Taking innovative humanising pedagogy towards Thirdness: sustaining the development of intercultural competence

References

• Al-Issa, A. (2021). Using English language teaching professionalism to bash cultural imperialism in the Sultanate of Oman: A response to Wyatt and Sargeant. Changing English: Studies in Culture and Education, 28(3), 341–352. https://doi.org/10.1080/1358684X.2021.1904381
   Web of Science ®Google Scholar
• Anderson, J. (2019). In search of reflection-in-action: An exploratory study of the interactive reflection of four experienced teachers. Teaching and Teacher Education, 86, 102879. https://doi.org/10.1016/j.tate.2019.102879
   Web of Science ®Google Scholar
• Arasaratnam-Smith, L. A. (2016). An exploration of the relationship between intercultural communication competence and bilingualism. Communication Research Reports, 33(3), 231–238. https://doi.org/10.1080/08824096.2016.1186628
   Web of Science ®Google Scholar
• Aronin, L., & Singleton, D. (2012). Affordances theory in multilingualism studies. Studies in Second Language Learning and Teaching, 2(3), 311–331. https://doi.org/10.14746/ssllt.2012.2.3.3
   Google Scholar
• Austin, T. (2022). Linguistic imperialism: Countering anti Black racism in world language teacher preparation. Journal for Multicultural Education, 16(3), 246–258. https://doi.org/10.1108/JME-12-2021-0234
   Web of Science ®Google Scholar
• Badwan, K., & Simpson, J. (2019). Ecological orientations to sociolinguistic scale: Insights from study abroad experiences. Applied Linguistics Review, 13(2), 267–286. https://doi.org/10.1515/applirev-2018-0113
   Google Scholar
• Banegas, D. L., & Villacañas-de-Castro, L. S. (2016). Criticality. ELT Journal, 70(4), 455–457. https://doi.org/10.1093/elt/ccw048
   Web of Science ®Google Scholar
• Bennett, J. M. (2009). Cultivating intercultural competence: A process perspective. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 121–140). Sage.
   Google Scholar
• Bensalah, H., & Gueroudj, N. (2020). The effect of cultural schemata on EFL learners’ reading comprehension ability. Arab World English Journal, 11(2), 383–394. https://doi.org/10.24093/awej/vol11no2.26
   Web of Science ®Google Scholar
• Bhabha, H. K. (1988). The commitment to theory. New Formations, 5, 1–23.
   Google Scholar
• Bhabha, H. K. (1994). The location of culture. Routledge.
   Google Scholar
• Bourdieu, P. (1982). Language and symbolic power. Harvard University Press.
   Google Scholar
• Canagarajah, A. S. (2013). Introduction. In A. S. Canagarajah (Ed.), Literacy as translingual practice: Between communities and classrooms (pp. 1–10). Routledge.
   Google Scholar
• Casmir, F. L. (1999). Foundations for the study of intercultural communication based on a third-culture building model. International Journal of Intercultural Relations, 23(1), 91–116. https://doi.org/10.1016/S0147-1767(98)00027-3
   Web of Science ®Google Scholar
• Cervantes-Soon, C., Dorner, L., Palmer, D., Heiman, D., Schwerdtfeger, R., & Choi, J. (2017). Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education, 41(1), 403–427. https://doi.org/10.3102/0091732X17690120
   Web of Science ®Google Scholar
• Cho, H. (2016). Crafting a third space: Integrative strategies for implementing critical citizenship education in a standards-based classroom. University of Washington.
   Google Scholar
• Chun, E., & Evans, A. (2016). Rethinking cultural competence in higher education: An ecological framework for student development. ASHE Higher Education Report, 42(4), 7–162. https://doi.org/10.1002/aehe.20102
   Google Scholar
• Constantinidis, D. (2016). Crowdsourcing culture: Challenges to change. In K. Borowiecki, N. Forbes & A. Fresa (Eds.), Cultural heritage in a changing world (pp. 215–234). Springer International Publishing.
   Google Scholar
• Daniels, J., & Brooker, J. (2014). Student identity development in higher education: Implications for graduate attributes and work-readiness. Educational Research, 56(1), 65–76. https://doi.org/10.1080/00131881.2013.874157
   Web of Science ®Google Scholar
• Delport, A. (2016). Humanising pedagogies for social change. Educational Research for Social Change, 5(1), 6–9.
   Google Scholar
• Dirlik, A. (1997). The postcolonial aura: Third world criticism in the age of globalization. Westview Press.
