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The Routledge Handbook of Language and Intercultural Communication provides a comprehensive historical survey of language and intercultural communication studies with a critical assessment of past and present theory, research, and practice, as well as an insight into future directions.

Drawing on the expertise of leading scholars from different parts of the world, this second edition offers updated chapters by returning authors and many new contributions on a broad range of topics, including reflexivity and criticality, translanguaging, and social justice in relation to intercultural communication.With an emphasis on contemporary, critical perspectives, this handbook showcases the varied range of issues, perspectives, and approaches that characterise this increasingly important field in today’s globalised world.

Offering 34 chapters with examples from a variety of languages and international settings, this handbook is an indispensable resource for students and scholars working in the fields of intercultural communication, applied linguistics, TESOL/ TEFL, and communication studies.

Contenidos

Introduction and overview (Jane Jackson)

Section I: Foundations of language and intercultural communication studies

• A global look at the history and development of language and intercultural communication studies (Judith Martin, Thomas Nakayama, and Donal Carbaugh)
• Culture, communication, context, and power (Adrian Holliday)
• Language, identity, and intercultural communication (Kimberly Noels, Tomoko Yashima, and Ray Zhang)
• Conceptualizing intercultural (communicative) competence and intercultural citizenship (Michael Byram and Irina Golubeva)
• Reflexivity and criticality in language and intercultural communication research and practice (Julie Byrd Clark)

Section II: Core Themes and issues

Language, culture, and communication

• Linguaculture and transnationality: the cultural dimensions of language (Karen Risager)
• Intercultural rhetoric and intercultural communication (Dwight Atkinson)
• Interculturality and intercultural pragmatics (Istvan Kecskes)
• Speech acts, facework, and politeness: sociopragmatics, facework, and intercultural relationship-building (Winnie Cheng and Phoenix Lam)
• Translation, interpreting, and intercultural communication (Juliane House)

Language, identity, and intercultural communication

• Constructing the cultural Other: prejudice and stereotyping (Hans J. Ladegaard)
• Intercultural contact, hybridity, and third space (Claire Kramsch and Michiko Uryu)
• Gender, language, identity, and intercultural communication (Juliet Langman and Xingsong Shi)
• Translanguaging, identity, and migration (Zhu Hua and Li Wei)
• Language learning, identity, and intercultural communication in contexts of conflict and insecurity (Constadina Charalambous and Ben Rampton)

Language, intercultural (communicative) competence, and intercultural citizenship

• Language: an essential component of intercultural communicative competence (Alvino E. Fantini)
• From native speaker to intercultural speaker and beyond: intercultural (communicative) competence in foreign language education (Jane Wilkinson)
• World Englishes and intercultural communication (Farzad Sharifian and Marzieh Sadeghpour)
• Language education and global citizenship: decolonial and posthuman perspectives through pedagogies of discomfort (Melina Porto and Michalinos Zembylas)

Section III: Theory into practice: Towards intercultural (communicative) competence and citizenship

• Intercultural second language teacher education (Michael Kelly)
• Intercultural responsibility: transnational research and glocal critical citizenship (Manuela Guilherme)
• Intercultural communicative competence development through telecollaboration and virtual exchange (Robert O’Dowd and Melinda Dooly)
• Social justice, diversity, and intercultural-global citizenship education in the global context (Kathryn Sorrells)
• Assessing intercultural language learning (Anthony Liddicoat and Angela Scarino)

Section IV: Language and intercultural communication in context

• Intercultural language teaching and learning in classroom practice (Michelle Kohler)
• Intercultural communication in the multicultural classroom (Jennifer Mahon and Ken Cushner)
• The language and intercultural dimension of education abroad (Jane Jackson)
• Intercultural business education: the role of critical theory and experiential learning (Prue Holmes and Vivien Xiaowei Zhou)
• Intercultural communication in professional and workplace settings (Martin Warren and William W.L. Lee)
• Linguistically and culturally diverse project partnerships and teams (Helen Spencer-Oatey and Carolin Debray)
• Intercultural communication in health care settings (Gillian S. Martin and Jonathan Crichton)
• Intercultural communication in legal contexts (Christoph Hafner and Jade Du)
• Intercultural communication in tourism (Gavin Jack, Alision Phipps, and Octavio Barrientos Arriaga)

Section V: New Debates and future directions

• A global agenda for ethical language and intercultural communication research and practice (Malcolm MacDonald)