(Mis)Understandings in Multicultural Communication

Veronica G. Sardegna is the Director of the ESL and Pathways Programs at La Roche University and an Adjunct Faculty at Duquesne University, PA, U.S. She is also an ESL Specialist for the U.S. Department of State English Language Programs and a member of Cuestiones del Lenguaje international research group, Universidad Nacional de Mar del Plata, Argentina. She has researched and published extensively on topics related to English pronunciation, academic writing, instructional technology, and intercultural learning. She co-edited Theoretical and practical developments in English speech assessment, research, and training: Studies in honour of Ewa Waniek-Klimczak (2022, Springer) and English pronunciation teaching: Theory, practice and research findings (2023, Multilingual Matters).Mariana Lazzaro-Salazar works at the Research Centre for Advanced Studies of Maule at the Universidad Católica del Maule (UCM), Chile. She is an associate researcher at the Language in the Workplace Project (Victoria University of Wellington, New Zealand), a member of the UCM Editorial Advisory Committee, director of the journal UCMaule, member of the Academic Committee of the Doctoral Program in Education, cluster leader for Research and Impact Initiative on Communication in Healthcare (HKU-RIICH) at the University of Hong Kong, PhD advisor at the University of Leuven, and member of Cuestiones del Lenguaje international research group.Pedro L. Luchini is full professor and research director of the Cuestiones del Lenguaje international research group, Universidad Nacional de Mar del Plata, Argentina. He participated in a Fulbright Exchange Program at College of DuPage, Illinois, US (1997–1998), and a Faculty Enrichment Program at Concordia University, Canada (2007). He received a doctoral research award in 2009. His research interests include L2 English pronunciation, intelligibility, multimodal assessment, and applied linguistics, with a focus on teacher education and intercultural communication.

• PART 1: Introduction.- 1. Introduction (by editors).- 2. Key Concepts and Theoretical Frameworks (Veronica G. Sardegna, Mariana Lazzaro-Salazar, & Pedro Luchini).- PART 2: Positioning Negotiations During Multicultural Discussions.- 3. Language Teachers’ Pathways Towards a Shared Intercultural Stance via Telecollaboration (by Veronica G. Sardegna, Shilpa Parnami, &Vera Dugartsyrenova).- 4. “I can't Allow them to Step on me”: Analysing Migrant Doctors’ Coaching Leadership Style in Managing Challenging Professional Situations (by Mariana Lazzaro-Salazar & Eva-Maria Graf).- 5. Transculturing in Healthcare Settings: The Case of Genetic Counselling in Hong Kong (by Olga Zayts-Spence).- PART 3: Multilingual Speakers’ Identity Formation and Negotiations.- 6. Brazilian Students’ Attitudes Towards Model Varieties of English: Understanding Multicultural Learner Identity Through L2 Sounds (by Ubiratã Kickhöfel Alves, Ronaldo Lima Jr., & Arthur Dexheimer Trein).- 7. A Multi-layered Approach to Discourse Analysis: Interweaving Systemic Functional Linguistics with Intercultural Studies (by Anna Cristina Chiusano & Pedro Luchini).- 8. Prosody, Identity, and Acculturation: Uncovering Challenges in Improving Argentinean University Students’ English Oral Performance (by Bettiana Andrea Blázquez & Valeria Fernanda Arana).- 9. The Effects of Multi-Cultural Identity on Linguistic Teaching Styles in a U.K. Primary School Classroom (by Joanne McDowell).- 10. Biculturalism in (Inter)action in Aotearoa New Zealand (by Meredith Marra, Janet Holmes, & Bernadette Vine).- PART 4: Communication Practices in Multicultural Discussions.- 11. Self-repair Practices in Intercultural Conversations (by Crystal Kusey).- 12. A Cross-Cultural Perspective on the Roles and Functions of Pain and Depression Metaphors in Autobiographical Narratives on Chilean and Thai Social Media (by Mariana Pascual & Pattama Patpong).- 13. Prismaticand Queer Translation as Inter/Multicultural Practices: The Role of the Translator as a Meaning-Mediator and Creator (by Luciana Beroiz).- 14. One Language, Many Norms: The Complexity of Relational Practice in Diverse Workplaces (by Bernadette Vine, Janet Holmes, & Meredith Marra).- PART 5. Teaching and Assessing Intercultural Learning.- 15. Best Practices for Assessing Intercultural Learning Through Reflection Essays (by Veronica G. Sardegna, Eliana Berardo, & Carolina Salazar).- 16. Intercultural Online Exchanges as a Multilayered and Dynamic Activity System: Lessons from a Bilingual Discussion Forum between Hindi and English Language Learners (by Shilpa Parnami).- PART 6: Conclusion.- 17. Lessons Learned and Directions for Practice and Research (by editors).