Start date: February 22, 2024
End date: February 25, 2024
Time: 8:00 am - 4:00 pm
Location: The University of Arizona and Online

The Ninth International Conference on the Development and Assessment of Intercultural Competence


Intercultural Learning, Global Citizenship and Peacebuilding


Invited Presenters:
Larisa Kasumagić Kafedžić, University of Sarajevo
Adam Strom, Re-Imagining Migration

In 2015, The United Nations (UN) adopted a 2030 agenda, which included peace at its core. Based on this blueprint, the UN member states agreed to…

Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels.

Peacebuilding here is focused at the macrolevel of government actors and institutions, including educational organizations; however, work within language and culture education (e.g., Oxford et al, 2020) suggests that individuals, including those in conflict-ridden parts of the world, often cite inner and interpersonal dimensions of peace as central. What roles might intercultural learning play in fostering peace across and between these disparate levels? What might an intercultural education for peacebuilding that is cognizant of disparity and pain look like (see Bigelow, 2016; Porto & Zembylas, 2022)? What kinds of connections between intercultural peace and other dimensions including inner peace and ecological peace can our language curricula and programs help students to explore (see Oxford, 2017)? How can language educators promote respect for all, build a sense of belonging to a common humanity, and help learners become responsible and active global citizens (see UNESCO’s definition of Global Citizenship Education)?

The organizers of ICC 2024 accepted presentation proposals that focus upon these questions. Authors chose from among the following strands:

  • Theoretical and conceptual approaches
  • Assessment
  • Curriculum design and instructional approaches
  • Materials
  • Technology
  • Policy and institutional initiatives
  • Exchanges (physical and virtual)
  • Service/Community-based learning
  • Professional learning of educators

Around 100 presentations have been accepted or invited for ICC 2024, with authors located at institutions in 30 countries and in 27 US states. Presentations include pre- and post-conference workshops (in-person only), papers (in-person and virtual), symposia (in-person and virtual), and posters (in-person and virtual). Fewer than a third of the presentations are virtual; the rest will be presented in-person, in Tucson, Arizona.

Registration scholarships are available for K-12 teachers and graduate students. Extended application deadline: December 8, 2023.

For all the details, visit the ICC Website.

This ninth iteration of the Intercultural Competence conference is organized by the Center for Educational Resources in Culture, Language and Literacy (CERCLL), a Title VI Language Resource Center at the University of Arizona. 

Questions? Please contact CERCLL at

Co-sponsored by:

  • The Second Language Acquisition and Teaching (SLAT) Program
  • College of Humanities
  • College of Social and Behavioral Sciences
  • Arizona International
  • Center for East Asian Studies (CEAS) at the University of Arizona
  • Center for Latin American Studies (LAS) at the University of Arizona
  • Center for Middle Eastern Studies (CMES) at the University of Arizona
  • Center for Advanced Language Proficiency Education and Research (CALPER) at Pennsylvania State University
  • Center for Applied Second Language Studies (CASLS) at the University of Oregon
  • Center for Urban for Language Teaching and Research (CULTR) at Georgia State University
  • National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa.