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Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and...
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Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction

A special issue of Languages (ISSN 2226-471X).

Deadline for manuscript submissions: closed (30 June 2023) | Viewed by 13829

Special Issue Editor

Prof. Dr. María-Elena Gómez-Parra

E-Mail Website
Guest Editor
Department of English and German Philologies, Universidad de Córdoba, 14071 Córdoba, Spain
Interests: bilingual education; intercultural education; early second language acquisition

Special Issue Information

Dear Colleagues,

The interaction between language and culture is undeniable. Brown (1994, p. 165) stated: “A language is part of a culture and culture is a part of a language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture.” Relevant scholars (e.g., Byram, 1997; 2000; 2008; 2020; Kramsch, 1993; 1998; 2002; 2004; 2009; 2014, or Risager, 2007; 2011; 2014, among the most significant ones) and institutions (e.g., the Council of Europe, 2001; 2020) have continuously underlined the intimate relationship between culture and language by focusing on how cultural meaning is encoded in the language, and how language teaching and learning is impacted by the evolution of culture which, nowadays, receives a strong influence from digital environments.

Given this scenario, this Special Issue aims to offer an updated view of how languages and cultures are inextricably connected within the digital (for some of us) and non-digital (for some others) society (Gómez-Parra, 2021) of information, so language teaching and learning in the 21st century must unavoidably be enriched by such interaction (Gómez Parra, 2018).

We strongly encourage interested scholars and researchers to contribute to this Special Issue, submitting a paper on new ways to teach language from the culture and culture from language (within both digital and non-digital contexts), on how language is impacted by culture, on how culture evolves at the same pace that language does, among others. Contributions addressing these topics will be prioritized.

Interested authors are requested to submit a title and an abstract of 400–600 words. Relevant deadlines are given in the completion schedule below.

Abstracts should be sent to the Languages editorial office (languages@mdpi.com). They will be reviewed by the guest editors for the purposes of ensuring proper fit within the scope of the Special Issue.

Notification of acceptance will be given by the end of November 2022. Full manuscripts will then undergo double-blind peer-review.

Tentative completion schedule:

  • Abstract submission deadline: 30 November 2022
  • Notification of abstract acceptance: 15 December 2022
  • Full manuscript deadline: 31 May 2023

References

Brown, H. D. (1994). Principles of Language Learning and Teaching (3rd Ed.). Prentice Hall Regents.

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.

Byram, M. (2000) (Ed.). The Routledge Encyclopedia of Language Teaching and Learning. Taylor and Francis Routledge.

Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship. Essays and Reflections. Multilingual Matters.

Byram, M. (2020). Teaching and Assessing Intercultural Communicative Competence: Revisited. Multilingual Matters.

Byram, M. (2021).  Identity matters in the Common European Framework of Reference for Languages and its Companion Volume. The Language Learning Journal, 1-10.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge University Press. https://rm.coe.int/16802fc1bf.

Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume. Council of Europe.

Gómez-Parra, M. E. (2018). Bilingual and Intercultural Education (BIE): Meeting 21st Century Educational Demands. Theoria et Historia Scientiarum, XV, 85-99. http://dx.doi.org/10.12775/ths.2018.006.

Gómez-Parra, M. E. (2021). Impact of virtual vs. face-to-face learning on 21st-century skills among pre-service bilingual teachers. Aula Abierta, 50(2), 593-602. https://doi.org/10.17811/rifie.50.2.2021.593-602.

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford University Press.

Kramsch, C. (1998). Language and Culture. Oxford University Press.

Kramsch, C. (2002). Introduction. How can we tell the dancer from the dance? In C. Kramsch (Ed.), Language Acquisition and Language Socialization. Ecological Perspectives (pp. 1–30). Continuum.

Kramsch, C. (2004). Language, thought and culture. In A. Davies & C. Elder (Eds.), The Handbook of Applied Linguistics (pp. 235–261). Blackwell. https://www.doi.org/10.1002/9780470757000.ch9.

Kramsch, C. (2009). The Multilingual Subject. Oxford University Press.

Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. Modern Language Journal, 98(1), 296–311. https://www.doi.org/10.1111/j.1540-4781.2014.12057.x.

Risager, K. (2007). Language and Culture Pedagogy. From a National to a Transnational Paradigm. Multilingual Matters. https://doi.org/10.21832/9781853599613.

Risager, K. (2011). The cultural dimensions of language teaching and learning. Language Teaching, 44(4), 485-499. https://doi.org/10.1017/S0261444811000280.

