We recently published Intercultural Learning in Language Education and Beyond edited by Troy McConachy, Irina Golubeva and Manuela Wagner. In this post the editors explain the motivation behind the book.
There are scholars in every field who stand out not only because they have contributed to significant advances in thinking but also because they have devoted so much of themselves to the development of educational practices and the advancement of scholarly networks. This book is dedicated to one such scholar – Michael Byram – whose work on Intercultural Communicative Competence (ICC) and Intercultural Citizenship (ICit) has helped educators working within and beyond the field of language education to promote intercultural learning in their classrooms.
This is a book which aims to capture the far-reaching influence of Michael Byram’s work and the various ways it has helped shape the work of individual language educators, professional organisations, and other communities of practice. Simply put, what really motivated this book was a collective sense of wanting to create an opportunity for a range of international scholars to critically engage with Mike’s work based on a sense of gratitude and respect. We felt that this was important given the extent of Mike’s contribution to the field and his generous support for others.
In Part 1 of the book, contributors have looked at the theoretical and pedagogical significance of key concepts that have emanated from Mike’s work or have important connections with it, such as ICC, language awareness, intercultural mediation, ICit, intercultural dialogue and intercultural responsibility. Authors have aimed to consider how understandings of these concepts have evolved over time, given changing contexts and additional knowledge gained in related fields.
Meanwhile, in Part 2, chapters look at perspectives and practices associated with intercultural learning in a variety of contexts, including student mobility, service learning, teacher education and assessment, professional organisations, communities of practice, just to name a few. These chapters capture some of the many ways in which Mike’s work has inspired educators to enact intercultural learning, taking into account the need for locally appropriate pedagogical practices.
One unique feature of this book is that it includes a number of tribute chapters from those who have collaborated with Mike in different capacities. These chapters help further illustrate elements of Mike’s personhood and reveal his selfless support for scholars and colleagues worldwide.
As a whole, we feel that this book not only offers important research insights but also embodies the sense that being able to read, appreciate, and critique scholarship is an important privilege. We invite readers to engage with the research of scholars in the field and the memoirs shared by those who have had the privilege to work closely with Mike on a variety of projects. We hope that this book can serve as a model for a genre that brings together critical engagement and appreciation for the contributions of those who influence research and practice in such important ways.
For more information about this book please see our website.
If you found this interesting, you might also like Teaching and Assessing Intercultural Communicative Competence by Michael Byram.