Volume 1, Issue 3 December 2018, pp. 83–99
(Re)imagining a course in language and intercultural communication for the 21st century
Over twenty-five years ago, leading scholars in the field of intercultural communication William B. Gudykunst, Stella Ting-Toomey and Richard Wiseman published the paper "Taming the beast: Designing a course in intercultural communication." We revisit their work in light of renewed interest in the design and implementation of the intercultural communication (ICC) course as a key site for engaging with diversity in universities around the world. Our paper draws on Gudykunst et al.'s overview of four major issues instructors should consider in designing and delivering an introductory ICC course: (a) philosophical and ethical issues, (b) pedagogical issues, (c) curricular content; and (d) resources and teaching techniques. We draw on these four issues to conduct a critical appraisal of the current state of the ICC field and to reflect on Gudykunst et al.'s recommendations in the 21st century. We pay particular attention to the increasingly stronger links between the fields of ICC and modern/foreign language (MFL) education through the key role that language(s) play in meaning making in interaction. We therefore use the issues identified by Gudykunst et al.'s seminal work as a springboard to discuss key parameters that may assist instructors in the design of a reimagined ICC course, responsive to the crucial role of language and languages in engaging with diversity.
© Adriana Raquel Diaz, Paul J. Moore
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Diaz, A.R., & Moore, P.J. (2018). (Re)imagining a course in language and intercultural communication for the 21st century. Intercultural Communication Education, 1(3), 83–99. https://doi.org/10.29140/ice.v1n3.87
Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), 59–70.
Reframing and hospicing mobility in higher education: Challenges and possibilities
Adriana Raquel Diaz, Marisa Cordella, Samantha Dispray, Barbara E. Hanna, Anna Mikhaylova
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 106–121.
Strategy use, self-efficacy beliefs, and self-regulatedness in adult foreign language learning
Australian Journal of Applied Linguistics Published: 26 August, 2020, Volume 3(2), 152–167.
Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), 52–67.
In pursuit of intercultural competence: Exploring self-awareness of EFL pupils in a lower-secondary school in Norway
Intercultural Communication Education Published: 23 December, 2020, Volume 3(3), 118–140.
Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), 3–13.
L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K. Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), 1–16.
The Council of Europe Reference Framework of Competences for Democratic Culture:
Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 102–119.