imagens recíprocas de ambos os grupos, são feitas recomendações relativamente à ELE com enfoque na reconstrução positiva destas imagens.
    No preview · Article · Jan 2016 · Language and Intercultural Communication
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    ABSTRACT: This paper addresses potentially problematic classroom episodes in which someone foregrounds a social division that is normally taken for granted. It illustrates the way in which linguistic ethnography can unpack the layered processes that collide in the breaking of silence, showing how linguistic form and practice, individual positioning, local institutional history and national education policy development all count, and it discusses the value of situated interactional data for teacher development. It presents two case studies, involving a Turkish language class in a Greek-Cypriot secondary school, and a discussion of Standard English in an inner London comprehensive.Το παρόν άρθρο εξετάζει κάποια εν δυνάμει προβληματικά επεισόδια σε σχολικές τάξεις, στα οποία έρχονται στο προσκήνιο κοινωνικές διαιρέσεις που συνήθως θεωρούνται δεδομένες. Παρουσιάζει τον τρόπο με τον οποίο η γλωσσική εθνογραφία μπορεί να φανερώσει τις πολυεπίπεδες διαδικασίες που συμβάλλουν στο «σπάσιμο της σιωπής», εξετάζοντας ταυτόχρονα γλωσσικές μορφές και γλωσσικές πρακτικές, ατομικές τοποθετήσεις, την τοπική ιστορία και θεσμούς, και την ανάπτυξη εθνικής πολιτικής για την εκπαίδευση. Με βάση αυτά, το άρθρο συζητά στη συνέχεια την αξία της χρήσης δεδομέμενων συνομηλιακής αλληλεπίδρασης σε επιμορφωτικά σεμινάρια εκπαιδευτικών. Παρουσιάζει δύο μελέτες περίπτωσης, εκ των οποίων, η μία αφορά μια τάξη Τουρκικών σε Ελληνοκυπριακό λύκειο, και η δεύτερη μία συζήτηση για την πρότυπη Αγγλική γλώσσα σε σχολείο (comprehensive school) στο κεντρικό Λονδίνο.
    No preview · Article · Jan 2016 · Language and Intercultural Communication
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    ABSTRACT: Research on the intercultural is challenged by the contextuality of the object of the research. While theories on intercultural learning generally acknowledge that the ‘context’ of the individual learning experience plays an important role for intercultural learning processes, a detailed understanding of what it is we call ‘context’ in the twenty-first century is mostly missing – as are studies that focus particularly on the role of out-of-class learning environments for intercultural encounter. The contextuality of intercultural learning experiences is demonstrated by the role locations play for intercultural learners while forming complex and interwoven networks, involving human actors, practices and objects. As such, the contribution context makes to intercultural practice, often remains unnoticed, with context representing merely a backdrop of the researched activities. In order to make the locality of context and its highly networked, dynamic nature more accessible to research in the intercultural education field, the ‘intercultural field’ metaphor is revisited and discussed on the basis of a mobile methods study and three emerging themes: the role of relationality, the production of the ‘intercultural field’ and the relevance of spatial–global transformations.
    No preview · Article · Dec 2015 · Language and Intercultural Communication

  • No preview · Article · Nov 2015 · Language and Intercultural Communication
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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.
    No preview · Article · Nov 2015 · Language and Intercultural Communication
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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.
    No preview · Article · Oct 2015 · Language and Intercultural Communication
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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.
    No preview · Article · Oct 2015 · Language and Intercultural Communication

  • No preview · Article · Sep 2015 · Language and Intercultural Communication
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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.
    No preview · Article · Sep 2015 · Language and Intercultural Communication
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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。
    No preview · Article · Sep 2015 · Language and Intercultural Communication
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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.
    No preview · Article · Sep 2015 · Language and Intercultural Communication
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    Preview · Article · Sep 2015 · Language and Intercultural Communication