Risager, K. (2014). Linguaculture: The language–culture nexus in transnational perspective. In The Routledge Handbook of Language and Culture (pp. 87-99). Routledge.

Prof. Dr. María-Elena Gómez-Parra
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Languages is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • language
  • culture
  • digital and non-digital contexts

Published Papers (8 papers)

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Research

16 pages, 1349 KiB  
Article
InnoDAT—An Innovative Project Based on Subtitling for the Deaf and Hard-of-Hearing for Learning Languages and Cultures
by Pilar Couto-Cantero, Noemi Fraga-Castrillón and Giuseppe Trovato
Languages 2023, 8(4), 235; https://doi.org/10.3390/languages8040235 - 16 Oct 2023
Viewed by 1463
Abstract
The InnoDAT project is framed within the TRADILEX Project, which is aimed at demonstrating the applicability of Audiovisual Translation (AVT) for teaching and learning languages. TRADILEX is an ongoing project presented at a state-funded competitive call and supported by the Spanish Government. This [...] Read more.
The InnoDAT project is framed within the TRADILEX Project, which is aimed at demonstrating the applicability of Audiovisual Translation (AVT) for teaching and learning languages. TRADILEX is an ongoing project presented at a state-funded competitive call and supported by the Spanish Government. This article is aimed at presenting InnoDAT, an innovative project based in the use of AVT for teaching and learning languages through: Subtitling for the Deaf and Hard-of-Hearing (SDH). It has been designed to learn Spanish as a Second Foreign Language in an Italian Higher Education context according to a B2 CEFR level. The methodology used was developed by researchers of TRADILEX. Six tailormade Learning Units (LU), based on the SDH mode, were designed and implemented among participants (N = 97). Authentic materials and cultural matters were also used and adapted according to the B2 level. The results show a clear improvement in the process of teaching and learning languages, knowledge of the culture and traditions of the target language, and the consciousness of accessibility among the participants. The authors compare this innovative research with former research The InnoDAT project validates the applicability of the didactic audiovisual translation (DAT) as a means for learning languages and cultures within digital educational settings and how languages and cultures are intricately connected. Moreover, not only cultural issues but also accessibility were paramount in this research. Finally, motivation, autonomous and meaningful learning, communicative language competence, and digital competence were also nurtured by means of the InnoDAT project. Full article
(This article belongs to the Special Issue Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction)
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15 pages, 1676 KiB  
Article
Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology
by Cristina Díaz-Martín
Languages 2023, 8(4), 232; https://doi.org/10.3390/languages8040232 - 11 Oct 2023
Viewed by 1503
Abstract
Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a [...] Read more.
Over the years, the integration of technology in bilingual education has become increasingly significant. In the European context, particularly in Content and Language Integrated Learning (CLIL), supporting the professional development of future educators has emerged as a crucial aspect. Video-based technology plays a key role in the training of pre-service language teachers, where it serves as a valuable tool for teacher education. There is a growing demand to enhance language teachers’ professional development programs, especially within the realm of CLIL teacher education. This study presents a video-based technology training programme intended to enhance the professional development of pre-service language teachers in CLIL. After implementation of the video-based training programme, semi-structured interviews with pre-service language teachers were conducted to evaluate the impact of the programme. The results show a positive influence on the pre-service language teachers’ professional development. The utilization of video-based technology was found to significantly improve their comprehension of CLIL while fostering their awareness of their teaching practice. For the research community, these encouraging results should act as a driving force to continue exploring video technology within teacher education programs in CLIL to enhance educators’ professional development. Full article
(This article belongs to the Special Issue Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction)
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18 pages, 1116 KiB  
Article
The Role of Online Learning Environments in the Enhancement of Language Learners’ Intercultural Competence: A Scoping Review of Studies Published between 2015 and 2022
by Barbara Muszyńska, Joanna Pfingsthorn and Tim Giesler
Languages 2023, 8(3), 211; https://doi.org/10.3390/languages8030211 - 11 Sep 2023
Viewed by 1460
Abstract
Developing intercultural competence (IC) through foreign language is believed to lead to rejecting prejudices and stereotypes and fostering bilingualism and biculturalism. Despite the growth of publications on technologies and IC, a significant gap exists between what is known (evidence) and what is done [...] Read more.
