Adopting the notions of "identity," "investment" and "translocal scale," this study explores how international students negotiate language choices with multilingual others and construct new sociolinguistic spaces. Interview data with 12 international students at a Chinese university revealed tensions between language…

This study examined how informal Conversations in English (CIE) groups helped migrants gain cultural knowledge about communicating in the United States and how the CIE groups facilitated the process of language socialization. The Ethnography of Communication (EC) and Cultural Discourse Analysis (CuDA) were used to understand the connection between…

This paper uncovers L1 Chinese speakers' online intercultural communication where they deploy English as a lingua franca and other spatial repertoires to co-construct translanguaging practices with their interlocutors and present three-fold identities--translingual, L1 Chinese, and legitimate users of English, leading to the argument that…

Mainland Chinese students' (MCSs') cross-cultural adaptation experiences in Hong Kong have remained under-researched. Our study investigates this phenomenon with a language and social psychology approach and explores the role of Cantonese ability and communication with locals. We invoked Communication Accommodation Theory (CAT) to investigate the…

Although co-creation of artefacts is a common practice in virtual exchange (VE), there are still few studies that explore the connection between collaboration on multimodal texts and student teachers' development of intercultural and pedagogical awareness. Based on a trinational VE, coincidentally developed during the outbreak of the pandemic in…

This study, conducted in Iran, examined English teachers' experience of authenticity, as the performative dimension of authentication, through a conceptual framework revolving around Durchsichtig (seeing through) and Handeln (action). Data were collected via big and small stories, and were hermeneutically analysed. Authenticity was seen through…

Intercultural studies have underexplored the issue of children's theatre as a tool for symbolic representations of (new, hybrid) identities. In this paper, I analyze two theatrical productions addressing both Spanish society and Romanian diaspora (first/second generation) to answer these questions: how are diasporic identities re-constructed in…

Symbolic competence is integral to intercultural teaching and learning, but limited research and teaching guidance exist in foreign language classrooms. This paper explores the use of critical incidents in developing the symbolic competence of advanced-level English as a Foreign Language (EFL) learners at a Chinese university. Mixed methods…

Despite their diversity, UK school pupils with non-English home languages are uniformly labelled English as an additional language (EAL), presupposing linguistic deficiencies and academic challenges; thus, equating multilingualism with vulnerability. As part of a researcher-practitioner collaboration with a London primary school, we explore how…

This study qualitatively explores how studying abroad in an English as a lingua franca context promotes student-sojourners' intercultural awareness (ICA) taking a longitudinal perspective. A group of Catalan/Spanish bilinguals and Turkish-L1 speakers were interviewed regarding their past ERASMUS experiences in terms of ICA following a stimulated…