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Intercultural Communicative Competence in Educational Exchange: A Multinational Perspective
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Description

This publication is a result of a project called Intercultural Communicative Competence: A Multinational Perspective. This project is a research effort involving eight countries and conducted in two distinct phases: I. Exploring and Assessing Intercultural Competence and II. Assessing Intercultural Sojourns: Outcomes and Impact. Both research efforts are projects of the Federation of The Experiment in International Living (Federation EIL), with international headquarters in Brattleboro, Vermont, in the USA. Phase I was a longitudinal study conducted from 2005 to 2006 with funding from the Center for Social Development (CSD), Washington University in St. Louis, Missouri; and Phase II, based on a retrospective design, was conducted from January through October 2015 with funding from the Center for Educational Resources in Culture, Language, and Literacy (CERCLL), University of Arizona, Tucson, Arizona. The entire project is designed as an extended multinational study, utilizing cross-cultural survey methods, with hopes of eventually involving all Federation EIL Member Organizations (MOs) worldwide. The purpose of the Initial Phase Project was to explore and to develop a comprehensive construct of intercultural communicative competence (ICC), first through an extensive search of the intercultural literature, develop an instrument for its assessment based on these findings combined with our own empirical experience and, finally, it investigated intercultural outcomes and impact on participants and their hosts undergoing sojourns during international, intercultural exchange programs. The Initial Phase involved three MOs: Great Britain, Ecuador, and Switzerland. The Follow-on Phase extended the study to include five additional MOs to our research efforts – – Brazil, Germany, Ireland, Japan, and the USA. Once again, the project involved MOs in a learning process with the potential to: 1) further their efforts in several areas, 2) improve understanding of and further Federation EIL’s goals and modus operandi, 3) strengthen their ability to improve delivery of their international, intercultural educational programs, and 4) enhance the development of the ICC of future participants and possibly of hosts as well. Both studies were conducted through use of survey questionnaires followed by individual telephone interviews, collecting and combining both quantitative and qualitative data on both sojourners and hosts. Analysis of the data provided important findings regarding not only each cultural group (the particularist aspect) but also aspects that all groups shared in common (the universalist aspect). Finally, these efforts contribute important knowledge to the field of international, intercultural education regarding intercultural efforts concerned with the identification, development, and assessment of intercultural communicative competencies and the impact of intercultural experiences on the lives of those engaged in sojourns abroad and their hosts. The publication will be available for purchase through Routledge in July 2018.

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Digital Literacies and Technology-Enhanced Language Learning: Interdisciplinary and Interactions
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As digital technologies continue to radically change the social acts of communication in which we engage, boundaries once taken for granted between various modes and medialities, between consumption and production have begun to break down. Digital, networked communication forms afford new literacies—new forms of interaction, meanings, and understandings of ourselves and the world around us; thus, they also demand new pedagogical approaches and perspectives. The Digital Literacies project arose as a way to provide educators, practitioners, and researchers a space in which to explore the wide array of practices captured by the concept of digital literacies as they relate to particular circumstances of learning and living in a second or additional language and culture: in October 2014, CERCLL hosted the first symposium in this series, “Digital Literacies in and Beyond the L2 Classroom”, with online posters accepted from among a pool of submissions and with opportunities for synchronous and asynchronous exchange with the authors, as well as an in-person event consisting of a roundtable discussion, keynote presentation, and assessment of the posters. The symposium takes place every two years, with two primary and interrelated goals: (1) to provide a forum within which various stakeholders (teachers, administrators, researchers) can consider how to integrate digital literacies into language classrooms, study abroad programs, and other forms of structured language learning, and (2) to provide a set of resources related to digital literacies and language teaching in the form of a web site, which will extend long beyond the symposium event itself.

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PErCOLATE: A Multiliteracies Framework for Collegiate Foreign Language Teaching
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Description

Existing foreign language teacher training models focus on lower-level language acquisition, failing to prepare graduates for a world where language, literature and culture are inseparable in nature and significance. This project developed modular, multiliteracy-based professional development frameworks for teaching assistants that focuses on language teaching at higher levels, available on the project website, and resulted in a textbook, A Multiliteracies Framework for Collegiate Foreign Language Teaching (Pearson Higher Education, 2015).

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Oct
2020
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Webinar: Transformative Learning in a Social Justice Oriented Language Classroom

Webinar presented by Stacey Margarita Johnson (Vanderbilt University). Instructors building social justice into their language teaching often report that they hope their language classrooms will be sites of transformative learning and personal growth. As teachers, we want our teaching to make the world better and inspire students to become engaged citizens. Although we might hope for transformative learning, we don’t always know how it happens or how to guide our students through the process of transformation. This webinar will explore the steps in transformative learning, its connection to critical pedagogy and social justice, and, most importantly, ways language teachers can promote transformative learning through instructional choices that align with research and best practices in second language acquisition.

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2020
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Webinar: Some Considerations for Social Justice Teaching in a World Language Setting: From Self to Students to World

Webinar presented by Michelle Nicola (Portland Public Schools). What do we mean when we say that we are social justice educators? What are concrete actions that social justice educators take? What beliefs or mindsets do we adopt? This webinar will help educators define what they mean by social justice education, and offer suggestions for how to incorporate self-reflection, relationship building & curriculum design as tools to recognize and interrupt inequitable patterns and practices in our world language classrooms and beyond. Participants will also receive a few lesson plan ideas that they can build on to meet their own communities’ social justice goals.

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Oct
2020
19 - 24
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L2DL 2020: Critical Transnational Dialogue and Virtual Exchange

Accessible entirely online, the L2 Digital Literacies Symposium (L2DL) is a biennial international event offering an array of synchronous and asynchronous sessions that allow academics to make connections across the globe. In 2020, the conference focuses upon the theme of Critical Transnational Dialogue and Virtual Exchange, and explores intersections between international education, digital literacies, and virtual exchange. Virtual presentations selected from submitted proposals will be available during the week of October 19-24, and attendees are encouraged to participate in synchronous and asynchronous discussion that will take place through October 23; professional development credentials will be provided for presenters and attendees who participate in these activities. The symposium will culminate in livestreamed, invited presentations that will take place on October 23 and 24. The symposium schedule and presentation details are on the L2DL website. Access all the details and the link to registration there.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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