   Google Scholar
• Fourie, R., & Adendorff, M. (2015). An analysis of the bodily spatial power relations in Agaat by Marlene van Niekerk. Tydskrif Vir Letterkunde, 52(2), 5–20. https://doi.org/10.4314/tvl.v52i2.1
   Web of Science ®Google Scholar
• Gao, F. (2021). Negotiation of native linguistic ideology and cultural identities in English learning: A cultural schema perspective. Journal of Multilingual and Multicultural Development, 42(6), 551–564. https://doi.org/10.1080/01434632.2020.1857389
   Web of Science ®Google Scholar
• Granados-Beltrán, C. (2016). Critical interculturality. A path for pre-service ELT teachers. Íkala, Revista de Lenguaje y Cultura, 21(2), 171–187. https://doi.org/10.17533/udea.ikala.v21n02a04
   Google Scholar
• Guest, G., MacQueen, K. M., & Namey, E. E. (2012). Applied thematic analysis. Sage.
   Google Scholar
• Han, L. M. (2021). Research on Chinese cultural aphasia in English learning. Journal of Higher Education, 12, 52–55.
   Google Scholar
• Holliday, A. (2017). PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual and Multicultural Development, 38(3), 206–218. https://doi.org/10.1080/01434632.2015.1134554
   Web of Science ®Google Scholar
• Holliday, A. (2018). Understanding intercultural communication: Negotiating a grammar of culture (2nd ed.). Routledge.
   Google Scholar
• Holliday, A. (2022). Searching for a third-space methodology to contest essentialist large-culture blocks. Language and Intercultural Communication, 22(3), 367–380. https://doi.org/10.1080/14708477.2022.2036180
   Web of Science ®Google Scholar
• Hu, W. Z. (2005). The empirical study of intercultural communication. Foreign Language Teaching and Research, 37(5), 323–327.
   Google Scholar
• Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
   Google Scholar
• Kramsch, C. (1999). Thirdness: The intercultural stance. In T. Vestergaard (Ed.), Language, culture and identity (pp. 41–58). Aalborg University Press.
   Google Scholar
• Kramsch, C. (2006). From communicative competence to symbolic competence. The Modern Language Journal, 90(2), 249–252. https://doi.org/10.1111/j.1540-4781.2006.00395_3.x
   Web of Science ®Google Scholar
• Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354–367. https://doi.org/10.1017/S0261444810000431
   Web of Science ®Google Scholar
• Kramsch, C., & Steffensen, S. V. (2008). Ecological perspectives on second language acquisition and socialization. In P. A. Duff & N. H. Hornberger (Eds.), Encyclopedia of language and education: Language socialization (pp. 17–28). Springer-Verlag.
   Google Scholar
• Kramsch, C., & Whiteside, A. (2008). Language ecology in multilingual settings. Towards a theory of symbolic competence. Applied Linguistics, 29(4), 645–671. https://doi.org/10.1093/applin/amn022
   Web of Science ®Google Scholar
• Larsen, M. A., & Searle, M. J. (2017). International service learning and critical global citizenship: A cross-case study of a Canadian teacher education alternative practicum. Teaching and Teacher Education, 63, 196–205. https://doi.org/10.1016/j.tate.2016.12.011
   Web of Science ®Google Scholar
• Litvinaite, J. (2022). Between resistance and collaboration: A teacher’s professional activity in the third space. Journal of Education Culture and Society, 13(1), 157–171. https://doi.org/10.15503/jecs2022.1.157.171
   Web of Science ®Google Scholar
• MacDonald, M. N. (2019). The discourse of ‘Thirdness’ in intercultural studies. Language and Intercultural Communication, 19(1), 93–109. https://doi.org/10.1080/14708477.2019.1544788
   Web of Science ®Google Scholar
• Martin, F., & Pirbhai-Illich, F. (2016). Towards decolonising teacher education: Criticality, relationality and intercultural understanding. Journal of Intercultural Studies, 37(4), 355–372. https://doi.org/10.1080/07256868.2016.1190697
   Web of Science ®Google Scholar
• Metz, M. (2021). Pedagogical content knowledge for teaching critical language awareness: The importance of valuing student knowledge. Urban Education, 56(9), 1456–1484. https://doi.org/10.1177/0042085918756714
   Web of Science ®Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Sage.
   Google Scholar
• Mizutani, S. (2013). Hybridity and history: A critical reflection on Homi K. Bhabha’s post-historical thoughts. Ab Imperio, 2013(4), 27–48. https://doi.org/10.1353/imp.2013.0115
   Google Scholar
• Moore-Gilbert, B. (1997). Postcolonial theory: Context, practices, politics. Verso.
