Intercultural Communications

This paper examines the theoretical and practical implications of multimodal semiotics in contemporary global communication. Drawing on foundational work by Gunther Kress and Theo van Leeuwen, this study explores how meaning-making has evolved from traditional linguistic analysis to encompass visual, auditory, gestural, and digital modes of communication. The research demonstrates that multimodal approaches fundamentally transform our understanding of discourse by revealing how integrated sign systems operate across cultural and technological boundaries. Through critical analysis of theoretical frameworks, digital applications, and crosscultural communication patterns, this paper argues that multimodal semiotics provides essential tools for understanding meaning-making in globalized digital contexts. The findings suggest that contemporary communication increasingly relies on sophisticated interactions between multiple semiotic modes, challenging traditional linguistic paradigms and requiring new analytical frameworks. The study concludes by identifying future research directions in AI-mediated communication and algorithmic semiotics, emphasizing the growing importance of multimodal literacy in digital society.

The art installation common/room explores human–digital–human encounter across cultural differences. It comprises a suite of extended reality (XR) experiences that use technology as a bridge to help support human connections with a view to overcoming intercultural discomfort (racism). The installations are exhibited as an informal dining room, where each table hosts a distinct experience designed to bring people together in a playful yet meaningful way. Each experience uses different technologies, including 360° 3D virtual reality (VR) in a headset (common/place), 180° 3D projection (Common Sense) and augmented reality (AR) (Come to the Table! and First Contact – Take 2). This article focuses on the latter, First Contact – Take 2, in which visitors are invited to sit at a dining table, wear an AR head-mounted display and encounter a recorded volumetric representation of an Indigenous Māori woman seated opposite them. She speaks directly to the visitor out of a culture that has refined collective endeavour and relational
psychology over millennia. The contextual and methodological framework for this research is international commons scholarship and practice that sits within a set of relationships outlined by the Mātike Mai Report on constitutional transformation for Aotearoa, New Zealand. The goal is to practise and build new relationships between Māori and Tauiwi, including Pākehā.

Colour words are among the most universal yet culturally variable elements of language, situated at the intersection of perception, cognition, and cultural tradition. Their use in literary discourse not only evokes vivid imagery but also encodes symbolic, emotional, and ideological meanings. This paper investigates colour terms as cognitive and cultural markers in multilingual literary texts, with examples from English, Polish, Ukrainian, Spanish, and German literature. Drawing on cognitive linguistics and stylistics, the study illustrates how colour words contribute to the construction of metaphor, symbolism, and cultural identity. Methodologically, the research adopts a qualitative comparative approach, focusing on the functions of colour terms in selected literary passages. The analysis reveals both universal tendencies (such as symbolic associations of light and darkness, warmth and cold) and culturally specific nuances (for instance, Spanish verde with erotic overtones or the Ukrainian sinij/golubij distinction absent in English). The findings highlight the challenges these differences pose for translation and the opportunities they offer for intercultural pedagogy. The paper concludes that colour terms are not merely lexical items but complex semiotic resources, revealing how language, thought, and culture are intertwined in literary communication.

The physician-patient relationship (PPR) is a critical element in medical ethics,
built on mutual respect, trust, and knowledge. It ensures that physicians meet patient
needs, including providing care and education on diagnoses and treatments while
creating a working relationship that allows patients to be centered in their care.
Intercultural communication is essential for understanding patient perspectives and
building trust. However, physician burnout and biases can negatively affect care.
This chapter highlights the importance of utilizing intercultural communication to
strengthen the physician-patient relationship allowing for better care and health
outcomes.

This article is part of an on-going research project dedicated to enhancing our understanding of domain-specific knowledge communication across various multiliterate communities, semiotic modes and media contexts. The focus of the present analytical endeavour is on the dissemination of knowledge of academics from the domain of business and management to professionals and other non-academic communicative partners in the context of the Harvard Business Review journal. The central empirical material is constituted by a cluster of videos selected from the Facebook context of the journal whose intention is to function as a bridge between academia and enterprises. For this bridging effort, a number of video genres which are not traditionally used for scientific knowledge communication in academic contexts (e.g., Quick Study, Explainers, Tips & Ideas, etc.) are employed. Furthermore, in accordance with the Facebook context, the videos are accompanied by users’ commentaries that evaluate th...

Social networking sites (SNS) have revolutionised how we build and maintain connections with people all over the world. Transcending their usual purpose, SNS are now also shaping our interaction with language itself through online learning communities and new ways of meaningmaking. Participating in online spaces has become an integral part of learners' everyday practices. Many language learners are enacting the role of 'content creators' on SNS, resulting in authentic language use. This study aims to explore the perceived effect of SNS on their English skills. An extensive review of literature and an identification of theoretical paradigms provide a basis for the study. Through a survey questionnaire administered to 79 digital content creators who are learning English as a second language, the study investigates their perceptions of the impact of content creation on incidental and conscious language learning. The findings reveal that creating content on SNS is perceived to assert a significant positive influence on the development of language skills through incidental language learning. Further, writing skills are perceived as having improved most from SNS use compared to other skills. The development of popular vocabulary was also found to be a positive outcome of SNS use. Implications for teaching practices are discussed.

As human communication shifts toward multimodal formats, the way individuals engage with social issues is evolving. This paper explores the intersection of multimodal communication, social networks filter bubbles, and student-led protest movements, focusing on recent demonstrations in Serbia. Resting upon psychology and applied linguistics, this research primarily aims to examine the linguistic and multimodal strategies used in student-created protest materials as well as to analyze the role of filter bubbles in shaping online discourse and how they influence linguistic structures and rhetorical strategies. We will further develop an EFL teaching framework that uses protest media to enhance critical thinking, discourse analysis, media literacy, and communicative competence. Following several approaches, the study will include corpus and a brief media and multimodal discourse analysis which assumes collecting student-generated protest materials (posters, memes, social media campaigns), examining text-image interplay and identifying rhetorical patterns (e.g. irony, metaphor, satire, wordplay) in digital activism. One of such examples could be verbal irony, symbolism and performative resistance reflected in a styrofoam snake as a protest prop. Additionally, since we are discussing Serbian slogan in an English classroom, contrastive linguistic analysis will also be taken into account. The study is expected to demonstrate that multimodal teaching strategies significantly enhance students' ability to critically analyze public discourse and that the filter bubble lesson helps students recognize bias, algorithmic influence, and ideological echo chambers. Using protest media as a teaching tool fosters engagement, communicative competence, and social awareness in psychology students. Finally, the integration of multimodal resources into ELT should lead to improved argumentation skills, media literacy, and awareness of digital discourse structures.

Initial encounters with people from different linguistic and cultural affinities during trading activities are likely to cause anxiety, mistrust, and uncertainty that can compromise effective communication. Despite the ongoing trade in Busia town, invoking a theoretical framework may help develop strategies to improve communication by reducing misunderstandings. This paper examines how Communication Accommodation Theory (CAT) can provide insights for developing communication survival strategies for traders and customers during an initial intercultural business encounter. Data were collected through observations (non-participant) and recorded conversations from traders and customers who were purposively sampled and analysed using CAT"s five sociolinguistic strategies at the Kenya-Uganda cross-border trade. Results indicate that discourse management, interpretability, approximation, emotional expression and interpersonal control strategies are often employed by traders and customers during their interactions, respectively. Findings also revealed that traders applied more of the five sociolinguistic strategies than customers. As such, this accommodation stance allowed seamless interaction, which minimised communication frictions. In view of these findings, this paper, therefore, affirms CAT"s utility in providing effective communication survival strategies to traders and customers to help them transcend intercultural communication problems, thereby enhancing cross-border trade.

Emotions, both positive and negative, are part of our lives. However, until the 1960s, little attention was paid to the role they played in learning foreign languages. It all changed with the development of humanistic psychology, which focused, among others, on the integration of cognitive and affective teaching. Emotions also accompany encounters of individuals representing two different cultures. Intercultural communication is a complex process, which often involves culture shock, conflicts and various types of interpersonal relations. The aim of this paper is to accentuate the role of emotions in foreign language teaching. We will put forward several proposals concerning affective learning viewed from the perspective of intercultural communication. Finally, we will present the results of the study conducted among learners of Spanish, which illustrates the importance of affective factors in constructing students' positive attitudes towards language and culture.

Emotions, both positive and negative, are part of our lives. However, until the 1960s, little attention was paid to the role they played in learning foreign languages. It all changed with the development of humanistic psychology, which focused, among others, on the integration of cognitive and affective teaching. Emotions also accompany encounters of individuals representing two different cultures. Intercultural communication is a complex process, which often involves culture shock, conflicts and various types of interpersonal relations. The aim of this paper is to accentuate the role of emotions in foreign language teaching. We will put forward several proposals concerning affective learning viewed from the perspective of intercultural communication. Finally, we will present the results of the study conducted among learners of Spanish, which illustrates the importance of affective factors in constructing students’ positive attitudes towards language and culture.

Advancements in digital technology have led to the emergence of various multimodal genres involving the combination of multiple meaning-making resources. This has prompted researchers to adopt new analytical frameworks to investigate previously unexplored genre features. This chapter provides an overview of the three main approaches employed by applied linguists to examine genre from a multimodal perspective, including Systemic Functional Multimodal Discourse Analysis, Social Semiotics Multimodal Analysis, and Multimodal Corpus Analysis. After delving into the background, objectives, and specific tools employed by each approach, the chapter presents examples of studies investigating various academic and non-academic genres. The present work offers readers an understanding of the common issues and challenges encountered in multimodal genre research and outlines potential directions for future research.

In recent years, approaches to teaching foreign languages have changed, which is associated with the humanization and humanitarianization of the educational system. Increasingly, language is seen not as the primary means of communication, but as a way of knowing the values of other peoples and cultures. Learning a foreign language through the prism of culture is the basis of the cultural approach. The article considers this approach, defines its criteria, characterizes the methods and principles of this technology. The authors prove that the cultural approach reflects modern requirements for teaching a foreign language and allows students to master linguistic knowledge and communication skills, together with a whole range of cultural knowledge. In the framework of this approach, the object of education is culture, and speech becomes an auxiliary means of obtaining information. The cultural approach involves the formation of lingua-cultural competence -a system of knowledge about culture and the totality of abilities and skills to operate this knowledge in a specific speech situation. The article considers the role, content, and leading aspects of the cultural approach in the process of teaching foreign languages. The concepts of cultural approach and cultural education are considered. The functional features, tasks, and conditions for using the cultural approach in the process of teaching foreign languages are determined. Despite some differences in the scientific concepts discussed in the article, the conclusion about the necessity and importance of teaching a foreign language as a component of culture is universally recognized. It is concluded that these studies became major works that set the vector for studying a foreign language for the coming decades. The need to further develop issues of co-learning a foreign language and culture lies in the upbringing and educational potential: it contributes to a better understanding of different cultures, helps to realize the diversity and richness of cultures, and to understand the native culture better. This phenomenon will influence not only the formation of the cultural identity of students but also allow them to obtain the necessary skills and abilities to communicate with representatives of other cultures.

The Routledge Handbook of Language and Intercultural Communication constitutes a comprehensive introduction to the multidisciplinary field of intercultural communication, drawing on the expertise of leading scholars from diverse backgrounds. The Handbook is structured in five sections and covers historical perspectives, core issues and topics, and new debates in the field, with a particular focus on the language dimension. Among the key themes addressed are: the contested nature of culture; the language and culture nexus; the complex relationship between language, culture, identity, agency, power and context; conceptions of intercultural (communicative) competence; English as the principal medium for intercultural communication; and developments in intercultural communication research and praxis, among others. The Handbook includes an introduction and overview by the editor, which provides readers with an indication of the focus of each section and chapter. The Routledge Handbook of Language and Intercultural Communication is an essential resource for advanced undergraduates and postgraduate students of applied linguistics as well as those in related degrees such as applied English language and TESOL/TEFL. It will also be useful for researchers and students in other fields such as speech communication, cross-cultural communication, psychology and sociology, and anyone interested in language and intercultural communication.

Cyprus is a culturally diverse island where people of different nationalities, ethnicities, religions, and social status have learned to live together. This phenomenon can be observed in Cyprus' international schools, where the superdiversity of the Cypriot society comes together and overlaps; and where students enter a 'third space' created at the interstices of society, that is non-native and non-host. In this paper, we explore these students' sense of belonging to both their host (Cyprus) and heritage cultures, and the role played by international schools in the development of the two. The sense of belonging, as well as its challenges which go hand in hand, are important aspects of social integration and provide insights into how individuals relate to their environment and whether they feel socially connected or disconnected from it. This is especially important in the context of Cyprus because of the increasing number of long-term migrants who consider Cyprus their 'home', and who create their own cultural and social space on the island.

Character is the absolutely of characteristic that human having. It is original and rooted in human personality. It can be better with knowledge and human understanding of kindness, desire to do goodness, and do good thing. The understanding of moral's concept, moral's attitude, and moral's behavior are also involved. The understanding of them can be grown throw formal and informal of education, and also reading form. Entertaining reading form and has humanist value is a good way to support the learning of the good characteristic. In new modern Indonesian language context has happening moral's critical that is shown by the increasing of deviant behavior, the rate of violence, crime, and widespread of pornography network. Because of that the Indonesian character development for young people especially is needed to be encouraged. To realize that purpose, literature is an alternative reading way which can be used. Literature, especially prose has usefulness aspect and e...

Buku ini terlahir dari sebuah kegamangan dalam
menyikapi peran media sebagai jembatan informasi,
komunikasi dan aspirasi dari setiap eleman
masyarakat, satu terhadap yang lainnya. Khususnya,
buku ini memberi gambaran kritis pada tempat dan
subyek di mana media harus berada dan mampu
mewartakan kebenaran secara berimbang kepada
khalayak masyarakat.

A grounded-theory study aimed at reconceptualizing cultural adaptation processes from gender role and family/couple perspectives while critically drawing from acculturation and culture and self literatures. In-depth interviews with 34 Japanese academic sojourners (international students, scholars) and their spouses (a total of 50 interviews with select longitudinal interviews) were conducted. The author earlier developed the Model of Cultural Negotiation (2001; 2006) capturing uneven and cyclical processes of dealing with multiple cultural contexts. The current study further develops more tailored versions of this model, Family-Based (Couple-Based) Cultural Negotiation and Individual-Based Cultural Negotiation, highlighting the impacts of family/couple and gender roles, especially for female spouses. These conceptualizations afford a sophisticated understanding of the processes of culture.

With the rapid advancement and transformation in communication, transportation and technology in the last half-century, the world has turned into a global village, and some labels, such as international and intercultural, are added in front of many field names. The first fields that come to mind are trade, finance, law, business, science, technology, education, arts and humanities in relation to the term international and communication in relation to the term intercultural. Communication is required in all these fields that have gained an international dimension, and when we bring the concepts of international and communication together, we come up with the term intercultural. Intercultural communication is required in all international fields for interaction. Intercultural communication is theorized in the related literature and several models are proposed to identify it better. These models can be categorized under two headings; intercultural communicative competence (ICC) and intercultural sensitivity (IS). The aim of this study is to examine ICC and IS by comparing their models and components. ICC and IS are two distinct but related terms in intercultural communication. ICC refers to the ability to communicate with individuals coming from diverse cultural backgrounds in an effective and appropriate manner and to encompass the communicative proficiency, knowledge, skills, and attitudes required for successful intercultural interactions (Byram, 1997). On the other hand, IS consists of the mindset and attitude of individuals toward cultural diversity and focuses on recognizing and respecting cultural differences to enable individuals to appreciate and adapt to cultural diversity in their intercultural interactions (Deardorff, 2006). Lastly, both ICC and IS are related to intercultural dimension, and the key difference lies in their focal points. While ICC is more action-oriented and skill-based, IS prioritizes awareness and attitude toward cultural differences. Effective and appropriate intercultural communication requires a combination of both ICC and IS.

The element of culture has always existed in English language teaching processes and the materials used in this process, however, with today's reshaped communication purposes and forms of communication, intercultural communication has taken on the role of a skill that needs to be acquired in the language teaching and learning process. With increasing international interaction, there is a shift from communicative competence and cultural competence to intercultural communicative competence (ICC). ICC is a dynamic and multifaceted concept that refers to the ability to behave effectively and appropriately in various intercultural situations drawing upon specific intercultural knowledge, skills, attitudes and reflective practices (Deardorff, 2004). Within a similar definition, ICC is described as the advanced ability that enables effective and appropriate interaction among individuals with diverse cultural and linguistic backgrounds (Fantini, 2009). Due to the dynamic and multifaceted nature of intercultural communication, it has not been possible to explain the concept of intercultural communicative competence with a single approach or model, nor has it been possible to determine the ICC levels of individuals using a single measurement tool, and research to determine the most effective and appropriate measurement tool has been increasing in recent years. Within this perspective, this study aims to compare the measurement tools used to determine the ICC levels of individuals in relation to the language teaching process in terms of characteristics such as the type of the measurement tool, its dimensions, items and purposes of use. Different intercultural communication questionnaires and scales developed by many researchers such as Sercu et al. (2005), Mirzaei and Forouzandeh (2013), Shirazi and Shafiee (2017), Kazykhankyzy (2019) and used to determine the level of intercultural skills of participants in different studies were comparatively examined in the study. This comparative study will be useful for future studies in order to use the right intercultural measurement tool in the right context.

There is a close two-way relationship between language and culture and this symbiotic relationship shows that culture has an indispensable place in language teaching. In addition, in our world, which is described as a global village with great developments in information, communication and transportation technologies, it has become a normal situation for individuals with different cultural backgrounds to come together and communicate for different reasons, and this reality has turned intercultural communication into a skill that needs to be acquired. This study aims to examine the intercultural communicative competence (ICC) and cultural components (CC) perspectives of preservice teachers of English language studying in the first year and fourth year in a Turkish university setting during the 2014-2015 academic year spring term and looking for any difference between the test scores and variables of grade, gender, and GPA (Grade Point Average). The required data were collected from 85 participants with the ICC Questionnaire (Mirzaei & Forouzandeh, 2013) and the Inventory of CC (Razı, 2012). The results indicated that participants performed high scores in the ICC questionnaire and CC inventory. Moreover, the t-test results indicated that there was a significant difference between different genders and GPA groups and no significant difference between participants in the first year and fourth year of the university. According to the correlation results, high and moderate positive correlations were found between ICC, its components, and CC scores of pre-service teachers of the English language. It can be concluded that the participants had high levels of ICC and CC as well as ICC and CC scores differed regarding the gender and GPA variables, and ICC levels and CC levels had a positive correlation.

Political, socioeconomic , and cultural changes in Azerbaijan at the beginning of the 21st century have significantly expanded the functions of a foreign language as a subject. As a result, the role of a foreign language in society has changed, turning it from an academic subject into a basic element of the modern education system. Today, the foreign language subject occupies a special place in the system of modern communication as a means of communication and knowledge of the surrounding world due to its social, cognitive and developmental functions.

This thesis reports on a qualitative study concerning expository text a kind of academic writing text. The study was carried out at a public university in a language department which has an English Language Teaching program. This study had two aims. First, it was to study the teacher's and students' perspectives regarding academic writing and second, it was to identify the main mistakes students have in this subject. The research data were collected via teacher's interview, students' questionnaires and 20 expository texts from a course of academic writing in Spanish. The research findings reveal that the teacher participant perceived academic writing as a complex process in which the most difficult task to carry out by students is the text structure. This can be caused for the different viewpoint of teachers regarding academic writing and also for the lack of a link between school and society. In order to overcome these problems, for the participant, it is necessary to create a standard way of teaching academic writing. On the other hand, for students there is consensus regarding their academic writing perspectives. Besides, the participants mentioned to have problems, mainly with the structure and coherence of the text because of the lack of practice. Feedback, reading and reflection, writing courses, and so on, were some suggestions proposed for these students to improve the writing situation. Finally, the results from the texts reveal that indeed, coherence and cohesion are the most significant mistakes in the students' writings. The findings also show that students are not able to write an essay including the basic components. These results and their implications are described within this thesis. vi Table of Contents Abstract iii Acknowledgements iv Dedications v Appendices vii List of tables viii List of figures viii CHAPTER 1: INTRODUCTION vii 3.4.1 Interview 3.4.2 Questionnaire 3.4.3 Text 3.5 Data collection procedure 3.6 Data analysis procedures 3.6.1 Interview 3.6.2 Questionnaires 3.6.3 Text 3.7 Chapter conclusion CHAPTER 4: RESULTS 4.0 Chapter introduction 4.1 Teacher's perspectives regarding academic writing 4.1.1 Teacher's definition of academic writing 4.1.2 Main parts of an essay 4.1.3 Most common students' mistakes from the teacher's perspective 4.1.4 Reasons for the students' mistakes 4.1.5 Proposals to improve the writing situation 4.2 Students' perspectives regarding academic writing 4.2.1 Students' definitions of academic writing 4.2.2 Main parts of an essay from students' perspective 4.2.3 Most common students' mistakes 4.2.4 Reasons for the students' mistakes 4.2.5 Proposals to improve the writing situation 4.3 Written mistakes from the text analysis 4.3.1 Coherence and cohesion 4.3.2 Orthography 4.3.3 Grammar 4.3.4 Main parts of an essay 4.4 Chapter conclusion CHAPTER 5: CONCLUSION 5.0 Chapter overview 5.1 Answer to research questions, findings and their significance 5.2 Research aims 5.3 Pedagogical implications 5.4 Limitations of the study 5.5 Possibilities for further research 5.6 The reflective account 5.7 Final comments Reference list Appendices

To meet the demands of the twenty-first century, most educational institutions across the world made critical thinking one of their primary goals. Very recently, some Moroccan universities, such as University of Moulay Ismail in Meknes, have also included critical thinking as a major course. Therefore, the purpose of this qualitative study is to examine the pedagogies Moroccanteachersuse, the challenges they face, and their conception of how to effectively teach and assess critical thinking in the Moroccan context. A case study approach is used to collect data based on documents and a semi-structured interview. The results indicate that there are at least three main challenges that CT teachers face in Morocco: (1) lack of training, (2) students' background, and (3) education politics. The findings also reveal that good teaching practices are possible if some measures are taken, namely educational reform.

Though Shakespeare is an Elizabethan playwright, his plays still resonate with our contemporary world. The parallels between Othello and the failure of intercultural communication and integration of Muslim Diaspora in western countries are strikingly identical. This paper explores how and why in Shakespeare's time and ours a multicultural mindset and culture have not succeeded to eradicate ethnocentrism, stereotype and fanaticism. Thus conflict, violence and misunderstanding between individuals belonging to different cultural and religious communities are still ravaging multicultural societies. It also aims to promote a humanistic perception of the other that celebrates difference and diversity rather than sameness and uniformity.

Definitional characteristics of the linguocultural type «dervish» in Arabic and
Russian linguocultures are represented in this article. They are embodied here through the analysis
of the definitional features of this type in lexicographic sources and notes of travellers as well as on
the basis of its description in the historical essays both and in scientific literature in Russian and
Arabic. Universal and regional features of the concept under consideration in both linguocultures
have been recognized. Dictionary interpretations of the concept of «dervish» are highlighted, its
lexical and semantic field is analyzed. The main conceptual characteristics of this linguocultural
type were derived based on the analysis of dictionary and encyclopedic definitions.

Animation is an industry that is expanding more quickly than ever. Every child’s favorite activity is watching cartoons. Therefore, it is essential to be cautious of the kinds of cartoon films children and teenagers tend. Because children and teenagers are the target audience for these films. This study aims at exposing a hidden enactment, namely racism, in a well-known cartoon film, Lion King, which has been selected accurately by the researchers because it shapes a set of ideas about black people and constructs prejudiced beliefs in their minds. This study is to answer the inquiry ‘Is the ideology of racism imposed in Lion King? And how?’ The significance of the present paper lies in highlighting the educational function of cartoon films so parents and caregivers become more aware. In addition, this study is crucial for researchers in the critical discourse analysis approach in the sense of how van Dijk’s (2000) model can be applied to children’s literature. The ideology of racism...

Currently, the social order for higher education is significantly focused on the formation of foreign language communicative competence and the development of communicative skills in foreign languages of a university graduate, allowing the future specialist to carry out effective speech communication in professional and general cultural fields. The article discusses the features of innovative educational technology, "Edutainment." The genesis of the concept of "edutainment" is presented. The article is devoted to the review of the educational tools of "edutainment," which can be used in the educational process of university education. The works of foreign and domestic researchers, addressing the concept of technology education are analyzed and systematized. A brief chronological note is given on the emergence and establishment of "edutainment" abroad and in Russian didactics. The analysis and generalization of the available domestic and authentic pedagogical literature on this issue are given. The shortcomings of the existing definitions of "edutainment" are identified. The authors of the article understand edutainment as an exclusive educational technology, considered as a combination of modern technical and didactic teaching tools, which is based on the concept of learning through entertainment. The main difference between edutainment and the modern paradigm of learning is that the subject takes an active part in the educational process. The result of the interaction of an informatively entertaining object and an active subject in learning is knowledge, skills, individual experience, and subjective emotions. Assignments in the technology of "edutainment" should correspond to three pedagogical principles: the connection of theory with practice, consistency, and accessibility. The article proves that edutainment can be attributed to innovative educational technologies.

Initial encounters with people from different linguistic and cultural affinities during trading activities are likely to cause anxiety, mistrust, and uncertainty that can compromise effective communication. Despite the ongoing trade in Busia town, invoking a theoretical framework may help develop strategies to improve communication by reducing misunderstandings. This paper examines how Communication Accommodation Theory (CAT) can provide insights for developing communication survival strategies for traders and customers during an initial intercultural business encounter. Data were collected through observations (non-participant) and recorded conversations from traders and customers who were purposively sampled and analysed using CAT"s five sociolinguistic strategies at the Kenya-Uganda cross-border trade. Results indicate that discourse management, interpretability, approximation, emotional expression and interpersonal control strategies are often employed by traders and customers during their interactions, respectively. Findings also revealed that traders applied more of the five sociolinguistic strategies than customers. As such, this accommodation stance allowed seamless interaction, which minimised communication frictions. In view of these findings, this paper, therefore, affirms CAT"s utility in providing effective communication survival strategies to traders and customers to help them transcend intercultural communication problems, thereby enhancing cross-border trade.

This paper engages in critical discourse analysis (CDA) to examine the underlying philosophical and ideological assumptions about multiculturalism and intercultural education in some recent manifestations of educational policy in the Republic of Cyprus. It begins with an overview of CDA and its usefulness in educational policy analysis followed by a brief history of intercultural education in the Greek-Cypriot educational system. Sociopolitical and textual aspects of the chosen policy documents are then analysed which focus on the following questions: (1) What ideological assumptions are made about multiculturalism and intercultural education by Greek-Cypriot educational authorities, and what are the implications of those assumptions for the education of non-indigenous children; (2) How do the chosen policy documents construct culture and diversity and in what ways do those constructions establish and sustain certain power asymmetries? The paper concludes with a discussion of the im...

As we are reminded by Stracke, Houston, Maclean and Scott (2011), a long time has passed since the first appearance of the many reviews and reports on language teacher education in Australia. The image of language teachers standing at a 'crossroads' as per the 1993 report (Nicholas et al. 1993) is still a valid one, as is the 'pivot of policy' image of language teachers set down in the 1996 report by the Australian Language and Literacy Council (ALLC 1996). This historical narrative over the past 15 years has suggested that the field of language teacher education is fragile and in need of much government attention if the upcoming Australian Curriculum: Languages is to achieve its ambitious goals for student language learning in Australian schools. This contribution represents the work of language teacher educators from four Australian states and is a discussion of the key issues these scholars perceive to be impacting the design and implementation of language teacher education for all Australian contexts.

Initial encounters with people from different linguistic and cultural affinities during trading activities are likely to cause anxiety, mistrust, and uncertainty that can compromise effective communication. Despite the ongoing trade in Busia town, invoking a theoretical framework may help develop strategies to improve communication by reducing misunderstandings. This paper examines how Communication Accommodation Theory (CAT) can provide insights for developing communication survival strategies for traders and customers during an initial intercultural business encounter. Data were collected through observations (non-participant) and recorded conversations from traders and customers who were purposively sampled and analysed using CAT"s five sociolinguistic strategies at the Kenya-Uganda cross-border trade. Results indicate that discourse management, interpretability, approximation, emotional expression and interpersonal control strategies are often employed by traders and customers during their interactions, respectively. Findings also revealed that traders applied more of the five sociolinguistic strategies than customers. As such, this accommodation stance allowed seamless interaction, which minimised communication frictions. In view of these findings, this paper, therefore, affirms CAT"s utility in providing effective communication survival strategies to traders and customers to help them transcend intercultural communication problems, thereby enhancing cross-border trade.

Culture or history of each club in Barclays Premiere League and its hooligan influence the name of hooligan. The purposes of this study is identifying linguistics form of the Hooligan Firm's name in football club of Barclays Premiere League and i s analyzing how the socio-cultural contexts relates to the Hooligan Firm's name in football club of Barclays Premiere League. This research uses Cultural Discourse Analysis (CuDA) as the grand design of analytical framework. CuDA concerns with analyzing of the impact of the culture to language. The type of qualitative method for this research are content analysis and documentation is used to collect the data. The results of this research shows the linguistic forms of Hooligan Firm's name are constructed by words, leading to nouns by inflectional and derivational suffixes, and phrases, leading to Head and Modifier. The cultural background of Hooligan Firm's name comes from the nickname of the club, the police rules, and the social conditions of the members. It deals with the matter of masculinity to get power among others.

The novels of the most famous Spanish novelist C. Ruiz Zafón are written for the young. The main characteristic of his work is the dualism of images and the plot, as well as their intertextuality. The main binomial in Ruiz Zafón's novella is the pair of angel/demon, which has an extensive literary history and motivates a wide polylogue and discussion. The undoubtedly precise artistic images-comparisons in the novels the author analyse are saturated with the considerable expressions of sensitivity. The reader meets an angel with reptile eyes, in black robes, with a wolf (dog) grin, animal fangs, claws, furry paws and a smell of sulfur. Such fruits of artistic fantasy, subjected to deliberate infantilization and stylized as adolescent perception are a manifestation of the most critical universal antitheses (light/darkness, harmony/ deformity, life/death). They are complemented by the metaphorical motifs of a mask, game, shadow, mirage, sleep that are appealing for the student audience. The conclusions of this review can be helpful not only for the students but also for researchers.

Dette verket omfattes av bestemmelsene i Lov om opphavsretten til åndsverk m.v. av 1961. Verket utgis Open Access under betingelsene i Creative Commons-lisensen CC BY-NC-ND 4.0. Denne lisensen lar andre kopiere, distribuere og spre verket i hvilket som helst medium eller format, under forutsetning av at det oppgis korrekt kreditering og lenke til lisens. Dette kan gjøres på enhver rimelig mate, men uten at det kan forstås slik at lisensgiver bifaller deg eller din bruk av verket. Materialet kan ikke benyttes til kommersielle formal. Dersom du remixer, bearbeider eller bygger på materialet, kan du ikke distribuere det endrede materialet. (Lisensvilkår: https://creativecommons.org/ licenses/by-nc-nd/4.0/deed.no) I oktober 2020, midt i covid-19-pandemien, inviterte forskergruppene Religion og livssyn og Kulturmøter ved Høgskulen i Volda til et forskerseminar om kulturmøter og interkulturell kommunikasjon. I en tid med fokus på avstand og kohorter, lyktes det å arrangere et smittevernsansvarlig forskerseminar med et begrenset antall deltakere. I tillegg var noen forskere digitalt med på arrangementet. Tema for de to dagene var-noe bredt anført-kulturmøter og interkulturell kommunikasjon. Artiklene i denne antologien har sitt utgangspunkt som framlegg på denne konferansen. Konferansen var et møte mellom forskere med ulike fagbakgrunner; sosialantropologi, historie, religionsdidaktikk, teologi, religionssosiologi, pedagogikk, religionsvitenskap og filosofi. Disse ulike fagbakgrunnene bidro til spennende dialoger og innspill til tekstene. En av motivasjonsfaktorene for konferansen, og denne antologien, var å bidra med fornyet refleksjon om temaet mangfold som nå fremheves blant annet i ulike profesjonsutdanninger. Redaksjonen vil rette en takk til Høgskulen i Volda, herunder saerlig forskergruppene Religion og livssyn og Kulturmøter, for støtte til prosjektet. Likeledes vil vi takke Høgskolen i Innlandet og Universitetet i Stavanger for støtte til utgivelsen. En takk rettes til serieredaktør Jan Ove Ulstein og redaktør Simon Aase i Cappelen Damm Akademisk for samarbeidet om utgivelsen. Bidragene i boken er både på engelsk og norsk. Det er et bevisst valg nå som publikasjonsmulighetene er Open Access. På den måten kan noen av artiklene også nå et bredere publikum.

In this digital age, online media becomes one of the imaging instruments. Everyone who has access to online media has the potential to shape his image, not to mention political officials and politicians. This study analyzes the online media presented by the Governor of West Sumatra, Irwan Prayitno. Researchers use Critical Discourse Analysis (CDA) through Murray Edelman's Framing Analysis approach. The data collected for analysis is sourced from the irwan-prayitno.com site. The main question of this research is: How does Irwan Prayitno form his image through the categorization and rubrication depicted from the text and the composition of the rubric in the irwan-prayitno.com online media? The research findings are that Irwan Prayitno consistently preach positive information about his work as Governor. Rubrication is arranged in such a way as to provide information on the performance of the West Sumatra Governor which is full of ideas and work which implies that he is a scientist, educated, active, and religious leader. On the other hand, this site does not provide interactive means of communication such as space for dialogue between the community and the Governor.

Elpida: So if a Turkish speaking Cypriot is speaking Turkish the way they speak it in Turkey, are they changing their culture along with their language? A: The people that I know live in Turkey for many years, but when they come to Cyprus, or when I went to Turkey, when you see them you understand they are Cypriot. There are some Cypriots working in Turkey for many years, but they can only work in some places, there are some positions that are not given to them Elpida: And why is that? A: I believe that they don"t consider us Turkish. Like in the army, there are Cypriot soldiers but they never go high up in rank. Elpida: You previously mentioned that you speak Turkish the way they speak it here in Cyprus… A: Yes, that"s the way I speak but also the way I write… Elpida: Ah, so you write like that as well? A: Yes, that"s what I do… Elpida: And is that considered correct, by the Turkish people for example? A: Why would I care about that? The only thing that I care about is if the Turkish speaking Cypriots understand me! Elpida: And do the Turkish speaking Cypriots like this? A: There are some of them who really like it. Even when we speak on the radio like that they enjoy it. Elpida: I see, so they like it… I don"t know if you have heard about it, it was in October when the newspaper was saying that they wanted to ban the Turkish Cypriot dialect from television and radio shows, and that now people have to speak only in standard Turkish on radio or television. A: Yes I had heard about it but it didn"t happen eventually. Those who work on the Turkish radio talk like that (Standard Turkish), but when a Turkish speaking Cypriot goes there, he speaks Cypriot Turkish. We have some words in Cypriot Turkish that the Turks didn"t want us to use while broadcasting, so people quit their jobs. As far as I"m concerned I say whatever comes to my mind! Elpida: Why do you think they wanted to implement that law in Cyprus? A: They wanted to make us Turkish. Like on the other side (Greek speaking Cyprus) they want them to speak Greek the way they speak it in Greece, in the same way here Turkey wants us to speak Turkish the way they speak it in Turkey so that we will loose ourselves, we will become extinct. Elpida: Why did you say that you are going to loose yourselves if you speak standard Turkish, what do you think will change? A: If you speak like a Turk, if you behave like a Turk, what will you become in the end other than Turkish? But I think that they weren"t able to go through with it. Elpida: Do you know if they managed to pass the law?

SCHUCHARDTs »jugement défavorable sur le Volapük« hingewiesen wie auch auf seine Bemerkung, daß eine künstliche Sprache nur dann Erfolg haben kann, wenn ihr Gebrauch von Staats wegen verordnet wird. Interessant ist auch eine Stelle in COUTURAT-LEAU (1903: XXIV), aus der hervorgeht, daß COUTURAT darum wußte, daß SCHUCHARDTs von der Wiener Akademie mit der Beobachtung der Aktivitäten der Plansprachenbewegung beauftragt war: »Le plus important [résultat] est la décision officielle par laquelle l'Académie impériale des Sciences de Vienne a chargé (le 26 juin 1902) un de ses membres, M. le Professeur Hugo SCHUCHARDT, l'illustre philologue, «de suivre le mouvement relatif à la création d'une langue auxiliaire internationale et de lui en rendre compte». C'est là une

