Linguistics for Intercultural Education Language Learning & Language Teaching (LL&LT) The LL&LT monograph series publishes monographs, edited volumes and text books on applied and methodological issues in the field of language pedagogy. The focus of the series is on subjects such as classroom discourse and interaction; language diversity in educational settings; bilingual education; language testing and language assessment; teaching methods and teaching performance; learning trajectories in second language acquisition; and written language learning in educational settings. For an overview of all books published in this series, please see http://benjamins.com/catalog/lllt Editors Nina Spada Nelleke Van Deusen-Scholl Ontario Institute for Studies in Education Center for Language Study University of Toronto Yale University Volume 33 Linguistics for Intercultural Education Edited by Fred Dervin and Anthony J. Liddicoat Linguistics for Intercultural Education Edited by Fred Dervin University of Helsinki Anthony J. Liddicoat University of South Australia John Benjamins Publishing Company Amsterdam / Philadelphia TM The paper used in this publication meets the minimum requirements of 8 the American National Standard for Information Sciences – Permanence of Paper for Printed Library Materials, ansi z39.48-1984. Library of Congress Cataloging-in-Publication Data Linguistics for Intercultural Education / Edited by Fred Dervin, Anthony J. Liddicoat. p. cm. (Language Learning & Language Teaching, issn 1569-9471 ; v. 33) Includes bibliographical references and index. 1. Intercultural communication. 2. Multicultural education. 3. Language and languages-- Variation. 4. Cross-cultural orientation. 5. Language and education. 6. Language and culture. I. Dervin, Fred, 1974- editor of compilation. II. Liddicoat, Anthony, 1962- editor of compilation. P94.6.L55 2013 407.1’1--dc23 2012042206 isbn 978 90 272 1307 5 (Hb ; alk. paper) isbn 978 90 272 1308 2 (Pb ; alk. paper) isbn 978 90 272 7235 5 (Eb) © 2013 – John Benjamins B.V. No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any other means, without written permission from the publisher. John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa Table of contents Introduction: Linguistics for intercultural education 1 Fred Dervin and Anthony J. Liddicoat Part I. Developing intercultural competence through the use of linguistics Avoiding the essentialist trap in intercultural education: Using critical discourse analysis to read nationalist ideologies in the language classroom 29 Deborah Cole and Bryan Meadows Linking learning objectives of linguistic savoir-faire and intercultural competence in mobility experiences of teacher trainees 49 Mirjam Egli Cuenat and Lukas Bleichenbacher A place for pragmatics in intercultural teaching and learning 71 Troy McConachy Strategy-based learning of pragmatics for intercultural education 87 Andrew D. Cohen and Julie M. Sykes Making the ‘invisible’ visible: A conversation analytic approach to intercultural teaching and learning in the Chinese Mandarin language classroom 113 Yanyan Wang and Johanna Rendle-Short Part II. Linguistics for studying interculturality in education Language teachers and learners interpreting the world: Identifying intercultural development in language classroom discourse 139 Lesley Harbon and Robyn Moloney vi Linguistics for Intercultural Education Constructing a relationship to otherness in web-based exchanges for language and culture learning 161 Virginie Trémion Complex and symbolic discursive encounters for intercultural education in plurilingual times 175 Julie Byrd Clark and Sofia Stratilaki Index 197 Introduction Linguistics for intercultural education Fred Dervin and Anthony J. Liddicoat University of Helsinki / University of South Australia 1. Introduction The rationale for this book addresses the urgent need to find ways of improving intercultural education in a world where, on the one hand, hypermobility leads to unprecedented encounters between people from different countries, while, on the other, forms of rejection of and attacks on the ‘Other’ increase on a daily basis. The possibilities afforded by, and the problems resulting from, increased contacts across linguistic and cultural boundaries have led educators and education au- thorities to seek ways of educating for diversity. The issue of intercultural learning has been tackled in many and varied publications, especially in the fields of educa- tion (for example, Abdallah-Pretceille 1986; Cushner 1998; Silva 2002; Genovese 2003; Nesbitt 2004; Majhanovich, Fox & Pasalic Kreso 2009; Grant and Portera 2010; Marginson & Sawir 2011) and language education/applied linguistics (for example Ager, Muskens & Wright 1993; Bolten 1993; Byram 1997, 2008; Cerezal 1999; Corbett 2003; Byram, Nichols & Stevens 2001; Alred, Byram & Fleming 2002; Sercu, Bandura, Castro & Davcheva 2005; Piller 2011; Preisler, Klitgard & Fabricius 2011). In spite of the extensive literature on the subject, there is still much which needs to be done to address the ways in which language education can contribute to educating for diversity. One of the problems which faces the field of intercultural education is the diversity of ways of understanding the basic concepts that it addresses. One mani- festation of this is the diversity of terms used to name the field: intercultural, multicultural, cross-cultural, transcultural, etc. For example, several journals are dedicated to intercultural education, but they are not all labeled “intercultural”. In fact the vast majority of journals use the adjective multicultural: e.g. International Journal of Multicultural Education, The Journal of Multiculturalism in Education 2 Fred Dervin and Anthony J. Liddicoat and Multicultural Education and Technology. Of the main journals in the field, only the International Association for Intercultural Education (IAIE) has the term “intercultural” in the name of the journal they publish, Intercultural Educa- tion. This diversity of terms emphasises an initial problem with the notion of in- tercultural education: there often seems to be some confusion between terms, and this has an impact on how the issues are conceptualised, tackled and researched. In spite of the significance of the differences in terminology for conceptualising the field, the range of terms used does not seem to reflect clear differences in un- derstanding. A quick look at the aims and scope of two of the abovementioned journals, Intercultural Education and International Journal of Multicultural Educa- tion, reveals that the reasons for using the terms “intercultural” or “multicultural” are not explained and that, in spite of the differences in name, their aims are in a way very similar: Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-com- munist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development. International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicul- tural education. Committed to promoting educational equity, cross-cultural understanding, and global awareness in all levels of education, IJME publishes reports of empirical research, typically in qualitative research orientation; literature-based scholarly articles that advance theories and scholarship of multicultural education; praxis essays that discuss successful multicultural education programs or practical instructional ideas and strategies; and reviews of visual arts, professional and children’s books, and multimedia resources (primarily websites and films). In these statements the area of inquiry seems to be very similar in spite of the different ways of naming the field and the various terms appear to be used in- terchangeably. Intercultural Education uses the adjective ‘multicultural’ once to describe its area of focus and the International Journal of Multicultural Education uses ‘cross-cultural’. Although the significance of the overlapping use of terms is debated, Grant & Portera (2010) argue that because there is no consensus amongst Introduction 3 practitioners and scholars on their meaning this is not so important. Nonetheless, we see the lack of semantic and epistemic clarity in the use of terms as problem- atic for developing clear conceptualisations of the field. In this volume, we have chosen to use the adjective ‘intercultural’ and propose in the following discussion to clarify ways of understanding and working with the term. 2. A different approach: Linguistics for intercultural education? In language education the issue of intercultural education is often tackled through the concepts of culture or identity (see infra) which are investigated quantitatively and qualitatively using approaches such as content analysis, narrative analysis, ethnography, certain forms of discourse analysis, etc. In such approaches, the most reported classroom practices include such techniques as simulation activi- ties, role-plays, self-reflexive essays, ethnographic exercises, critical incidents, etc. These are often accompanied by content or narrative analyses, which are used to examine the data produced. In such ways of working, the analysis of language has tended to be overshadowed by many disciplinary fields. The focus of this book is to investigate ways in which language can be used as the focus for intercultural learning. To date, linguistic approaches have not been systematically or coherently used to deal with intercultural education in research or in classrooms, while such fields as anthropology, sociology, psychology and philosophy have had a clear influence on theory, practices and research direc- tions. The lack of linguistic approaches in intercultural education is in many ways surprising. Some of the well-known authors from language learning and teach- ing or applied linguistics (for example, Byram, Corbett, Kramsch, Risager, Sercu) have laid a lot of emphasis on language in their understanding of intercultural learning. The same is also true for the journal Language and Intercultural Commu- nication, which is indirectly related to intercultural (communication) education. Yet researchers in the area do not use linguistic tools to research intercultural phenomena in education or to propose ways of improving teaching and learn- ing in the same way as ‘linguistics’ journals such as Intercultural Pragmatics and Journal of Multicultural Discourses, which deal with intercultural communication more generally. What we endeavour to present in this volume is a linguistically oriented focus applied to intercultural learning in formal educational contexts. We thus aim to give language a more central place in intercultural education and propose to bring together language education, linguistics and the ‘intercultural’ as a coherent focus. The relationship between these elements has varied over time and most recently, linguistics has played a more reduced role in developing theory, methods and