Developing intercultural competence (IC) through foreign language is believed to lead to rejecting prejudices and stereotypes and fostering bilingualism and biculturalism. Despite the growth of publications on technologies and IC, a significant gap exists between what is known (evidence) and what is done (practice) at the levels of decision making and course design. This scoping review, guided by the PRISMA Extension for Scoping Reviews guidelines, is conducted to systematically map peer-reviewed literature, taking a longitudinal perspective to update the existing reviews, identify knowledge gaps, and provide a new conclusion to the topic investigated. A transparent, replicable review protocol was designed a priori. A formal Advisory Group was established to incorporate various perspectives and ensure the applicability of the review findings. The main findings suggest that the concept of IC is not uniformly defined across the studies examined, and the development and dynamic nature of the concept is not captured. Numerous studies rely on chosen aspects of the construct only. Still, most of them report largely positive findings concerning the development of IC in FL online learning environments. It is possible that this high number of positive findings includes some cases of type II error or false positives. Full article
(This article belongs to the Special Issue Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction)
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14 pages, 352 KiB  
Article
Culturally Specific Messaging and the Explanation of Contact in Impacted Bilinguals
by Ricardo Otheguy
Languages 2023, 8(3), 185; https://doi.org/10.3390/languages8030185 - 3 Aug 2023
Viewed by 913
Abstract
A sketch is offered of a framework that would abandon the familiar notion of a language and the accompanying question of whether it has changed under contact. The framework would focus instead on speakers and on the linguistic consequences of people contact. Speakers [...] Read more.
A sketch is offered of a framework that would abandon the familiar notion of a language and the accompanying question of whether it has changed under contact. The framework would focus instead on speakers and on the linguistic consequences of people contact. Speakers in contact settings are not failing or deviating from a language’s norm while attempting to say the same things that are said in non-contact settings; rather, they are succeeding at saying different things. New arrivals face vast differences in the conceptualization of referents between their home precursor setting and the new encounter setting. These differences in conceptualization give rise to large numbers of changes in what speakers say. In most cases, these new things they say are just that, new speech or new messaging with no change in the grammar. But in a minority of cases, the new messaging does have linguistic, that is, grammatical consequences. Changes in the grammars of people in contact thus result not only, and perhaps not primarily, from formal copying or modeling but are responses to new conceptualizations prevailing in the new environment. The distinction between expressions reflecting only new conceptualizations, and those reflecting new conceptualizations and new grammar carries theoretical implications for the way linguists think about the grammars of bilinguals. And it carries applied implications for the way educators think about the linguistic performance of bilingual students, especially in social settings where they are minoritized. Data are drawn from the speech of Latin Americans and their descendants in New York City and other U.S. locales. Full article
(This article belongs to the Special Issue Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction)
12 pages, 1179 KiB  
Article
The Interaction between Language Skills and Cross-Cultural Competences in Bilingual Programs
by María Isabel Amor, Antonio-Jesús Tinedo-Rodríguez and Mercedes Osuna-Rodríguez
Languages 2023, 8(3), 181; https://doi.org/10.3390/languages8030181 - 27 Jul 2023
Viewed by 2425
Abstract
Language and culture are intrinsically intertwined, and culture should not be considered as an expendable fifth skill in language teaching. Bilingual programs are expected to be a key element to enhance culture learning and to develop intercultural competence due to the extensive use [...] Read more.
Language and culture are intrinsically intertwined, and culture should not be considered as an expendable fifth skill in language teaching. Bilingual programs are expected to be a key element to enhance culture learning and to develop intercultural competence due to the extensive use of the L2. This study aimed at exploring the effects of bilingual programs for the development of the formerly mentioned skills in language learners. It also sought to contrast students’ insights with teachers’ perceptions on the implementation of bilingual programs and their effects on students’ language and culture learning. The sample consisted of 136 students and 35 Spanish teachers. The results should be carefully interpreted as they showed that there is no significant difference between the perception of bilingual and non-bilingual students in their development of intercultural competence and culture learning. Additionally, content teachers usually adhere to narratives of resistance towards CLIL programs. We concluded that the current implementation of bilingual programs should be specifically addressed. In this regard, it is important to focus on teacher training and to foster exchange programs for teachers and students. Moreover, addressing the availability of human and material resources is essential. Full article
(This article belongs to the Special Issue Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction)
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12 pages, 422 KiB  
Article
Bilingualism in Brazil: An Examination of Its Effect on the Formation of Individual Identities
by Patricia Arnaiz-Castro and Roberto Espejo-Mohedano
Languages 2023, 8(3), 180; https://doi.org/10.3390/languages8030180 - 26 Jul 2023
Viewed by 1379
Abstract
