Intercultural Competence Conference
Intercultural Competence: Traditions and Transitions
Fifth International Conference
Development and Assessment of Intercultural Competence
January 21-24, 2016
Westward Look Wyndham Grand Resort, Tucson, Arizona
Conference ProgramThe full program for the conference is available for download here [PDF].
Dwight Atkinson (University of Arizona, USA), IC from the Side: Expanding the "Cultural" in Intercultural Competence
Paige Ware (Southern Methodist University), Intercultural Competence Inside Digital Contact Zones: Spaces of Reification, Negotiation, and Suspense
Alvino E. Fantini (SIT Graduate Institute), Developing Intercultural Competencies: Common Goals for Language and Intercultural Educators Nelleke Van Deusen-Scholl (Center for Language Study, Yale University), Stéphane Charitos (Language Resource Center, Columbia University) and Dick Feldman (Language Resource Center, Cornell University), Implementing a Shared Course Model for the LCTL
Writing in 1997, Michael Byram describes intercultural communication as something that is historically continuous, albeit not constant, and as something that shifted importantly at the turn of the last century. In a world that is increasingly interconnected—virtually through digital technologies as well as physically through global migrations—, communicating across cultures and languages is an inevitability for many people. And yet, large-scale travel and tourism are hardly new to the Twenty-First Century and the extent to which intercultural communication is a qualitatively new human phenomenon bears examination. At the same time, intercultural competence, as a theorizable, teachable, and assessable skill or set of skills, has been developed by scholars and practitioners in a variety of fields over the past few decades and now carries its own conceptual traditions—as reflected in the presentations over the past four conferences on the Development and Assessment of Intercultural Competence in Tucson, Arizona.
Straddling tradition and transition, this Fifth International Conference organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) will take stock of the histories that this field carries with it as well as the future directions it might take. This four-day event brings together scholars and educators in order to foster a conversation about what intercultural competence might mean to scholars and educators now, and what theoretical models, best practices, and approaches are best suited to fostering this sensibility in various learners.Please see the links at the top of this page for information about keynote and plenary speakers, the pre- and post-conference workshops, registration costs and scholarship availability, lodging details, etc.
For a one-page PDF of the conference schedule, with room assignments and including refreshment and other breaks, click here.
Pre- and post-conference workshops take place on January 21st and 24th, running from 9 a.m. to 4 p.m. each day (registration for these is separate). The keynote, plenaries, papers and posters will be presented on Friday, January 22nd and Saturday January 23rd. A list of presentations and preview program will be on this website in November, 2015, with the full program appearing online in January, 2016. There is a catered lunch on January 22nd and a reception on the evening of January 23rd, both intended to create opportunities for networking.
Questions? If you can't find what you are looking for in the links above, please contact CERCLL at firstname.lastname@example.org, (520)626‐8071.
Questions? Please contact CERCLL at email@example.com, (520)626-8071
Presenters were invited to submit proposals for papers, symposia, posters and workshops; the deadline for submission of proposals has now passed–it was June 29th, 2015. For reference purposes, however, download a PDF copy of the Call for Proposals here
This conference is organized by the
Center for Educational Resources in Culture, Language and Literacy (CERCLL)
co-organized by the
Second Language Acquisition and Teaching (SLAT) Program
co-sponsored by the
Center for Latin American Studies, Center for Middle Eastern Studies, Confucius Institute at the University of Arizona, College of Humanities, College of Social and Behavioral Sciences, and Global Initiatives at the University of Arizona;
Center for Advanced Language Proficiency Education and Research (CALPER) at Pennsylvania State University; and Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin