Language Teachers’ Intercultural Identity in the Critical Context of Cultural Globalization and Its Metaphoric Realization

ABSTRACT

This study used questionnaires and interviews to investigate Iranian English language teachers’ intercultural identity and its metaphoric realization in the context of cultural globalization. While questionnaire findings revealed that the majority held first language cultural identity, factor analysis indicated teachers’ preference for American culture as representative of globalized culture. Interview data indicated teachers’ imagined direct exposure to the global village through the media. Metaphoric analysis revealed the conceptualization of local culture as closed home, which was valued by anti-cultural globalization teachers as protection while devalued by pro-cultural globalization teachers as a limitation. These findings have implications for expanding teachers’ intercultural identity.     

Investigating direct and indirect globalization-based acculturation

Cultural globalization affects most people around the world in contemporary, modern societies. The resulting intercultural contact have been examined using the theory of globalization-based acculturation. However, little is known about possible differences and similarities in processes underlying the effects of direct (e.g., through contact with immigrants) and indirect (e.g., engagement with cultural elements through media) forms of new cultural exposure. Drawing on the contact hypothesis, social identity theory, and symbolic threat theory, we examined whether perceived intercultural threat and local and global identities would explain whether both forms of contact result in multicultural acquisition or in ethnic protection. In Study 1 (N = 402), indirect, but not direct, intercultural contact was positively associated with multicultural acquisition; and both types of intercultural contact were negatively linked with ethnic protection. Global identity significantly mediated the association of both direct and indirect intercultural contact with both multicultural acquisition and ethnic protection, whereas perceived cultural threat only significantly mediated the associations of direct intercultural contact with multicultural acquisition and ethnic protection. In Study 2 (N = 424), higher levels of ethnic protection, and lower levels of multicultural acquisition, emerged in the experimental group primed with indirect, versus direct, intercultural contact. Furthermore, intercultural threat was negatively, and global identity positively, associated with multicultural acquisition, while intercultural threat was positively, and global identity negatively, associated with ethnic protection. Results are discussed in relation to similarities and differences across direct and indirect intercultural contact, providing a nuanced understanding of contemporary intercultural contact and globalization-based acculturation among majority populations.     

The body that can(not) represent us—Tian Chi-Yuan's White Water and modern Taiwanese theatre

ABSTRACT

The denial of Taiwan's status as a nation by international communities has long-served as a catalyst for Taiwanese theatre practitioners’ pursuit of an expressive body that responds to complex national identities. Taking Taiwanese society as the basis for considering the irreducible complexity of postcolonial struggles vis-à-vis the power relations of neoliberal cultural production, in the theoretical framework of this paper, I propose a biopolitical reading of modern Taiwanese theatre. In particular, to reveal the constructedness of the idea of the body, I foreground the embeddedness of theatre in local society and scrutinize the interplay between an imagined body and the theatre through Taiwanese practitioner Tian Chi-Yuan's (1964–1996) White Water (or Baishui, 1993). Using this work as a case study, I focus on his experiment of intercultural bodily gestures through which the fabrication of national identity is both revealed and questioned. I consider Tian's practice of integrating cultural traditions expressive of the dynamics of decolonization with the experiment in reconfiguring the local body—a practice that positions the theatre in Taiwan as an experimental and cathartic site for pursuing an epistemological change in identity formation. Thus, the theatre constitutes a performance of a necessary identity-burdened space between history and memory, struggling to renew itself in distinctive contexts.     

Tibetan Cultural Identity in Nepal: Change,Preservation, Prospects

In the difficult circumstances of institutional discrimination and political pressure, the Tibetan minority in Nepal negotiate their identity with utmost communicative resourcefulness, tying their values to universal ethics. They resort to their spiritual heritage in their daily intercultural encounters, seeing it mostly as an essential mindset. Developing intercultural personhood through universalization does not challenge identity salience, if one’s culture is adhered to consciously. The respondents are optimistic about preserving their culture, provided the positive factors, such as community living and cultural education, persist. The obstacles are seen in materialistic influences, globalization and lack of interest among the young generation.     

