Our Languages for Intercultural Communication and Education series celebrates its 30th book

Last month we published From Principles to Practice in Education for Intercultural Citizenship edited by Michael Byram, Irina Golubeva, Han Hui and Manuela Wagner, which became the 30th book in our Languages for Intercultural Communication and Education series. In this post, series editors Michael Byram and Anthony J. Liddicoat discuss how the series has grown from its inception in 2000.

The first book in the series
The first book in the series

The Language and Intercultural Communication in Education (LICE) series has reached a significant landmark with the publication of its 30th book. The series began as an initiative of Multilingual Matters, Michael Byram and Alison Phipps with the aim of encouraging the study of languages and cultures in ways which can ultimately enrich teaching and learning. The first book that appeared was Developing Intercultural Competence in Practice edited by Michael Byram, Adam Nichols and David Stevens.

Since that first book, LICE has published across a wide range of topics ranging from classroom practice, to study abroad, to intercultural citizenship. Some notable publications that show the breadth of the series are:

Although the focus of the series has been on education, we have also published books with a broader focus that advance thinking in the field more widely, such as Joseph Shaules’ Deep Culture: The Hidden Challenges of Global Living and Maria Manuela Guilherme, Evelyne Glaser and María del Carmen Méndez-García’s The Intercultural Dynamics of Multicultural Working.

We believe that the greatest achievement of the series has been to publish in the same series works that develop new theoretical insights into intercultural issues in language education and those that are very practical and offer ideas for the classroom.

The 30th book in the series
The 30th book in the series

Our 30th book, From Principles to Practice in Education for Intercultural Citizenship edited by Michael Byram, Irina Golubeva, Han Hui and Manuela Wagner, brings together a number of ideas that have been developed through previous books in the LICE series with its focus on intercultural citizenship and its presentation of teachers’ practice in language education in a range of different contexts around the world.

We are shortly about to release our 31st book Teaching Intercultural Competence across the Age Range edited by Michael Byram, Dorie Perugini and Manuela Wagner. This book aims to show teachers that developing intercultural competence is possible within their own power of decision-making and that there are various degrees of curricular change that are available to them. The book shows how a community of practice involving universities, schools and students working with teachers can develop teaching and learning, and includes self-analysis that shows the difficulties as well as the pleasures of changing curricula. This is a book that will speak directly to teachers as they seek to include intercultural competence in their teaching, showing how this is doable by providing a lot of detailed description of courses, and making it possible for others to use the book directly to reshape their own practice.

For more information about this series, please see our website


Language-in-education Policies

With Anthony Liddicoat’s book Language-in-education Policies out this week we asked him to tell us a bit about how he came to write it.

Language-in-education PoliciesThis book grew out of a concern that I have had for some time that, while language-in-education policies often talk about using languages to develop intercultural understanding, they often don’t seem to focus much on how they are going to achieve that. To try to understand more about why this is the case, I started to look more at how policies talked about intercultural understanding and how these ideas related to other ways of talking about language and culture. This book, by focusing on ideas like ‘intercultural relationships’, is one way of trying to get at this problem within language policy.

The book is organised around a series of case studies of different polities. There are different ways these case studies could be divided up but I decide to focus on policy contexts rather than only polities  as I found that quite different things happen depending on the groups for whom planning is being done. The book has chapters on policies for foreign language learning, for language education of immigrants, for language education of indigenous people and for external language spread. This allowed me to write about the ways there are similarities and differences between the ways different societies have addressed the issue. Each chapter has three case studies from different polities for each policy context.

Although I found focusing on policy contexts the best way to work with the issues I was dealing with, I didn’t want to lose the possibility of joining together policy contexts in a single society. For this reason I decided that I would choose two countries that would be included in case studies across more than one context. These countries were Australia and Japan. I chose Australia, not only because it is the place I am most familiar with but also because it is a society that represents itself as multicultural. Japan on the other hand has a very monocultural view of itself. So these two case studies are like opposite points on a continuum, with the other case studies falling somewhere between. It is possible to read across these case studies to get a sense of how Australia and Japan deal with policy across contexts and see some similarities and differences between contexts in one society.

Writing the book was like a journey across contexts and across countries and I hope that reading it brings the same experience.

If you liked this book you might also like:

Uniformity and Diversity in Language PolicyUniformity and Diversity in Language Policy edited by Catrin Norrby and John Hajek