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This study aims to examine how teacher candidates (TCs) in Türkiye and the USA navigate their intercultural communication skills in a telecollaboration project.

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 learning platform for six weeks. Their discussions were analyzed using content and discourse analysis.

The findings indicated that TCs approached the telecollaborative space as a translingual contact zone and positioned themselves and their interlocutors in the discourse by using the personal pronouns; I, we, you and they. When they positioned themselves using we (people in Türkiye/USA), they spoke on behalf of everyone included in the scope of we. Their interlocutors responded to these positionings either by accepting this positioning and responding with a parallel positioning or by engaging in translingual negotiation strategies to revise the scope of we and sharing some differences/nuances in beliefs and practices in their community.

When TCs talk about their culture and community in a singular manner using we, they frame them as the same across every member in that community. When they ask questions to each other using you, the framing of the questions prime the respondents to sometimes relay their own specific experiences as the norm or consider experiences from different points of view through translingual negotiation strategies. A singular approach to culture(s) may affect the marginalized communities the most because they are lost in this representation, and their experiences and voices are not integrated in the narratives or integrated with stereotypical representation.

Teachers and teacher educators should first pay attention to their language choices, especially use of pronouns, which may communicate inclusion or exclusion in intercultural conversations. Next, they should prepare their students to adopt and practice language choices that communicate respect for cultural diversity and are inclusive of marginalized populations.

Speakers’ pronoun use includes identity construction in discourse by drawing borders around and between communities and cultures with generalization and particularity, and by patrolling those borders to decide who is included and excluded. As a response, interlocutors use pronouns either to acknowledge those borders and respond with corresponding ones from their own context or negotiate alternative representations or further investigate for particularity or complexity. In short, pronouns could lead the direction of intercultural conversations toward criticality and complexity or otherwise, and might be reasons where there are breakdowns in communication or to fix those breakdowns.

This study shows that translingual negotiation strategies have explanatory power to examine how speakers from different language backgrounds negotiate second and third order positionings in the telecollaborative space.

The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.

This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.

The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.

This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.

The purpose of this study is to theorize that computer-assisted language learning (CALL) can be integrated in English language learning with a focus on cultural learning of both home and target language.

The present study used a systematic methodology to conceive the language and home-culture integrated online learning (LHIOL) curriculum design based on relevant conceptual frameworks and gather qualitative data from focused group interviews of 30 teachers and 3,000 students’ open-ended questionnaires, along with learning artifacts to identify major themes.

CALL, used as cultural and linguistic material, helps students embrace their cultural identities, especially ethnic minorities, capitalize on their distinctive values, and appreciate and empathize with other languages and cultures. The instructors advocate for localizing intercultural communicative competence (ICC) educational content into Vietnamese culture, using real multimedia resources. However, the LHIOL curriculum faced systemic constraints regarding competitions between linguistic and cultural instruction, teachers’ refusal to recognize ICC’s importance and recognition of an explicit link between virtual cultural learning and their lives.

LHIOL is a preliminary practical effort to suggest how a cultural education from one’s native tongue can be integrated into a culture-focused English/Western language environment. By incorporating fundamental concepts that underpin the integration of language and culture as well as CALL, improving ICC offers a framework that can be applied to elucidate cultural learning.

This chapter examines the internationalisation of public higher education in Brazil using the theoretical triptych of internationalisation as developed by leading scholars in the field: internationalisation at home (IaH), internationalisation abroad (IA), and internationalisation at a distance (IaD). This framework – while rooted in knowledge, systems, and scholarship from researchers and institutions in the Global North – is a constructive tool for categorising and understanding internationalisation at Brazil’s higher education institutions (HEIs) when coupled with an exploration of the history, context, policy, and dynamics of internationalisation efforts. The chapter then summarises and underscores recent and important scholarship by Brazilian researchers and others in the Global South that describes the history of the nation’s internationalisation efforts. It also critiques the powerful influence that Global North-centred objectives and priorities for internationalisation have on the process at Brazilian HEIs. Following a discussion of the theoretical framework and relevant literature, the chapter provides a case study of internationalisation efforts and initiatives of an elite public university, the Universidade Federal de Minas Gerais (UFMG). Content analysis of UFMG’s website and publicly available reports and data demonstrates a high level of institutional internationalisation that has unfolded in recent years, stimulated by federal funding and guided by a strategic framework developed within the Ministry of Education. An analysis of UFMG’s mission, partnerships and programmes finds that the institution serves as an example of internationalisation in Brazil’s public higher education context, as its programmes and initiatives exemplify the overarching objectives of internationalisation in Brazilian higher education.

This study aims to investigate the integration of heritage language and culture in technology-enhanced bilingual education and examine the dominance of the English language and culture in computer-assisted language learning settings.

This research used a narrative inquiry methodology. The data came from semi-structured interviews with 25 bilingual teachers in the Kurdistan region of Iraq and Texas.

The study found a significant bias in the use of technology toward the target language, often at the expense of heritage language and culture. The curricula analyzed were predominantly focused on superficial cultural elements of the target language, leading to a neglect of deeper cultural engagement.

This research highlights the phenomenon of cultural cringe within bilingual education and the skewed use of technology toward the target language.

