University of Arizona
College of Humanities
Home About CERCLL Professional Development Projects Resources Publications Blog

This is an old revision of the document!

Table of Contents

Papers and Panels

Session 1: Intercultural Competence in the French Classroom

Preparing for Cross-Cultural Conversation: Textbook Presentations of Political Controversy
Carol Chapelle, Iowa State University

This study examines the textbook presentation of a controversial strand of events in Québec in the 1960s and 1970s called La Révolution Tranquille that resulted in the 1980 referendum on sovereignty. Knowledge of these events is important in cross- cultural conversations for students in immersive environments in Québec.

Fostering Intercultural Competence in Undergraduate French Students through Ethnographic Interviews

Kristin Hoyt, Kennesaw State University
Byram’s model of intercultural competence serves as a framework to articulate learning outcomes for a conversation course module, Francophone Interviews. Analysis of findings drawn from pre- and post-module student questionnaires suggests a varied impact of modules in advancing students’ intercultural competence. This paper presents context, a curricular module, study design, and research implications.

(Her)stories: Embodied Experiences Abroad at the Art Museum
Christelle Palpacuer Lee, University of Texas at Austin

The central purpose of this communication is to locate and investigate the embodied curriculum that emerged during a two-week teacher-training program at the Louvre Museum, in France. The presenter will suggest ways of integrating the surfacing issues of race and gender into the program, and into the intercultural classroom.

Immersion through Cultural Narratives in the Foreign Language Classroom
Erin Kearney, University at Buffalo

Building on the MLA’s proposed model of cultural learning through engagement with cultural narratives, this presentation highlights the possibilities for immersion, perspective-taking, and meaning-making that emerged in a university-level French classroom where WWII France was the focus of study. Close analyses of classroom discourse and interaction serve as examples.

Session 2: Students as Cultural Agents

“Cultural Brokers” in Classrooms and the New Literacy Studies
Tobie Bass, University of Georgia
Using a causal framework of Critical Theory, this theory-based paper explores relationships between the New Literacy Studies and the notion of teachers and students as becoming “cultural brokers” who establish together a classroom community promoting literacy and communication skills that support long-term academic achievement.

Examining Language Learners’ Roles in ICC Development: An AT Perspective
Adolfo Carrillo Cabello, Iowa State University
This study investigates how cultural norms and participants’ roles in interactions with multimedia materials and online discussion forums assist or hinder the development of ICC. Cultural experiences were key indicators of the roles of participants. Discussions and reflections greatly affected the emergence of expansive activity systems and goals.

Byram versus Bennett: Discrepancies in Learners’ ICC Development Assessment
Paula Garrett-Rucks, Georgia State University
In a qualitative study of U.S. beginning French language learners’ ICC development over the course of a semester, the emergence of learners’ ICC appeared to differ when assessing the same learners’ experiences within Byram’s (1997) multimodal model of ICC development compared to Bennett’s (1993) Developmental Model of Intercultural Sensitivity.

Dynamic Assessment, Concept-Based Intervention, and L2 Learner Reciprocity
Alaska Hults and Michelle Pasterick, Pennsylvania State University
This study found that learner reciprocity is an indicator of L2 (English) lexical concept development, as evidenced through transfer from the one-on-one tutoring context to the regular science classroom. The results will be discussed in terms of the following dimensions of learner reciprocity: responsiveness, use of psychological tools, and gesture.

Session 3: Materials and Instruction for Intercultural Competence in the Arabic Classroom

Learners’ Views of Effective Arabic Language Teachers as Culture Guides
Azza Ahmad, University of Texas at Austin
This qualitative study explored students’ perceptions of what their effective Arabic language teachers did to incorporate culture in their classrooms. Enrolled in a U.S. university, 29 students responded to open- ended and interview questions. Effective teachers were described as adaptable and realistic rather than idealized or negative in presenting Arabic culture.

Arabic Proverbs: An Efficient Access to Language and Culture
Hezi Brosh, U.S. Naval Academy
Arabic proverbs are products of an ancient culture deeply rooted in a harsh desert environment. They convey the Arab oral tradition passed throughout generations as survival wisdom. This paper shows how proverbs help students understand different behaviors and clarify assumptions about culture in today’s Arab communities.

Arabic Hypermedia Reading Materials: A Gateway to the Arab Culture
Mohammed Tamimi, University of Arizona
Little attention is given to the teaching of Arabic language and its cultures despite increased enrollments. This paper describes the design and implementation of Arabic Hypermedia and evaluates the understanding of Arabic culture through testing intermediate Arabic learners using Hypermedia reading materials. Results show better understanding when using such software. (This paper is related to the Hypermedia project funded by CERCLL.)

Intercultural Interaction in Simulation Gaming Environments
Karim El Saharty, University of Arizona
This paper reports on a case study investigating the potential of stand-alone simulation games in developing intercultural competence by examining the intercultural interaction of learners with the cultural values and artifacts in a game. Data is collected primarily from personal gaming journals and personal interviews with Arabic language students.

Session 4: Intercultural Competence in Study Abroad

Study Abroad and Intercultural Competence: Is There a Connection?
Carla Ghanem, Arizona State University
Study abroad is known to improve language proficiency. This study investigates study abroad students’ perception and assessment of ICC skills. Results reveal study abroad as a predictor for some ICC domains. These findings suggest that programs need to prepare students in advance of travel and offer opportunities upon returning to enhance ICC.

A “(Best) Case Study”?: Impact of Study Abroad on Students’ ICC-Development
Beate Mueller, Macquarie University, Australia
This longitudinal study aims to investigate intercultural and language outcomes of Australian students who spent a semester abroad as part of their language major at Macquarie University, Sydney, Australia. Based on qualitative methods this work examines students’ self-evaluation of their experience and ICC development.

The Role of Social Interaction in Pragmatic Development while Abroad
Ashlie Henery, Carnegie Mellon University

Study abroad provides a rich environment where students may gain wider exposure to L2 pragmatic norms. This paper explores current research on pragmatic development during study abroad. The findings reveal a complex relationship. Directions for future research are proposed, particularly that which examines the role of interaction with native speakers.
Motivating Factors in a Study Abroad Program
Junqing Jia, Ohio State University
This paper focuses on ascertaining the factors that motivate advanced level Chinese learners in a study abroad program. The presentation will illustrate the following issues: are these factors only achievable in a study abroad program? What do program administrators do to enhance these motivating factors?

Session 5:Intercultural Competence in the ESL Classroom

Developing Intercultural Competence while doing a Language Teaching Practicum Abroad
Merica McNeil, University of Arizona
The presenter will share results of a research project which explored how a foreign language teaching practicum abroad was similar to and different from a second language teaching practicum in the U.S. Advantages and disadvantages of participating in the foreign language teaching practicum abroad will be explained.

Beyond ESL: A Discourse Analysis of Diverse Linguistic-Based Identities
Kimberly Meredith, University of British Columbia
This paper reports on a study that uses ethnographic and discourse analytic approaches to explore the social and linguistic positioning of English language learners (ELL) and their linguistically “mainstream” peers at an intercultural youth leadership seminar. Data analysis focuses on identity positioning during ELL/non-ELL paired interviews.

Deep Culture: A Tool for Creating Engaging Activities
Amy Sams, Center for English as a Second Language, University of Arizona
The presenter will demonstrate how to bring students’ underlying “deep” culture to the surface, and then use it to create engaging topics for analysis and discussion in both writing and speaking classes. This approach motivates students to discuss reasons behind cultural behaviors, while developing critical thinking and analytical skills.

Exploring the Dynamics of Intercultural Spaces in an ESL Class
So-Yeon Ahn, Tsui-Chun (Judy) Hu and Hyun-Joo Oh, State University of New York at Buffalo
Through discourse analysis of an English writing course, the present study examines how an ESL teacher develops and co-constructs intercultural spaces (or not) with a diverse student population. In exploring this immersion-learning environment, the study proposes the dynamic nature of the intercultural space.

Session 6: Intercultural Competence in Study Abroad

Development and Assessment of Cultural Competence as a Function of Overall Language Proficiency
Dan Davidson, American Councils for International Education and Bryn Mawr College

The NSLI-Y, CLS, and Flagship Programs (including Fulbright-Hays and Title VIII) represent three distinct investments in overseas training for US students in high school (NSLI-Y), undergraduate summer (CLS), and advanced undergraduate/post-BA (Flagship). Because American Councils administers overseas components of all three of these large federal programs in 7 - 13 languages, it is possible to elicit and measure (to some extent) the emerging interlanguage and cultural competencies influenced by overseas immersion study at differing points in the learning career. Examples are drawn primarily from students of Arabic, Chinese, Farsi, and Russian. (40 minute paper)

International Students’ Intercultural Experiences in Cyprus
Mary Georgiou, University of Nicosia

This presentation explores the intercultural experiences of international students at a private Cypriot university. It is based on an empirical study which investigates their experiences in and outside the classroom in view of isolating salient issues that are of specific concern to them and assessing their feelings of satisfaction.

