Richard Fay

Multicultural Awareness through English: A Potential Contribution of TESOL in Greek Schools.

The cultural diversity now evident in Greek society creates educational challenges and opportunities. Space to address these is provided by the multicultural awareness aspects of the discourse of the Cross‐Thematic Curriculum Framework (CTCF). For English language classes, multicultural direction is provided through the disciplinary discussion of new teaching paradigm possibilities. In particular, these discussions encourage us to explore the repositioning of English teaching in Greek state schooling from a foreign language orientation towards a multicultural one. In this article, having set the context, we present the Multicultural Awareness Through English (MATE) paradigm. We conclude by illustrating the MATE paradigm in action.

Zones of interculturality and linguistic identity: tales of Ladino by Sephardic Jews in Bulgaria

Ladino, the heritage language of cultural affiliation for many Sephardic Jews in Bulgaria and beyond, is often discussed in terms of language endangerment and of cultural loss for this community and humanity more widely. However, for intercultural communication specialists, especially those with a linguistic focus, the Ladino experiences of Sephardic Jews in Bulgaria, as set against the backdrop of their changing political and social realities, provide rich insights regarding the linguistic complexities of identity. Through the Ladino-framed narratives of (often elderly) members of this community, we have learned how they drew, and continue to draw, upon their diverse linguistic and cultural resources to define themselves, to articulate their various identities, and to communicate within and beyond Bulgarian society. In order to connect these insights to current discussions of interculturality, and as informed by intercultural thinking, we developed the following five-zone framework: (1) the (intra-)personal, that is a zone of internal dialogue; (2) the domestic, that is a zone for the family; (3) the local, that is a zone for the Sephardic community in Bulgaria; (4) the diasporic, that is a zone for the wider Sephardic Jewish community; and (5) the international, that is the international community of Spanish-speakers. Further, the project presented here is methodologically innovative involving: several languages (i.e. it was researched multilingually as well as focused on multilingual communities) and therefore issues of translation and representation; and the use of researcher narratives as an additional means for managing the inherent reflexivities in our work.

Interculturalizing education in Bulgaria: the contribution of the National Helpdesk for intercultural learning materials

Whilst there has been extensive discussion of the models and policies concerning intercultural education in Bulgaria, there has been to date surprisingly little work undertaken regarding the potential contribution of Bulgarian school textbooks across the curriculum towards the objectives of intercultural education. The National Helpdesk for Intercultural Learning Materials has been established to address this need. In this article, we describe the context against which the Helpdesk needs to be understood before discussing its mission statement, evaluation model, textbook evaluation project and ongoing activities.

Mindfulness and the ethics of intercultural knowledge-work

ABSTRACT Mindfulness, or 念 (niàn) in Chinese, is a concept and set of related practices which have both ancient Eastern roots and current popularity (especially in the West). It provides a fascinating example of intercultural knowledge-work involving a complex set of conceptual migrations through time and space, across languages and cultures, and within domains and disciplines. We first review the vitality of the concept as used in Western disciplines (chiefly intercultural communication and psychotherapy), noting how the Eastern origins are mentioned but not fully discussed. We then review the ancient origins in Eastern religious and philosophical thinking concluding with an account of the development of the term in the East until recent times. As we discuss next, when these differing arenas of use and development interact, understandings become contested and issues of privilege vis-á-vis knowledge sources can be seen. These complexities raise questions about authenticity versus translation with regard to the differing uses made of the concept in the different arenas. Learning from the reviews of the differing understandings of this concept and the sometimes fraught interactions between them, we propose that scholars and practitioners working in our highly interconnected era, adopt an intercultural ethic to regulate and guide such knowledge-work.

Living intercultural lives: identity performance and zones of interculturality

Much research on intercultural competence (IC) focuses on relatively recent human history, on a transnational era when, for many, especially in the economically privileged parts of the world, the possibilities for intercultural interactions have rapidly increased as physical and virtual mobility opportunities have also increased through processes such as globalization, tourism, economic migration and international education. Such research has also tended to focus on the modernist project, which developed essentially mono-ethnic, mono-cultural, and even mono-linguistic constructions of society, and inherent nationally framed understandings of cultures. Our work on IC has a different starting point. Using the narratives of often elderly Sephardic Jews living in Bulgaria, we reach back almost a century in order to trace the intra-, inter-, and transcultural activities that this diasporic community have engaged in, and continue to engage in, within and beyond their home society, interactions enabled by their multilingualism and especially their main language of cultural affiliation, Ladino. Based on our exploration of their stories, we have developed a new, data-grounded conceptualization of IC as a dynamic process of performing intra-/inter-/transcultural identities in zones of interculturality. Understood in this way, IC manifests itself as work ceaselessly in progress, as unfinished and evolving identity performance. Our research participants constantly experiment with and extend the language and relational resources they have. Whether it is when they seek interactional opportunities or when they respond to changing social circumstances, they play with the languages they have to achieve what they want to achieve and get on with their lives.

Education and migration: languages foregrounded

Introduction to a special issue of eight articles on the theme of Education and migration: Languages foregrounded