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This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners’ approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.

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Glossing is a widely used and examined vocabulary learning tool, and one of the major branches of glossing research has compared the relative effects of first language (L1) and second language (L2) glosses on reading comprehension and vocabulary learning. However, the findings in this literature have not been consistent, calling for a comprehensive and systematic review. To this end, we conducted a meta-analysis to investigate the relative effects of L1 and L2 glossing on L2 reading comprehension and L2 vocabulary learning. Based on 78 effect sizes gathered from 26 studies representing 30 independent samples (N = 2,189), we found that L1 glossing was more effective than L2 glossing in general (Hedge’s g = .33, SE = .09, p < .001), but the effect size may vary depending on the target outcome measure. The relative effectiveness of L1 glossing was particularly supported by the results of immediate posttests of vocabulary, rather than delayed posttests of vocabulary and reading comprehension tests. Further, among a few selected moderator variables, the results of meta-regression revealed that learners’ L2 proficiency level significantly influenced the average effectiveness, such that L1 glossing is particularly effective for beginner learners compared to those with intermediate or higher L2 proficiency levels.

Translation for language learning has reemerged during recent years as an additional asset for foreign language instruction. In this time, the professional practice and training of translation has moved to a technological paradigm in which virtually all translation activities are computer mediated and this complex activity is conceptualized as human–computer interaction. Translation is therefore now inseparable from the physical computer, translation technologies, tools and resources found online and the interconnectedness provided by the Internet. This article reviews these technologies in the context of Spanish language learning. For these purposes, three main areas of interest are discussed and placed in the context of language learning. First of all, the role of machine translation (MT) both as an assistance in reading and writing tasks and from the perspective of post-editing for language learning is examined. The second area of interest is the use of translational corpora in the foreign language classroom. The article will finish with a review of the increasingly popular language-related crowdsourcing technologies that are expanding translation tasks to language learners around the world using specialized micro-task workflows.

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La traducción para el aprendizaje de idiomas ha resurgido en los últimos años como un activo adicional para el aprendizaje de idiomas. Durante estos años, la práctica profesional y la formación de la traducción han evolucionado hacia un paradigma tecnológico en el que prácticamente todas las actividades de traducción son mediadas por ordenador y esta compleja actividad es conceptualizada como interacción hombre-computadora. La traducción es por lo tanto inseparable del ordenador, las tecnologías de traducción, las herramientas y los recursos encontrados en línea y la interconexión que proporciona la WWW. Este artículo examina estas tecnologías en el contexto del aprendizaje del español. Con este objetivo se repasan tres áreas principales de interés en el contexto del aprendizaje de idiomas. En primer lugar, se examina el papel de la traducción automática como ayuda en las tareas de lectura y escritura y desde la perspectiva de su posedición para el aprendizaje del idioma. La segunda área de interés es el uso de corpus de traducciones en las clases de idiomas. El artículo finalizará con una revisión de las tecnologías de crowdsourcing lingüístico que están ganando popularidad y que extienden las tareas de traducción a estudiantes de idiomas de todo el mundo utilizando flujos de trabajo especializados basados en microtareas.

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)

Want to learn a new language but feel daunted or unsure where to begin? You don't need some special talent or a "language gene," says Lýdia Machová. In an upbeat, inspiring talk, she reveals the secrets of polyglots and shares four principles to help unlock your own hidden language talent -- and have fun while doing it.

Polyglots are usually very good at learning languages by themselves, without teachers. This ability is often attributed to a special talent that they have, but Lýdia believes it comes down to a different quality – self-discipline. Learning a language from zero to a comfortable B2 level by yourself takes a lot of time and dedication and if you’re doing this by yourself, you need to be either extremely motivated to learn that language, or well-disciplined. That’s why most people find it so difficult and often give up after a few weeks or months. There is, however, quite a simple solution to this problem: learning systematically. If you create a plan in your learning, all you need to do is follow its simple steps, day by day, week by week, month by month. You don’t have to ask yourself “Do I feel like learning today?” over and over again. Lýdia trusts that anyone can turn into a successful autodidact (i.e. learn a language by themselves) if they find the right methods to learn and if they create a realistic plan. In her talk, she’ll give concrete examples of how such a plan may look, based on hundreds of examples of her students.

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This study investigated the effectiveness of word-frequency and teacher judgments in determining students’ vocabulary knowledge and compared the predictive powers of both approaches when estimating vocabulary knowledge. Twenty-nine second language (L2) Spanish teachers were asked to predict how likely their students would know words from a 216-word Yes/No test that measures knowledge of the first 3,000 words in Spanish. The accuracy of their responses was compared with the results of 1,075 L2 Spanish students who completed the same test. To examine if the results could generalize to other L2 settings, 394 L2 English students completed a 70-word Yes/No test that measures knowledge of the first 14,000 words in English, and 15 L2 English language instructors attempted to predict which words would or would not be recognized. Results showed that for both language contexts, (1) the median teacher rater could assess students’ vocabulary knowledge with an accuracy roughly comparable to frequency, (2) the combination of teachers’ judgments displayed a stronger relationship with students’ performance on the vocabulary test than frequency, since the average of three or more teachers’ ratings improved upon frequency when examined with 1,000 bootstrapped samples, and (3) using teacher judgments and frequency together did not substantially improve the prediction of students’ vocabulary knowledge.