This study uses thematic analysis approach to explore the contemporary mobility decisions of African graduates' destinations selection, and how they experienced integration in Estonia. Twenty-two research participants comprising African International graduates, domestic students, lecturers, and administrators were interviewed for the study. The study identified expected benefits of studying abroad, reputation of the degrees obtained in European Universities, low tuition fee charges, and employment opportunities as the push and pull factors which had influenced the mobility decisions of most Sub-Saharan Africans studying in Estonian Universities. The study also highlighted a challenging situation where some courses within the international programs are still taught in Estonian language. In light of this, the study suggests that Estonian Universities could consider increasing the number of programs with English as the language of teaching and learning to serve as a pull factor for international students. The study also revealed that most African graduates cannot work with the Estonia Language. The study recommends that Estonian Universities and Colleges could liaise with the Estonian government to invest more resources in teaching international students and expatriates Estonian language and culture to enhance their integration into the Estonian society and labour market.

Research is motivated by the development of increasingly mass media. These developments shifted the aim of the media to convey information, educate, entertain and social control. The mass media is also used to launch propaganda with certain techniques in influencing the attitudes and behavior of a particular person or group - in this case the candidate for mayor of Padang. The use of mass media for propaganda occurred in the Padang Ekspress Daily. Qualitative research methods with content Analysis models, focus on physical units, syntactic units, referential units, propositional units and thematic propaganda units techniques on the preaching of candidates for mayor of Padang ahead of the 2018 post-conflict local election in Padang Ekspress daily. The research was conducted in June 2018, the sampling technique was simple random sampling. The researcher found the propaganda techniques used were glittering generalities, bandwidth, transfers, testimonials and card stacking. Preaching pa...

This article aims to engage with the intractable conflict in Cyprus and the changes in many Cypriots' lives after the island was divided into two parts. Building on insights from political and social psychological studies, this article analyzes the Cyprus conflict durability, the different countries' role in conflict management and the role of education, politics, culture, and nationalism in the continuation of the conflict. In order to gain a better insight into the people's experiences with the conflict and its effects on their lives, semi-structured interviews were conducted with 10 Greek Cypriots and 10 Turkish Cypriots (mean age=45.4) through reaching out to different networks and narrative thematic analysis is used to interpret the responses. Analyzing the interviews with the various conflict transformation theories, the purpose was to understand the ethnic conflicts through the lens of social identities, social belongings, and establishing inter-communal interactions. Responses showed that people who had more contact with the other community and less connection with the motherlands showed more eagerness to live with the other community. The research concludes that while the motherland countries' involvement in the conflict, borders, the education system and the cultural elements deepen the divide, there is a huge potential of intergroup contact in bringing the communities in conflict together and constructing an alternative and a more collaborative future.

This article aims to engage with the intractable conflict in Cyprus and the changes in many Cypriots' lives after the island was divided into two parts. Building on insights from political and social psychological studies, this article analyzes the Cyprus conflict durability, the different countries' role in conflict management and the role of education, politics, culture, and nationalism in the continuation of the conflict. In order to gain a better insight into the people's experiences with the conflict and its effects on their lives, semi-structured interviews were conducted with 10 Greek Cypriots and 10 Turkish Cypriots (mean age=45.4) through reaching out to different networks and narrative thematic analysis is used to interpret the responses. Analyzing the interviews with the various conflict transformation theories, the purpose was to understand the ethnic conflicts through the lens of social identities, social belongings, and establishing inter-communal interactions. Responses showed that people who had more contact with the other community and less connection with the motherlands showed more eagerness to live with the other community. The research concludes that while the motherland countries' involvement in the conflict, borders, the education system and the cultural elements deepen the divide, there is a huge potential of intergroup contact in bringing the communities in conflict together and constructing an alternative and a more collaborative future.

The case study is an attempt to understand how students experience intercultural classroom communication and what kind of competence they need to cope in intercultural classroom communication. The context is a supplementary course in English for university enrolment in Denmark. It is a multinational student body and all the students have finished a 3-year upper-secondary school. The motive is to uncover challenges in intercultural classroom communication and to suggest tools to improve student learning outcome. The method applied is grounded theory focusing on observation of classroom communication, student questionnaires and semi-structured interviews. The study shows different categories of students in relation to the students' intercultural communication and awareness. Some student categories are interested in intercultural classroom communication, whereas other student categories are less interested. The outcome of the study is related to theories of student behaviour and intercultural competence. Influences on intercultural classroom communication are student agendas in relation to learning and communication. Other influences are course description and the students' language skills. The study suggests tools to improve intercultural classroom communication. In the intercultural classroom, teachers can act as mediators across cultures and students can act as initiators of intercultural communication.

Increased contacts with people from different linguistic and cultural backgrounds during initial encounters are likely to create high levels of uncertainty. High levels of uncertainty have been shown to increase the chances of misunderstandings and miscommunication. The purpose of this study was to examine the role of Kiswahili as an intercultural communication tool that bridges linguistic differences in polyglosified diverse settings in Busia town. It aims at investigating the status of Kiswahili as a medium of communication in enhancing intercultural interactions and cross-border trade, establishing the limitations Kiswahili faces, and finally, evaluating the communication strategies traders and customers employ to overcome linguistic differences, thereby enhancing intercultural interactions and cross-border trade in the region. Quantitative data were collected through questionnaires and analyzed using the Statistical Package of Social Sciences (SPSS). Qualitative data were collec...