The Home Institutions’ Role in Developing ICC in Study Abroad
Kacy Peckenpaugh, University of Arizona

This presentation examines the development of ICC in students enrolled in a general education course entitled “Becoming Transcultural: Maximizing Study Abroad.” Focusing on non-culture specific Intercultural Communication, culture simulations, and critical thinking, students’ ICC is documented through coursework portfolios, and pre-and post- measures of the CCAI (Kelley & Meyers, 1995).

Session 7: Intercultural Competence in Spanish-Speaking Contexts

Lost and Found: Three Stories of Interaction in Costa Rica
Kristin Cardellio, University of South Florida
This study is an analysis of the linguistic features of three stories told by a Spanish language learner in Costa Rica interacting with native speakers. The way the learner positions herself and the locals with whom she comes into contact reflects the dynamic and evolving nature of identity.

Intercultural Language Oral Communication Experience between Target and Native Spanish Students
Florencia Pecile, Kirkwood Community College
This paper will discuss a series of oral communication meetings between college native and target language students. The language experience helps both groups to understand their mutual cultural differences through the use of the target language. The interactions provide an opportunity and serious motivation to communicate with natives in a immersive environment.

Do Families Find a ‘Third Space’ in Language Immersion Programs?
Katherine Christoffersen, University of Arizona
In Southern Arizona where the norm for education is “English Only”, parents who enroll their children in language immersion programs actively engage in family language planning. But how does cultural competency factor into this decision? Do students find a ‘third space’ in which to negotiate their linguistic identities?

Developing Students’ Global Citizenship through an Undergraduate Spanish Class
Daniel Morales, University of Maryland, Baltimore County
What strategies can Spanish language teachers use to educate diverse students in their classrooms about global citizenship and intercultural communication? This study reports the implementation of a culturally sensitive curriculum and how students become more confident about interacting in Spanish while learning experiences become more culturally relevant, meaningful, and worthwhile.

Session 8: Technology and Intercultural Competence

Exploring the Potential of Social Media for Intercultural Communication
Hsin-I Chen, University of Arizona
This study explores the potential of social media for intercultural communication and identity formation through examination of three multilingual writers’ engagement and participation in digital literacy practices in online communities. The findings indicate that the writers develop intercultural understanding through negotiation of multiple identities over time. Pedagogical implications are discussed.

Developing and Assessing ICC in a Telecollaborative Lingua Franca Exchange
Marta Guarda, University of Padova
This paper describes a telecollaboration exchange between students from the University of Padova (Italy) and the University of Innsbruck (Austria). The exchange aimed at developing the students’ ICC through meaningful discussion on issues related to identity and culture. Assessment was carried out through qualitative analysis based on Byram’s model for ICC.

Strategic Interaction 2.0: Instructed Intercultural Pragmatics in an EFL Context
Neil Johnson, Kanda University of International Studies
Strategic Interaction (SI) sequences (Di Pietro, 1987) provide opportunities for learners to engage in realistic interactive situations and are mediated by use of model conversations, an online wiki space, and digital video technologies. The online space provides opportunities for learner reflection, peer assisted feedback, and detailed intervention from the instructor.

Conceptualization of Culture at the Level of Educational Institutions Alexander Pichugin, Rutgers University, School of Communication and Information
This paper presents the research exploring the representations of culture in the web presence of German language schools in the US. The purpose of the content analysis-based study is to identify culture-related statements and determine underlying themes and patterns in reference to culture and associated concepts.

Session 9: Fostering Intercultural Competence in Language Classrooms

AILDI: A Model Training Institute for Indigenous Language Immersion
Ofelia Zepeda, University of Arizona
This paper will describe one of the most successful efforts to train Indigenous language teachers in all areas of language teaching. Emphasis will be on training immersion teachers. Understanding how teachers negotiate between traditional and contemporary junctures of education while keeping an eye on authentic language is critical.

Raising Awareness of English as a Lingua Franca
Rachel Wicaksono and Wendy Scheder Black, York St. John University
Students at York St John University in the UK created an award-winning online tutorial based on their experience of using English as a lingua franca in intercultural classrooms. The presenters will demonstrate the tutorial and consider a range of issues for internationalising universities where English is a lingua franca.