Racism occurs in many ways and varies across countries, evolving and adapting to sociocultural history, as well as contemporary economic, political and technological changes. This chapter discusses the multilevel dimensions of racism and its diverse manifestations across multiracial societies. It examines how different aspects of racism are mediated interpersonally, and embedded in institutions, social structures and processes, that produce and sustain racial inequities in power, resources and lived experiences. Furthermore, this chapter explores the direct and indirect ways racism is expressed in online and offline platforms and details its impacts on various groups based on their intersecting social and cultural identities. Targets of racism are those who primarily bear the adverse effects. However, racism also affects its perpetrators in many ways, including by limiting their social relations and attachments, and by imposing social and economic costs. This chapter thus analyses the many aspects of racism both from targets and perpetrators' perspectives.

Misunderstanding and harmful stereotyping have become commonplace amongst people in the United States and the Middle East/North Africa (MENA) region since 2001, if not earlier. If universities are the locus of transformative education, work remains towards remedying these issues.One non-profit organisation, “Natafaham (pseudonym, Arabic for « we understand each other”), works to undo this negativity student by student. It brings participants from the MENA and Europe/North America into dialogue via Zoom each week. The inter-cultural dialogue availed to participants is empowering to actors, including the dialogue facilitator. This narrative is an autoethnographic exploration of my experience as an intercultural dialogue facilitator. Yet reviewing contemporaneous notes and reflections revealed structural aspects of this programme that empower voices from the MENA region, while facilitating learning amongst participants on both sides of the Atlantic. Such aspects include the format and the location of the programme, its focus on individuals rather than institutions or groups, its mixed top-down and bottom-up approach, and the opportunities it avails for ascension to positions of authority. This narrative analyses these aspects through several lenses and academic traditions, including those of global citizenship, critical internationalisation, (reciprocal) global service learning, and socio-cultural frameworks of second language acquisition. The chapter urges that these aspects are recognised as key catalysts of (more) equal relationships between youth in the MENA region and the United States, which merit widespread replication. It concludes by envisioning a still more equal relationship predicated upon more equitable language usage.

The professional experiences of teachers of languages and cultures, along with the learning experiences of their students, are embedded in educational contexts, which themselves are informed, and constrained, by national language policies. This study aims to explore 51 English-as-a-foreign-language (EFL) secondary teachers’ perceptions of Web-based technology use to enhance students’ cultural awareness in Chile. Specifically, the study investigated teachers’ use of Web-based resources for cultural awareness, culture content and technology-based tasks, as well as perceived challenges in implementing technology-enhanced language and culture learning.

The study adopted a mixed-method research design combining online questionnaires and interviews as data collection tools. Results were analyzed through the use of descriptive statistics and content analysis.

The teachers in this study emphasized reflection in their classrooms but did not take a critical approach. Their approach to culture was limited to a “country-specific” view, and technology-enhanced activities accentuated differences rather than promoting meaningful intercultural exchange. Challenges to the successful implementation of technology-enhanced language and culture learning included a somewhat out-of-date theoretical approach to intercultural learning in the national curriculum, a nationwide approach to professional development that lacks a focus on critical reflection and inadequate support for effective use of technologies in schools.

The study highlights the importance of periodically revising a country’s EFL language policies, communication methods, support mechanisms and implementation factors to ensure classroom integration of language, culture and technology education.

This paper explores the tension between macro-level national policy and teachers’ perspectives on their classroom practice, including the contextualized limitations of implementing national policy at the micro level.

The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

The purpose of this study is to determine what technological strategies were used within each of the phases of the ADDIE framework when developing content for professional training. The study also examined the affordances of those technologies in training.

A PRISMA systematic review methodology (Moher et al., 2015) was utilized to answer the four questions guiding this study. Specifically, the PRISMA extension Preferred Reporting Items for Systematic Reviews and Meta-Analysis for Protocols (PRISMA-P, Moher et al., 2015) was used to direct each stage of the research, from the literature review to the conclusion. In addition, the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA principles; Liberati et al., 2009) are used to guide the article selection process.

The findings reveal that the majority of the studies were in healthcare (36%) and education (24%) and used an online format (65%). There was a wide distribution of ADDIE used with technology across the globe. The coding for the benefits of technology use in the development of the training solution revealed four trends: 1) usability, 2) learning approaches, 3) learner experience and 4) financial.

This systematic review only examined articles published in English, which may bias the findings to a Western understanding of how technology is used within the ADDIE framework. Furthermore, the study examined only peer-review academic articles from scholarly journals and conferences. While this provided a high level of assurance about the quality of the studies, it does not include other reports directly from training providers and other organizations.

These findings can be used as a springboard for training providers, scholars, funders and practitioners, providing rigorous insight into how technology has been used within the ADDIE framework, the types of technology, and the benefits of using technology. This insight can be used when designing future training solutions with a better understanding of how technology can support learning.

This study provides insight into the uses of technology in training. Many of these findings and uses of technology within ADDIE can also transfer to other aspects of society.

This study is unique in that it provides the scholarly community with the first systematic review to examine what technological strategies were used within each of the phases of the ADDIE structure and how these technologies provided benefits to developing a training solution.