Foreign-born Chinese students learning in China: (Re)shaping intercultural identity in higher education institution

With the trend of globalization, promising development in China has attracted a growing number of descendants of Chinese immigrants who choose to return to China to pursue higher education. Furthermore, the cultural pluralism that accompanies economic globalization is increasingly changing the pattern of world civilization. However, this leads to new issues of conflict, integration, and symbiosis between different cultures among international students. To address a gap in the literature, this study explored the trajectory of how international students of Chinese origin transcend their identities and build intercultural identities during their higher education study in China. The study investigates 13 participants from different countries, focusing on the process of (re)shaping identity under multiple cultural backgrounds and how they understand this process. These findings show that for students to adapt to Chinese culture it is crucial to encourage them to mitigate language barriers, awake cultural memories, consolidate values, expand educational exchanges, and continue to improve international understanding and broad recognition from an intercultural perspective.     

Narrations on intercultural experiences in South African contact zones

The study is anchored in Pratt’s theory on ‘contact zones’ (CZ) and explores CZs in Gauteng-Province in Post-Apartheid South Africa, where experiences are influenced by highly diverse and hybrid cultural and language backgrounds. This article presents autoethnographic narrations of experiences of South Africans, addressing the void of emic perspectives in CZs in South Africa.Methodologically, the study follows a qualitative research design and is anchored in the social constructivist research paradigm, using 19 narrations of individuals. Four narrations, which mirror the experience of individuals from South African minority groups (Coloured and Indian) are presented in more depth in this article. Findings are analysed through content analysis. Limitations and ethical considerations are highlighted.Findings show the described experiences in CZs with regard to four categories: intercultural conflict, intercultural identity development, intercultural communication and its barriers, and intercultural non-verbal communication. They mirror predominant themes in South African contemporary society with specific focus on CZ experiences of minority group members, present boundaries created through the experience and narration of difference and possible ways to deal constructively with diversity within selected CZs. Conclusions are drawn and recommendations for future theory and practice are given, not only for the South African context, but also for constructive intercultural relations elsewhere.     

Developing Students’ Intercultural Competence through Authentic Video in Language Education

ABSTRACT

This article advocates developing students’ intercultural competence through authentic video in language education. It first explores the definition of intercultural competence in language education from relevant literature, and reviews the use of audio-visual media in developing intercultural competence; it then uses one Chinese TV drama as an example, discussing the development of second language (L2) Chinese learners’ intercultural competence through authentic video in Chinese language education; finally, it discusses some implications for developing students’ intercultural competence in language education.     

‘An attractive and improving place of resort’

Abstract

This article focuses on the relationship between zoological collections, urban improvement and civic identity in early nineteenth-century Britain. While national zoological collections like London Zoo have been studied by scholars as important sites for research and education, gardens in the provinces have received less attention. The article examines several of these institutions, outlining the circumstances surrounding their foundation and considering how they integrated themselves into their respective local communities through educational initiatives and carefully planned fund-raising strategies. It argues that zoological gardens served to situate cities within a wider imperial context, highlighting their regional importance and global connections.     

Evolution and determinants of language attitudes among Catalan adolescents

This paper analyzes language integration from an intergroup-relations’ perspective, using the social identity approach and socio-contextual model of second language acquisition. It focuses on the evolution of language attitudes in adolescents as an indicator of cultural integration between the two major language groups in Catalonia. The distinctive features of the Catalan case − the similar ethnolinguistic vitality enjoyed by the two official languages and the widespread bilingualism that common schooling has fostered − make it of great sociolinguistic interest. The empirical study focuses on the development of language attitudes towards Catalan and Spanish by using a panel sample of Catalan students (N = 1050) followed for a period of five years (three waves). Joint trajectory clustering was used to make a longitudinal analysis that shows the main patterns of coevolution. Logistic regression relates changes to other linguistic, identity and sociodemographic variables. Results show that there are three main types of change in attitudes: a majority one, whith a profile of integration, and two others, which tend to separation. The direct effects of language confidence and ethnonational identity are found to explain the likelihood of individuals following one of these types of change.     

I feel Moroccan,I feel Italian,and I feel Muslim: Second generation Moroccans and identity negotiation between religion and community belonging

Second generation immigrants in Western societies negotiate between cultural sets: the inherited and the acquired culture. For second generation Muslims the negotiation involves personal dimensions such as identity and it deals with the assimilative pressures of the society where they have grown up: a context where their ethnic and religious identities are combined and mixed. From an ecological perspective, these processes happen in the communities where everyday life and cultural transmission take place.This study examines from an ecological perspective the negotiation of identity in young adult second generation Muslim, how their ethnic, national, and religious ties are intertwined with the pressures from the community they perceive as the most important. We started from the community that the participants felt was most important for them and explored the different ways in which their religious, ethnic, and national identities were related to their most important community. Twenty young adult Moroccans settled in Italy since age 6 years were involved in semi-structured in-person interviews. The interview responses highlighted how complex these individuals find managing their ethnic and religious identities and how this process is related to their conception of religiosity and the forms it takes in everyday life (e.g., a system of values vs. a set of practices).     

Diversity ideologies and flourishing: An Australian study comparing polyculturalism,multiculturalism, and colorblindness

In pluralistic societies such as Australia, an emerging diversity ideology of polyculturalism promotes sharing ideas and practices among people from diverse cultural traditions. What are the psychological associations of endorsing polyculturalism in contrast to multiculturalism and colorblindness, especially for an individual’s psychological well-being? We tested a path model to investigate if diversity ideologies are associated with flourishing through ethnocultural empathy, intercultural contact quality, and cultural identity clarity, using questionnaire responses of 255 Australians. The results supported our hypothesis that polyculturalism is associated with higher ethnocultural empathy and higher-quality intercultural contact and with higher flourishing through these pathways. Simultaneously, polyculturalism also associated with lower cultural identity clarity and indirectly with lower flourishing through this pathway. In contrast, the results did not support the link between these mediators and multiculturalism or colorblindness. Our findings indicate that polyculturalism has both positive and negative associations with eudaimonic well-being for those who endorse this ideology and suggest the increasing relevance of polyculturalism for Australians and the need for further research.     

A Stages of Change Approach to Second Language Learning and Intercultural Willingness to Communicate

This study of 207 Midwest college students applied McConnaughy, Prochaska, and Velicer's stage model to perceived value of second language learning (PVL2), and Kassing's intercultural willingness to communicate (IWTC). The stages of change factor structure (precontemplation, contemplation, action, and maintenance) explained 14% of the variance in IWTC. Of the four stages, action and maintenance explained 11%, and 3% of the variance, respectively. In addition, stages of change explained 15% of the variance in PVL2. Only precontemplation produced significant variation. Paired comparisons among eight languages revealed that Spanish was the language rated most valuable to learn.     

Multiliteracies of Transnational and Immigrant Pre-teens: Meditating Intercultural Meaning

With the increase in cultural and economic globalization and technological advancements, the very nature of communication has become more fluid. As a result, communication practices move past defining socio-cultural identity to become intercultural capital from which a more constructive bi-cultural identity can emerge. This study compares immigrant and transnational migrant multiliteracies at the transitional age of pre-adolescence, comparing both global and socio-cultural types. The study utilised ethnographic collective case study observation of three Nepalese families in the United Kingdom. The year-long study comparatively investigated; what types of multiliteracies do immigrant and transnational pre-teens participate in? And do these multiliteracies better enable constructive identity through intercultural capital? The research utilised 150 hours of ethnographic observation, meta-historical narratives and semi-structured interviews with three case study families who were transnational Gorkha and immigrant Nepalese in the U.K. Moreover, the study newly categorized three types of multiliteracies relevant to both transnational and immigrant pre-teens: those that are transnational, global cultural and peripheral ritualised multiliteracies. Findings from this article revealed that while pre-adolescences transnationals participated in transnational cultural and globalized multiliteracies, immigrant pre-teens partook predominately in globalized multiliteracies.     

Mindsets about language learning and support for immigrants’ integration

People rely on their lay theories, or mindsets, to make meaning of their experience in intercultural contact. Given that proficiency in the local language is a crucial social marker of immigrants’ integration, we argue that language mindsets (i.e., beliefs about whether language learning ability is fixed or changeable) guide members of the receiving society to make inferences about immigrants’ language ability (e.g., “can immigrants improve their language ability?”). This social inference, in turn, predicts their willingness to interact with immigrants and support immigrants’ language education. In a correlational study (n = 231) and an experimental study (n = 106), we investigated whether and how language mindsets influence participants’ support for immigrants’ intercultural contact. We found that trait and experimentally-induced fixed (vs. growth) mindsets led to negative judgments of immigrants’ potential to develop their skills in the local language, which in turn predicted avoidance of contact with migrants and opposition to governmental funding of immigrants’ language education. The effects held even after controlling for participants’ political orientations, perceived difficulties of the English language, and judgments of target immigrants’ language fluency. These findings suggest that promoting growth mindsets about language ability can lead to more positive intercultural attitudes that impact the acceptance of migrants. We discussed the implications of language mindsets for understanding the processes of intercultural communication and forming positive intercultural relations.     