Perceptions of Community College ESL Students about Varieties of English
Nathan Jones, Johnson County Community College
This study found that ESL teachers who do not challenge students to aspire to communicate in English as a native speaker may, in fact, be denying them the opportunities they need to build necessary cultural, economic and social capital.

Developing Intercultural Understanding through Language Learning in International Baccalaureate Programmes
Carol Inugai Dixon, International Baccalaureate Organization
The International Baccalaureate offers three educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world through the development of intercultural understanding. Crucial to achieving this mission is an emphasis on the learning of more than one language since language and culture are inextricably entwined.

Session 10: Language Teacher Culture and Immersion Experiences: A New Zealand Evaluation (Panel)

This panel examines different aspects of a national evaluation of language teacher language and culture immersion sojourns between 2005 and 2008. It considers the New Zealand context, the efficacious design of immersion sojourns, issues for teachers and outcomes for students.

Designing Language and Culture Immersion Sojourns for Language Teachers
Sharon Harvey, Auckland University of Technology
The design of immersion programmes is an important element in ensuring that teachers gain the most from their time away from the classroom. This paper will discuss features that benefited teacher learning during the sojourn as well as things that could have been improved in order to maximise time overseas.

Language Teachers Likely to Increase Intercultural Competence on Immersion Programmes
Deborah Corder, Auckland University of Technology
This second of three papers on a New Zealand evaluative study of immersion programmes discusses characteristics of teachers most likely to increase intercultural competence from immersion experiences. Byram’s model provides the theoretical framework to analyse what is needed to realize an increase and to translate it to classroom practice.

Enhancing Student ICC: The Contribution of Immersion Programmes for Teachers
Annelies Roskvist, University of Technology
This paper, the third of three reporting on a national New Zealand study, describes the impact of language teacher immersion programmes on students’ cultural knowledge and intercultural communicative competence. It concludes with recommendations seeking to maximise positive outcomes for students as an outcome of this teacher professional development initiative.

Session 11: Intercultural Competence in Study Abroad

Praxis and Theory in Reentry Programming: Nurturing Intercultural Competence
Jane Jackson, Chinese University of Hong Kong

This session reports on the development and evaluation of a web-enhanced course designed to enhance the intercultural competence of study abroad returnees. Using a “practice to theory to practice” pedagogy and critical reflection, participants are encouraged to revisit their international/L2 experience and take further steps towards a more ethnorelative perspective.

Teaching American Culture in France: Identity and Intercultural Development
Anne Dargent-Wallace, University of Wisconsin-Madison

This talk will address how the perceptions of living and teaching English in France influence one’s identity development and interculturality. The data from six Language-Teaching Assistants in France were gathered over one year using a collaborative blog and interviews, and was analyzed via Bourdieu’s notion of habitus.

Intercultural Competence Development during Short Term Study Abroad
Peter Ecke, University of Arizona

This paper presents a study that compared 55 US students’ expectations for culture learning, assumptions about own and target cultures, and predisposition to develop intercultural competence at the beginning of a summer program in Germany with perceived learning gains, assumptions about cultures, and predisposition to develop intercultural competence at the end of the program.

Examining Discourses of Study Abroad: The Case of Promotional Websites
Kristen Michelson and Jose A. Alvarez Valencia, University of Arizona

This paper presents two case studies of Study Abroad websites from US higher educational institutions. Using the frameworks of social semiotics, multimodality, and Critical Discourse Analysis, this study demonstrates how various semiotic elements circulate Discourses of Study Abroad which may contradict the intentioned learning outcomes of these programs.

Session 12: Intercultural Competence in Spanish- and Portuguese-speaking Contexts

Portuguese as Foreign Language and the Development of Intercultural Competence
Elisa Marchioro Stumpf, California State University at Chico/Fulbright
This paper presents the development of a Portuguese course focused on intercultural competence for study abroad. Considering that cultural information alone is not enough to foster students’ intercultural competence, it discusses the role of the teacher, students and technology in creating possibilities for meaningful intercultural practices.

Cultural Identity and Communication: Brazilian Immigrants in South Florida
Diógenes Lima, Universidade Estadual do Sudoeste da Bahia
This paper will present the results of a study that investigated questions of identity and cross-cultural communication with Brazilian immigrants in South Florida due to cultural differences and/or language barriers.

