Linguistics for Intercultural Education

Fred Dervin | University of Helsinki
ORCID logoAnthony J. Liddicoat | University of South Australia
ISBN 9789027213075 | EUR 95.00 | USD 143.00
ISBN 9789027213082 | EUR 33.00 | USD 49.95
ISBN 9789027272355 | EUR 95.00/33.00*
| USD 143.00/49.95*
Google Play logo
The issue of intercultural learning has been tackled, amongst others, in the fields of education, language education and applied linguistics. In spite of the extensive literature on the subject, there is still much which needs to be done to address the ways in which linguistics itself can contribute to intercultural education. The 8 chapters by internationally-renowned scholars highlight different ways of using it both in the classroom and in researching intercultural education. The following approaches are covered: Critical Discourse Analysis, Énonciation, Conversation Analysis and Pragmatics. The introduction to the volume also offers a useful and comprehensive survey of the debates around the polysemic notion of the ‘intercultural’. The book will appeal to an international readership of students, scholars and professionals across a wide range of disciplines, interested in making intercultural education more effective.
[Language Learning & Language Teaching, 33] 2013.  vi, 201 pp.
Publishing status: Available
Table of Contents
“This fascinating and timely book fills a gap between the field of intercultural education and the field of linguistics. Taking its point of departure in a non-essentialist view of culture, interculturality and language, the volume makes clear how the two fields can cross-fertilize each other in many different ways. Among the linguistic disciplines and approaches dealt with are intercultural pragmatics, conversation analysis, discourse analysis and dialogism. In a series of illuminating chapters the reader is invited to reflect on different roles for linguistics in relation to intercultural learning, with a focus on formal educational settings.”
“Fred Dervin and Anthony J. Liddicoat have always emphasized in their work that plurilingualism and pluriculturalism are norms in our globalized world and that it is thus urgent to develop ways of making intercultural education more effective. By proposing dynamic, complex and convincing linguistic approaches to the 'intercultural' in this volume, the authors confirm the importance of language in preparing students for intercultural encounters.”
“From an intercultural perspective, I believe that this volume is very informative for an international readership since the chapters included follow a range of approaches to linguistic analysis and address quite different contexts of interculturality. What is very interesting is that, within this wealth of diversity, four main ways emerge, in which linguistics has been shown to have a role in intercultural education during the learning process: as affordances for learning, as processes for learning, as processes of evaluation, and as accounts of teaching.”
“At long last, this is an excellent, long-awaited and welcome development in the field. The authors have taken seriously the idea that linguistics should enrich the study of intercultural education. Well done to the authors on this substantial achievement!”
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2017. The status of intercultural mediation in translation: Is it an absolute licence?. Topics in Linguistics 18:1  pp. 59 ff. DOI logo
Akiyama, Yuka
2017. Vicious vs. virtuous cycles of turn negotiation in American-Japanese telecollaboration: is silence a virtue?. Language and Intercultural Communication 17:2  pp. 190 ff. DOI logo
Baraldi, Claudio
2021. Studying Hybrid Identities in Schools: Notes on a European Project. Studia Migracyjne – Przegląd Polonijny 47:4 (182)  pp. 25 ff. DOI logo
Baraldi, Claudio
2022. Facilitation in the Education System. In Facilitating Children's Agency in the Interaction [Studies in Childhood and Youth, ],  pp. 67 ff. DOI logo
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2023. Facilitative practices to promote migrant children’s agency and hybrid integration in schools: discussing data from Italy, Poland and England. Language and Intercultural Communication 23:2  pp. 151 ff. DOI logo
Betz, Emma M. & Thorsten Huth
2014. Beyond Grammar: Teaching Interaction in the German Language Classroom. Die Unterrichtspraxis/Teaching German 47:2  pp. 140 ff. DOI logo
