Purpose: This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project. Design/methodology/approach: Forty-eight TCs participated (26 in Türkiye and 22 in the USA) in the study. TCs discussed critical issues in multicultural education on an online…

Globalized English offers interaction platforms, including cyber-based settings, for linguistically and culturally diverse speakers, particularly in the English as a second language/English as a foreign language context. Thus, it requires developing the intercultural competence of the parties involved. English users' different perspectives may…

Study abroad has become an important component of many teacher education programs. Through the lens of culturally relevant pedagogy, critical thinking, and educational freedom, this qualitative case study focuses on understanding Hong Kong teachers' perceptions about United States culture and education. Data were collected through in-depth,…

This article reports on a study examining the extent to which pedagogical activities can affect students' cosmopolitan communicative competence (CCC) through online transnational encounters. A total of 58 students from a Hong Kong university and 25 students from an American university were divided into 25 transnational groups. They communicated…

We focus on cross-cultural team effectiveness for MBA students involved in an immersion program, examining the development of knowledge about cultural traits, the challenges associated with teamwork, and factors that promote or hinder team performance, based on qualitative results of a survey of 20 students who participated in the program. Key…

The teaching force in the United States of America is still predominantly white and monolingual. Yet, the U.S. population is rapidly becoming culturally and ethnically diverse. As a result, white teachers have expressed doubt in their efficacy in teaching students whose cultures are different than theirs (Helfrich & Bean, 2011). The purpose of…

Public-school students in the world's largest city, Shanghai, China, are academically outperforming their counterparts across the globe and becoming the talk and envy of education experts worldwide. Using an innovative partnering approach that matches successful schools with low-performing schools, Shanghai has valuable lessons to teach on turning…

The Transatlantic Orientation Exchange/Multiplikatorenschulung im transatlan-tischen Austausch is a collaboration between volunteers and staff in both the US and German AFS organizations. The goal of the project is to increase the level of intercultural learning of German and US secondary education exchange participants and their host families.…

The spread of English has increased opportunities for native English speakers in the United States to interact with speakers of other Englishes (WE). These native speakers are rarely encouraged to develop the knowledge and skills necessary for intercultural communication, often resulting in a one-way communicative burden on the world English…

Reviews history of YMCA Soviet-American international exchange experiences. Relates summer 1987 experiences of Soviet delegation of camp leaders to America. Describes five types of Soviet camps and their similarities to American programs. (NEC)

Describes the English infant-primary school system in terms of its history, its current program and curriculum design, and the cultural differences inherent in England that make its educational system unique. (BB)

Presents an account of the project approach used by American first graders to study Japan. (BB)

Educators in the United States generally agree that cultural education is increasingly important because of the expanding ethnic diversity in America. According to the Cable News Network (CNN), with the predicted doubling of the population in the U.S. over the next century, there will be a demographic shift as well. Whites will comprise 53 percent…

A cross-cultural training seminar involving French, German, and American language teachers is described. The program was designed to examine the influence of teachers' cultural perceptions on selection of authentic instructional materials, sources of linguistic misunderstandings, and teachers' strategies for resolving cultural conflict. (MSE)