Intercultural Competence in One-Way Elementary Immersion Program Graduates
Pamela Wesely, University of Iowa
This presentation will summarize a study exploring the development of aspects of intercultural competence in English-dominant students who had attended one-way elementary immersion schools in the U.S. Findings from 131 surveys and 33 interviews will be presented, offering insights into the nature of culture learning in one-way immersion programs.

Teachers’ International Exchange: Socio-cultural and Identity Development through Practice
Monique Bournot-Trites, Sandra Zappa-Hollman and Valia Spiliotopoulos, University of British Columbia

This presentation reports on a study that explored the professional identity as well as the intercultural awareness and sensitivity development of six Canadian novice foreign language teachers who participated in an international exchange in Europe. It will be particularly appealing to an audience interested in foreign language teaching and learning.

Session 13: Intercultural Competence in Study Abroad

What did Japanese Students Learn from Experiences of Studying Abroad?
Yumiko Furumura, Kyushu University, and Etsuko Yamada, Kanda University of International Studies
This study explores the kinds of preparations students need at their universities before studying abroad. It uses interviews with Japanese students who had studied in foreign countries and analyzes them in terms of Critical Cultural Awareness and other elements of intercultural competence.

Assessing Intercultural Adjustment Skills for Study Abroad Programs in Japan
Erica Zimmerman, Chie Paik and Shinobu Anzai, United States Naval Academy
This study assesses the potential for intercultural adjustment skills among learners of Japanese participating in summer study abroad in Japan, using the Intercultural Adjustment Potential Scale (Matsumoto et al, 2003) and the substance and quality of their culture learning presented in a pre- and post-open ended cultural survey.

Socializing Stance and Study Abroad in China
Wenhao Diao, Carnegie Mellon University
Drawing on language socialization and sociolinguistic theories, this study documents how Mandarin L2 learners develop linguistic resources to socialize stance with native speakers over a summer in China. It concludes that a sojourn overseas encourages learners to negotiate worldviews and to be socialized to speak like a native speaker.

A Discussion Board as an “Intercultural” Community: Teaching Sensitivity to Cultural Differences in a First- year Japanese Language Program
Misumi Sadler, University of Illinois at Urbana-Champaign
This presentation demonstrates some empirical insight into the students’ level of intercultural communicative competence through their participation and interaction on a discussion forum in first-year college Japanese language courses.

Session 14: Intercultural Competence and Professional Studies

Multilingual Communication in the University and the Business World
Eduardo Faingold, University of Tulsa
This paper studies linguistic abilities and cultural strategies American students employ in solving problems while performing internships abroad. Data were obtained from a case study of business students taking an internship class and working for corporations in Argentina. Students not only attained fluency in Spanish, but also increased their intercultural awareness.

Preparing Graduate Students for Professional Work in Intercultural Settings
Lynn Goldstein, The Monterey Institute of International Studies
This presentation reports on the development of a course to prepare graduate students in the professions to be effective and ethical participants in intercultural interactions. It will discuss the challenges in developing this course, and the curriculum and its underlying principles, including that language, language use, and culture are situated and variable.

Enhancing Intercultural Competence among Military Personnel through Translation and Interpretation
Jonathan Levy and Akmaral Mukan, Cyracom International Inc.
This presentation will provide an overview of the Defense Language Institute’s Translation and Interpretation Training and Testing Capabilities Project, including how intercultural communication challenges were integrated into training curricula to facilitate more effective translation and interpretation, language, and cultural proficiency development.

Challenges of Community Involvement in a Business Spanish Class Abroad
Lisa Kuriscak, Ball State University
This paper focuses on a pedagogical method used in a Business Spanish class in Spain (i.e., community involvement via interviews and shadowing with a local business) in order to increase students’ engagement with the host culture and their intercultural competence within the immersive environment of a summer study abroad program.

Session 15: Embracing Linguistic and Cultural Variation: Developing and Assessing Intercultural Competency in CLS Arabic Summer Intensive Programs (Panel)

The Critical Language Scholarship (CLS) Arabic summer intensive study abroad program operates in five locations in the Arab world. This panel discusses some of the successful approaches that CLS recently adopted in order to actively promote intercultural competence and consciously integrate it in the curriculum while increasing intrinsic motivation.

