This book demonstrates the complementarity of educational and training approaches to developing intercultural competence as represented by those who work in commercial training and those who work in further and higher education. It does so by presenting chapters of analysis and chapters describing courses in the two sectors.

As the world becomes more globalized, student populations in educational settings will continue to grow in diversity. To ensure students develop the cultural competence to adapt to new environments, educational institutions must develop curriculum, policies, and programs to aid in the progression of cultural acceptance and understanding. Multicultural Instructional Design: Concepts, Methodologies, Tools, and Applications is a vital reference source for the latest research findings on inclusive curriculum development for multicultural learners. It also examines the interaction between culture and learning in academic environments and the efforts to mediate it through various educational venues. Highlighting a range of topics such as intercultural communication, student diversity, and language skills, this multi-volume book is ideally designed for educators, professionals, school administrators, researchers, and practitioners in the field of education.

From language classrooms to outdoor markets, the workplace is fundamental to socialisation. It is not only a site of employment where money is made and institutional roles are enacted through various forms of discourse; it is also a location where people engage in social actions and practices. The workplace is an interesting research site because of advances in communication technology, cheaper and greater options for travel, and global migration and immigration. Work now requires people to travel over great geographical distances, communicate with cultural ‘others’ located in different time zones, relocate to different regions or countries, and conduct business in online settings. The workplace is thus changing and evolving, creating new and emerging communicative contexts. This volume provides a greater understanding of workplace cultures, particularly the ways in which working in highly interconnected and multicultural societies shape language and intercultural communication. The chapters focus on critical approaches to theory and practice, in particular how practice is used to shape theory. They also question the validity and universality of existing models. Some of the predominant models in intercultural communication have been criticised for being Eurocentric or Anglocentric, and this volume proposes alternative frameworks for analysing intercultural communication in the workplace. This book was originally published as a special issue of Language and Intercultural Communication.

A central purpose of this book is to question the claims commonly made about the educational benefits of study abroad. Traditional metrics of enrollment increases and student self-report, and practices of structural immersion, are being questioned as educators voice growing uncertainty about what students are or are not in fact learning abroad. This book looks into whether these criticisms are justified—and what can be done if they are.The contributors to this book offer a counter-narrative to common views that learning takes place simply through students studying elsewhere, or through their enrolling in programs that take steps structurally to “immerse” them in the experience abroad.Student Learning Abroad reviews the dominant paradigms of study abroad; marshals rigorous research findings, with emphasis on recent studies that offer convincing evidence about what undergraduates are or are not learning; brings to bear the latest knowledge about human learning and development that raises questions about the very foundations of current theory and practice; and presents six examples of study abroad courses or programs whose interventions apply this knowledge. This book provokes readers to reconsider long-held assumptions, beliefs and practices about teaching and learning in study abroad and to reexamine the design and delivery of their programs. In doing so, it provides a new foundation for responding to the question that may faculty and staff are now asking: What do I need to know, and what do I need to be able to do, to help my students learn and develop more effectively abroad? Contributors:Laura BathurstMilton BennettGabriele Weber BosleyJohn EngleLilli Engle Tara HarveyMitchell HammerDavid KolbBruce La Brack Kris Hemming LouKate McClearyCatherine MenyhartR. Michael PaigeAngela PassarelliAdriana Medina-López PortilloMeghan QuinnJennifer Meta RobinsonRiikka SalonenVictor SavickiDouglas StuartMichael Vande BergJames ZullWhile the authors who have contributed to Student Learning Abroad are all known for their work in advancing the field of education abroad, a number have recently been honored by leading international education associations. Bruce La Brack received NAFSA’s 2012 Teaching, Learning and Scholarship Award for Innovative Research and Scholarship. Michael Paige (2007) and Michael Vande Berg (2012) are recipients of the Forum on Education Abroad’s Peter A. Wollitzer Award.

As people move into the new era of the twenty-first century, they will have more and more opportunities to communicate and interact with others using foreign languages. While this will naturally generate wide-ranging intercultural experience, people may not be alert to it in everyday life, and teachers may not know how to address the issues that arise. This book starts by exploring what it means to be intercultural from different theoretical standpoints, before contrasting ways in which people do (or do not) become intercultural in both tutored and untutored ways, inside and outside the classroom. The main purpose of this book is to introduce the concept of interculturality, to examine how it can emerge in an unplanned way and to consider ways in which it can be more systematically addressed through education, particularly through foreign language education.

The volume Developing Intercultural Competence through English: Focus on Ukrainian and Polish Cultures edited by Anna Niżegorodcew, Yakiv Bystrov and Marcin Kleban offers a valuable result of a joint intercultural project between two universities from the neighbouring countries of Poland and Ukraine. Among the mass of books on intercultural communication the proposed volume distinguishes itself by three features: unusual format combining the work of both scholars and students, the focus on the intercultural approach, and practical designation. It also stresses the increasing awareness in the modern world that teaching/learning English serves the purpose of developing general intercultural competence and not building the knowledge about the English speaking world. [...] The choice of topics [...] indicates an interesting cultural difference - Ukrainian inclination to focus on the characteristic and attractive aspects of their own culture and Polish on the problematic and the difficult. Professor Lucyna Aleksandrowicz-Pędich, Department of English, Warsaw School of Social Sciences and Humanities Z recenzji prof. dr. hab. Mirosława J. Szymańskiego