The 21st century has witnessed a substantial increase in research focused on the benefits of bilingualism for individuals. The aspects that have received the most attention have been executive functions. And communication skills. Less is known, however, about the noncognitive and nonlinguistic aspects [...] Read more.
The 21st century has witnessed a substantial increase in research focused on the benefits of bilingualism for individuals. The aspects that have received the most attention have been executive functions. And communication skills. Less is known, however, about the noncognitive and nonlinguistic aspects of bilingualism. Personality psychologists claim that personality is the result of a combination of nature-related and nurture-related factors, but the latter have not been sufficiently addressed in studies on bilingualism. Thus, to bridge this gap, the present contribution pursues this line of inquiry by adopting a quantitative approach to the examination of the self-perceived mobility, employability, and intercultural competence of participants who studied in a bilingual education program. A total of 835 respondents living in Brazil completed an online questionnaire. Mann–Whitney U and Wilcoxon W tests showed higher scores for bilingual graduates than for their nonbilingual counterparts on the three subscales. Correlation analyses revealed moderate-to-high positive correlations between bilingual graduates’ perception of their way of being and their way of life on the one hand, and among their self-perceived mobility, employability, and intercultural competence on the other. Likewise, the analyses showed statistically significant positive correlations between being proficient in more than one foreign language and the dimension of mobility. Our findings illustrate the influence that bilingualism/multilingualism exerts on factors that determine everyday life and corroborate and expand the research conducted in this strand. Avenues for further related research are discussed. Full article
(This article belongs to the Special Issue Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction)
13 pages, 2958 KiB  
Article
Beyond Teaching Languages for Communication—Humanistic Perspectives and Practices
by Michael Byram, Melina Porto and Leticia Yulita
Languages 2023, 8(3), 166; https://doi.org/10.3390/languages8030166 - 11 Jul 2023
Cited by 1 | Viewed by 1729
Abstract
Our purpose is to trace and explain theoretical and practical developments in foreign/world language teaching over the last decade or more. Language teaching in its modern form, from the Reform Movement of the late 19th century, has focused upon the need for learners [...] Read more.
Our purpose is to trace and explain theoretical and practical developments in foreign/world language teaching over the last decade or more. Language teaching in its modern form, from the Reform Movement of the late 19th century, has focused upon the need for learners to learn or acquire a foreign language in order to use it for communication. Other purposes involve language learning as an intellectual exercise, the development of a language faculty, and opening (young) people’s eyes to new worlds by introducing them to other countries. Here, we argue that these purposes are reasonable and enriching, but only if they are combined. We suggest that, by taking a humanistic perspective, language teaching can go beyond communication as a dominant purpose. This humanistic perspective is realised through two complementary developments. One is to emphasise that learners are members of various communities, including their local community, their national community, and a world community. The second is to pay attention to the fact that learners bring to the classroom their concerns and fears, especially in times of crisis. Language teachers, who are not only instructors in skills but educators of the whole person, should respond to their learners’ needs both as denizens of their society and as unique individuals. We first explain the theoretical framework and how it has evolved and then describe two experimental projects, one which focuses on the societal needs and one which adds to this a response to the affective needs of learners. We finally discuss how a recent controversy might be addressed in the language teaching class. Full article
(This article belongs to the Special Issue Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction)
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17 pages, 1562 KiB  
Article
Developing L2 Intercultural Competence in an Online Context through Didactic Audiovisual Translation
by Pilar Rodríguez-Arancón
Languages 2023, 8(3), 160; https://doi.org/10.3390/languages8030160 - 30 Jun 2023
Cited by 4 | Viewed by 1510
Abstract
Developing intercultural competence is one of the most important aspects when mastering a second language (L2, henceforth). This can be achieved through different approaches, but this paper focuses on the possibility of acquiring this skill online through the use of Didactic Audiovisual Translation [...] Read more.
Developing intercultural competence is one of the most important aspects when mastering a second language (L2, henceforth). This can be achieved through different approaches, but this paper focuses on the possibility of acquiring this skill online through the use of Didactic Audiovisual Translation (DAT). Here, we present the findings of the TRADILEX Project, which has produced data that support the ability of DAT to encourage motivation in learners while they develop integrated L2 skills in general and intercultural competence in particular through a combination of intrinsic and explicit cultural components presented in different lesson plans. Full article
(This article belongs to the Special Issue Promoting Cross-Cultural Communication in Digital and Non-digital Environments: Language and Intercultural Interaction)
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