Changing Language Attitudes and Developing Sociolinguistic Competence in CLS Arabic Programs Across the Arab World
Sonia Shiri, University of Arizona
In this study, CLS students come into the program “preferring” to learn Egyptian or Levantine Arabic and looking down on the varieties of North Africa and Oman. Their linguistic attitudes affect their willingness to gain intercultural competence. As they become sociolinguistically literate, the students become more receptive to the target culture.

Can a Little Learning Really be a Dangerous Thing? Prior Student Experience Abroad and the Success of CLS Arabic Programs in the Sultanate of Oman
Greg Bell, Princeton University
This paper describes the results of student surveys that report on the successes and failures of using localized cultural materials purposely incorporated in the curriculum with students of Arabic in CLS Oman. It then assesses the degree of success of the changes implemented the following year as a result of this study.

Creating Intrinsic Motivation and Developing Intercultural Competence
Youniss El Cheddadi, University of California, San Diego
Based on the social-psychological theory of second language acquisition, this study investigates the CLS students’ motivation for learning language and culture. It measures the extent to which the CLS Arabic program in Tangier, Morocco, has contributed to creating intrinsic motivation and therefore openness for cultural learning.

Session 16: Intercultural Competence in Spanish- and Portuguese-speaking Contexts

Learning from Our Neighbors: Teachers Studying ‘Abroad’ with Local Immigrants
Elizabeth Grassi and Obdulia Castro, Regis University
The ‘study abroad’ in the neighborhood program establishes relationships between our pre-service teachers and local Hispanic families. Pre-service teachers make weekly visits to local immigrant families who teach our students about their language, their culture, and their educational expectations/ challenges. This paper will describe this program and present recent data.

Intercultural Competence through Sociolinguistics
Lori Czerwionka, Northern Illinois University
The goal of this presentation is twofold: (1) to present a Spanish sociolinguistic critical pedagogy that approaches intercultural competence from a social diversity perspective, and (2) to investigate possible tools for the assessment of intercultural competence, including student-centered reflections on social dynamics in students’ local communities and Likert-scale questionnaires. Language Education in Mozambique: Stakeholders’ Identities and Perspectives
Sandra Terra, University of Wisconsin-Madison
In this presentation, the presenter will explore stakeholders’ (primary school teachers and school directors) constructions of identities influenced by the shifting politics and policies, while examining issues of language valorization, intercultural development and beliefs of local languages in both bilingual and monolingual education in Mozambique.

Cibola, An Hispanic and Luso-Brazilian Virtual Community
Juliana Luna Freire and Malcolm Compitello, University of Arizona
Cibola is a region in Second Life designed to exploit the potential of SL’s pedagogical uses and social networking power. It is based on the recreation of cultural spaces in the Hispanic and Luso-Brazilian world and offers possibilities for real-time language learning inside and outside of the classroom.

Session 17: Intercultural Competence in Study Abroad

Learner Autonomy in Acquiring Intercultural Communication Competence for Studies Abroad
Hélène Zumbihl, Université Nancy
Learner autonomy in acquiring intercultural skills is an essential element for a successful immersion experience. Based on theories of learner autonomy in language-and-culture learning, this paper describes the possibilities for enhancing the autonomization process for students attending intercultural courses for university studies abroad through self-reflection about experiential learning.

Emerging Imaginaries in Primary School Teachers Engaged in Short Professional Mobilities
Paola Rivieccio, Université Sorbonne Nouvelle

The paper is about teachers’ imaginary evolution linked to their professional mobility abroad. In the frame of an exchange project between three schools belonging to three different European countries, the presenter will analyze the extent to which professional mobilities abroad can modify initial teachers’ imaginaries concerning their teaching roles.

Does Language Matter? Examining Intercultural Development in Study Abroad
Allison Spenader and Angela Erickson-Grussing, College of St. Benedict and St. John’s University
Study abroad is regarded as an effective way to improve intercultural competence and language proficiency. This paper presents the findings of a study of 95 university students who studied abroad in Ireland, Spain and Chile, and explores the complex relationship between their intercultural development and oral language proficiency development.

Finding Michelangelo in the Town Square: Navigating Culture
D.R. Ransdell, University of Arizona
While study abroad participants often expect to devour the “high” culture of the target country, they often find that their best learning comes from “low” culture instead. This paper will show how students in Italy learned to navigate between cultures and make suggestions for helping them do so.