Complex but integrated: Exploring social and cultural identities of women Third Culture Kids (TCK) and factors predicting life satisfaction

The 21 st century, defined by cultural diversity and global mobility, has triggered an unprecedented increase in multicultural individuals, defined as people who internalised more than one culture. Contrasting evidence related to multiculturalism calls for more explorative research to understand cross-cultural identities. The present study explored social and cultural identities of adult female Third Culture Kids (TCKs) (n = 122), multicultural individuals who live mobile lives, and adjustment factors of a global mindset, social inclusiveness and essentialism to find predictors of life satisfaction. We classified social identity into four we-concepts: we-group, we-category, we-attributive and we-axiological, and cultural identity into three configurations: integration, categorisation and compartmentalisation. Our results suggested that TCK define social identity predominantly based on passport country (we-category) and relationships with family and friends (we-group). We indicated that axiological (value-based) social identification and global mindset buffered essentialism and categorisation known to disturb cross-cultural relationships. There was a general tendency for integrated cultural identity, with cultural configurations of categorisation and compartmentalisation correlating positively with essentialism. Hierarchical regression analysis evidenced that integrated multicultural identity, global mindset, and social inclusiveness were significant positive predictors of life satisfaction for female TCK. These results feed into a better understanding of the TCK configurations of collective identities and highlighted new factors related to TCK well-being.     

Intercultural Friendships,Social Identities and Psychological Well-Being of Ethnic Minorities in Different Contexts

ABSTRACT

The study focuses on the relationship between intercultural friendships, social identities, and well-being of ethnic Russians in three different contexts of the North and South Caucasus. We revealed the positive relations of intercultural friendships with the host society identity in all contexts and with the well-being of Russict ans in the culturally diverse contexts. Ethnic identity is positively related to the self-esteem of Russians in two more inclusive contexts, and, negatively associated with their life satisfaction in the least inclusive context. The ethnic and host society identities mediated the relationship between intercultural friendships and psychological well-being only in the most inclusive context.     

Bilingualism in minority settings in Canada: Integration or assimilation?

This study explores social psychological correlates of bilingualism in the Canadian context. First, it investigates the relation between language confidence and identity as moderated by ethnolinguistic vitality. Second, it examines whether bilinguals can be distinguished from predominantly unilingual participants on subjective vitality and language usage and evaluates the impact of ethnolinguistic vitality on these differences. Data from Statistics Canada collected among minority Francophones outside of Quebec and minority Anglophones in Quebec (N = 7377) were used for analysis. The results show that language confidence is significantly related to levels of identity for all regions. Bilinguals are significantly distinct from predominantly monolingual participants on most factors for maintenance of identity. However, among all Francophone samples, bilinguals most resemble the French-dominant participants.     

Research on multiculturalism in Canada

Canada announced a policy of multiculturalism in 1971. The goal of the policy was to improve the quality of intercultural relations. Two main elements of the policy were proposed as steps towards achieving this goal: support for the maintenance and development of cultural communities (the cultural component); and promotion of intercultural contact along with the reduction of barriers to such participation (the intercultural component). Research on these issues can provide a basis for the development and implementation of multiculturalism policies and programmes. A review of psychological research on multiculturalism over the past 40 years is summarised. Topics include: knowledge about the multiculturalism policy; acceptance of multiculturalism; acceptance of ethnocultural groups; acceptance of immigrants; discrimination and exclusion; and attachment and identity. Research assessing three hypotheses derived from the policy is also briefly reviewed. Current evidence is that there is widespread support for these features of the multicultural way of living in Canada. Of particular importance for the success of multiculturalism is the issue of social cohesion: is the first component (the promotion of cultural diversity) compatible with the second component (the full and equitable participation and inclusion of all ethnocultural groups in civic society)? If they are compatible, together do they lead to the attainment of the fundamental goal of attaining positive intercultural relations? Current psychological evidence suggests that these two components are indeed compatible, and that when present, they are associated with mutual acceptance among ethnocultural groups in Canada. I conclude that research in Canada supports the continuation of the multiculturalism policy and programmes that are intended to improve intercultural relations.     

The Ongoing Struggle for Memory and Democracy in Post-War Guatemala

ABSTRACT

This article explores the link between processes of democratic subjectification and truth commissions. Looking at the two truth commission projects that operated in Guatemala in the 1990s, it argues that these commissions can and have been used as important spaces for the articulation of political identity and thus for making demands upon the future democratic society for the communities involved.