Blyth, Carl
2018. Immersive technologies and language learning. Foreign Language Annals 51:1  pp. 225 ff. DOI logo
Catalano, Theresa & Amanda R. Morales
2022. Dancing across difference: arts and community-based interventions as intercultural education. Intercultural Education 33:1  pp. 48 ff. DOI logo
Cerezo, Encarna Atienza & Joan Aznar Bertolín
2020. Criterios para el desarrollo de las competencias interculturales en español LE/L2 desde una perspectiva crítica. Journal of Spanish Language Teaching 7:2  pp. 137 ff. DOI logo
Chen, Chen
2021. Using Scaffolding Materials to Facilitate Autonomous Online Chinese as a Foreign Language Learning: A Study During the COVID-19 Pandemic. SAGE Open 11:3  pp. 215824402110401 ff. DOI logo
Cots, Josep M., Marta Aguilar, Sònia Mas-Alcolea & Àngels Llanes
2016. Studying the impact of academic mobility on intercultural competence: a mixed-methods perspective. The Language Learning Journal 44:3  pp. 304 ff. DOI logo
Czura, Anna
2018. Students Teachers’ International Experience and Their Beliefs About Developing Intercultural Communicative Competence. In Challenges of Second and Foreign Language Education in a Globalized World [Second Language Learning and Teaching, ],  pp. 327 ff. DOI logo
Derivry-Plard, Martine
2019. Un paradigme plurilingue et pluriculturel pour la formation des enseignants. Voces y Silencios. Revista Latinoamericana de Educación 10:1  pp. 63 ff. DOI logo
Derivry-Plard, Martine
2020. A Multilingual Paradigm: Bridging Theory and Practice. In Native-Speakerism [Intercultural Communication and Language Education, ],  pp. 157 ff. DOI logo
Dooly, Melinda & Claudia Vallejo Rubinstein
2018. Bridging across languages and cultures in everyday lives: an expanding role for critical intercultural communication. Language and Intercultural Communication 18:1  pp. 1 ff. DOI logo
Fielding, Ruth
2021. A multilingual identity approach to intercultural stance in language learning. The Language Learning Journal 49:4  pp. 466 ff. DOI logo
Furtado-Guimarães, Felipe & Kyria Rebeca Finardi
2020. Intercultural Education. In Handbook of Research on Bilingual and Intercultural Education [Advances in Educational Technologies and Instructional Design, ],  pp. 201 ff. DOI logo
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2018. A pedagogical model for integrating film education and audio description in foreign language acquisition. Translation and Translanguaging in Multilingual Contexts 4:1  pp. 30 ff. DOI logo
Herrero, Carmen & Manuela Escobar
2020. A pedagogical model for integrating film education and audio description in foreign language acquisition. In Audiovisual Translation in Applied Linguistics [Benjamins Current Topics, 111],  pp. 32 ff. DOI logo
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2021. Problematizing culture with video in teacher training. Language and Intercultural Communication 21:6  pp. 781 ff. DOI logo
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2023. Conceptualizing diversity in ECEC policy: implications for the role of diverse preschool in Sweden. European Early Childhood Education Research Journal  pp. 1 ff. DOI logo
Roberts, Gabriel John
2023. Tall trees; weak roots? A model of barriers to English language proficiency confronting displaced medical healthcare professionals. Language Teaching Research 27:4  pp. 820 ff. DOI logo
Sardinha, Tony Berber
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Scibetta, Andrea & Valentina Carbonara
2020. Unveiling discourses on interculturality and identity construction in primary schools in Italy: a study based on translanguaging pedagogy. Journal of Multicultural Discourses 15:4  pp. 422 ff. DOI logo
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2019. Dynamic conceptions of plurilingual and intercultural competence in the multilingual environment of Luxembourg. European Journal of Higher Education 9:3  pp. 300 ff. DOI logo
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[no author supplied]
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This list is based on CrossRef data as of 14 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


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CJA: Language teaching theory & methods

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U.S. Library of Congress Control Number:  2012042206 | Marc record