Session 18: Intercultural Competence in Chinese-speaking and EFL Contexts

Inquiry into the ICC Development of EFL Students in Taiwan
Tsu Chia Julia Hsu, University of Lunghwa of Science and Technology
The Intercultural Sensitive Scale (ISS) is used to assess the effects of a short-term, faculty-led summer study-abroad language program during the summers of 2010 and 2011 on the students’ intercultural sensitivity. Results show that students improve in both respect for cultural differences and interaction enjoyment factors of the ISS.

Development of Pragmatic Competence and Cultural Awareness in Study-Abroad Environment
Li Yang and Jia Zhu, University of Iowa
This study is intended to explore development of pragmatic competence and cultural awareness of two American learners of Chinese in a study-abroad environment. Data collected from pre-and post- tests, e-journals, and interviews are analyzed to present these learners’ development of expressions of gratitude and cultural knowledge during their stay in China.

Language Attitudes toward Heritage Language in Chinese Heritage Language Classrooms

Ming-Ying Li, Pennsylvania State University
The research presented in this paper studied the views of heritage language (HL) in a group of Chinese heritage language (CHL) learners at the university-level. The findings show that many factors have contributed to the awareness of CHL learners in learning their HL, including their proficiency in English and the support of their families.

Investigating the Pragmatic Competence of Foreign Language Learners and Teachers
Kaveh Jalilzadeh, Science and Research Branch, Islamic Azad University, and Mahdi Dehghan, Taft Branch, Islamic Azad University
This paper presents a study that investigated the pragmatic competence of EFL learners and non-native language teachers. The researchers used a pragmatic competence test developed by Jianda(2007). The independent variables of this study were language proficiency, years of experience, age and gender.

Session 19: Intercultural Competence in EFL Instructional Contexts

From Cultural Alienation to Intercultural Competence in EFL Textbooks
Souryana Yassine, University of Birmingham, UK; Mouloud Mammeri University of Tizi Ouzou, Algeria
This paper highlights the development in attitudes towards cultural contextualization in three locally designed Algerian EFL textbooks. It shows how the cultural content of the textbooks moves from conveying cultural alienation by focusing on the Other (foreign culture) towards fostering intercultural communication by portraying dialogue between the Self and the Other.

Culture and Language within the Curriculum: One Colombian EFL Program
Gerriet Janssen, University of Hawai’i, Manoa; Universidad de los Andes, Colombia
This paper describes the good fit one Colombian undergraduate EFL course series has found in integrating content-based instruction, task- based language teaching, genre writing, critical perspectives, and socio-linguistic, socio-cultural, and inter-cultural content themes. Students gain academic task skill-sets and the understanding of global and local issues related to language, culture, and power.

Bringing Content-based English Language Instruction to Post-Soviet Azerbaijan
Patricia Szasz, Monterey Institute of International Studies, and Karen Hamilton, Palomar College
Two American teacher trainers share their experience delivering a curriculum development workshop to English teachers in Azerbaijan. The presenters discuss insights gained from working with teachers educated under the Soviet system who are moving toward content-based language instruction. Implications of creating an English- medium diplomatic university in the region are also addressed.

Study, Work and Residence Abroad: Colombian EFL Pre-service Teachers’ Experiences
John Jairo Viáfara González, University of Arizona, and J. Aleida Ariza, Universidad Pedagógica y Tecnológica de Colombia
This study discusses EFL Colombian student- teachers’ perceptions of how their working, living and studying in the U.S. has shaped their pedagogical and language competencies, both of which are tied to their intercultural development. The research seeks to expand on the relatively rare exploration of this field in Latin American populations.

Session 20: Intercultural Competence in Spanish-speaking Contexts

Language and Culture Learning in Out-of-Class Interaction during Study Abroad
Rachel Shively, Illinois State University
This paper presents a study that provides an examination of the opportunities for social interaction, second language use, and culture learning by study abroad students in Spain in naturally-occurring service encounters. The results suggest that although service encounters are typically brief, they can contribute to language and culture learning during study abroad.

Moving Towards Interculturality in an Immersion Experience Abroad
Elizabeth Smolcic, Pennsylvania State

The presenter will outline research about teacher learning in an international immersion experience for novice ESL teachers in the Andean highlands of Ecuador. Using a Vygotskian-inspired theoretical approach to development, the study highlights specific affordances and constraints that impact teacher learning in this short-term experiential learning program abroad, particularly movement towards interculturality.

Teaching Culture Beyond Nationalist Boundaries: Stereotyping and National Identities
Peter Sayer, University of Texas at San Antonio, and Bryan Meadows, Fairleigh Dickinson University

In early 2011 a controversy erupted between Mexico and England over remarks made by BBC commentators which disparaged Mexicans as “lazy, feckless, flatulent [and] overweight.” The presenters analyze the incident for what it tells us about national cultures, but also for the possibilities of FL education for critiquing nationalist stereotypes.

Cultural Stereotypes and Intercultural Competence among University Students in Mexico
Ana Cecilia Villarreal Ballesteros, Frank Malgesini and Emma Escobedo Chavez, Universidad Autónoma de Chihuahua

Students in a university major taught in English in Mexico were asked to write short descriptions of culture and education in Mexico and the United States to test whether their responses would demonstrate intercultural awareness. Most students, whether in majors taught in English or Spanish, responded with stereotypes.

Session 21: Fostering and Assessing Cultural Humility in Short-Term Studies Abroad (Panel)

This panel will discuss how to arrange short- term study abroad opportunities for teachers that take them out of their cultural and linguistic comfort zones into a new critical awareness and will present their research regarding these transformative experiences.

“Othering” Teachers: Developing Cultural Humility in Short-term Programs Abroad
Mary Benedetti, University of Cincinnati
“Cultural humility” is a concept relatively new in the field of Education but one that has real significance in teacher preparation and professional development. This presentation will discuss a research study into how “otherness” may lead to cultural humility in short-term study abroad programs.

Short-term Studies Abroad for Professional Development
Rebecca Hale and Irene Trunick, University of Cincinnati
This paper will discuss the reasons for the development of the short-term study abroad experience as the preferred model for teacher professional development.

Embedded Visiting Scholars as Cultural Experts in PK-12 Settings
Denise Dallmer, Northern Kentucky University
This paper explores the concept of cultural immersion within a familiar context. International visiting scholars were placed into traditional suburban schools as part of a Department of State initiative. Research demonstrates that the students in the schools gained a remarkable level of cultural understanding from these embedded visitors.
Critically Evaluating Short-term Study Abroad Programs
Angel Añorga, Raymond Walters College
Evaluation of study abroad programs has often been casual and related to student satisfaction or foreign language progress. The goals of short-term studies abroad, however, are often more focused on cultural rather than linguistic proficiency. This paper will discuss effective means of evaluating this aspect of study abroad.

Session 22: Intercultural Competence in German-speaking Contexts

Intercultural Competence: Meeting the Bar and Falling Short in Study Abroad
Kacy Peckenpaugh, University of Arizona
This study presents case studies of two seemingly ideal candidates for displaying an ethnorelative perspective, as outlined in the Intercultural Development Inventory (Hammer, Bennett, & Wiseman 2003) during and after a short term study abroad program in Leipzig, Germany. While the bilingual, bicultural female students both demonstrated Intercultural Competence (Byram, 1997), one continually demonstrated an ethnocentric perspective.

A Successful Immersion Program for Adults: A Longitudinal Case Study
Peter Schroeck, German Language School Conference, and Alexander Pichugin, Rutgers University, School of Communication and Information
The paper presents a longitudinal observational case study of a travel/study program for adults in Germany and Switzerland for English-speaking participants with different levels of language knowledge and heterogeneous cross-cultural experience. Both the results of the study and the methods used are transferable to other studies of immersion programs.

Decoding Socio-pragmatic Utterances in Intercultural Contexts – A Think-aloud Study
Veronika Timpe, TU Dortmund
Sociolinguistic comprehension is an essential factor in Intercultural Communicative Competence. This paper will present a study in which the author used think-aloud methodology to investigate the cognitive processes of two groups of university-level German learners of English (study abroad experience vs. no study abroad experience) when solving receptive intercultural sociolinguistic assessment tasks.

Re-theorizing Interculturality on the US-Canadian Frontier: A Three-part Borderland Medley
Gael Fonken and Rex Veeder, St. Cloud State University

Theorizing interculturality as a unique local, borderland practice helps transcend restrictive monolingual styles of interaction. By recovering the diasporic histories of minority heritage languages— Platt, Somali, and Ojibwa—in a traditional “German” community composed of 10% (more)recently- arrived Somalis, we immerse ourselves in the very auditory aesthetic that we retrieve. Collaborative student/faculty research is central to this mosaic style of interculturality.