   Google Scholar
• Núñez-Pardo, A. (2018). The English textbook. Tensions from an intercultural perspective. GIST Education and Learning Research Journal, 17(17), 230–259. https://doi.org/10.26817/16925777.402
   Google Scholar
• Oldenburg, R. (1989). The great good place: Cafés, coffee shops, community centres, beauty parlors, general stores, bars, hangouts, and how they get you through the day. Paragon House.
   Google Scholar
• Ou, W. A., & Gu, M. M. (2020). Negotiating language use and norms in intercultural communication: Multilingual university students’ scaling practices in translocal space. Linguistics and Education, 57, 100818. https://doi.org/10.1016/j.linged.2020.100818
   Web of Science ®Google Scholar
• Patrão, A. (2018). Linguistic relativism in the age of global lingua franca: Reconciling cultural and linguistic diversity with globalization. Lingua. International Review of General Linguistics. Revue internationale De Linguistique Generale, 210, 30–41. https://doi.org/10.1016/j.lingua.2018.04.006
   Web of Science ®Google Scholar
• Petek, E., & Bedir, H. (2018). An adaptable teacher education framework for critical thinking in language teaching. Thinking Skills and Creativity, 28, 56–72. https://doi.org/10.1016/j.tsc.2018.02.008
   Web of Science ®Google Scholar
• Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I., Carter Andrews, D. J., Stillman, J., & Varghese, M. (2019). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251–264. https://doi.org/10.1177/0022487118798324
   Web of Science ®Google Scholar
• Piller, I. (2017). Intercultural communication: A critical introduction. Edinburgh University Press.
   Google Scholar
• Pollock, D., & Van Reken, R. (1999). The third culture kid experience. Intercultural Press.
   Google Scholar
• Roux, C., & Becker, A. (2016). Humanising higher education in South Africa through dialogue as praxis. Educational Research for Social Change, 5(1), 131–143. https://doi.org/10.17159/2221-4070/2016/v5i1a8
   Google Scholar
• Strauss, S., & Feiz, P. (2014). Discourse analysis: Putting our worlds into words. Routledge.
   Google Scholar
• Tubino, F. (2004). Del interculturalismo funcional al interculturalismo crítico. In M. Samaniego & C. G. Garbarini (Eds.), Rostros y fronteras de la identidad (pp. 151–164). Universidad Católica de Temuco.
   Google Scholar
• Useem, J. (1963). The community of man: A study in the third culture. The Centennial Review, 7(4), 481–498.
   Google Scholar
• Useem, R. H. (1993). Third culture kids: Focus of major study. http://www.tckworld.com/useem/art1.html.
   Google Scholar
• van Lier, L. (2008). Agency in the classroom. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163–186). Equinox.
   Google Scholar
• Walsh, C. (2009). Interculturalidade crítica e pedagogia decolonial: In-surgir, re-existir e re-viver. In V. Candau (Ed.), Educação intercultural na América Latina: Entre concepções, tensões e propostas (pp. 12–42). 7 Letras.
   Google Scholar
• Walsh, C. (2018). Interculturality and decoloniality. In W. D. Mignolo & C. E. Walsh (Eds.), On decoloniality: Concepts, analytics, praxis (pp. 57–80). Duke University Press.
   Google Scholar
• Wen, Q. F. (2016). Teaching culture(s) in English as a lingua franca in Asia: Dilemma and solution. Journal of English as a Lingua Franca, 5(1), 155–177. https://doi.org/10.1515/jelf-2016-0008
   Web of Science ®Google Scholar
• Ye, H., & Wang, K. F. (2016). Exploration of the ‘third space theory’ cross-cultural communication. The Seeker, 5, 42–46.
   Google Scholar
• Yu, K. H. (2018). Implications of the affordance theory for second language acquisition. Foreign Language Teaching, 3, 34–42.
   Google Scholar
• Zhou, S. Y., & Dai, J. C. (2014). Logic analysis of concept and theory of cultural geography: Process in cultural geography in China’s Mainland during the past decade. Acta Geographica Sinica, 69(10), 1521–1532. https://doi.org/10.11821/dlxb201410011
   Google Scholar
• Zhou, V. X., & Pilcher, N. (2019). Tapping the Thirdness in the intercultural space of dialogue. Language and Intercultural Communication, 19(1), 23–37. https://doi.org/10.1080/14708477.2018.1545025
   Web of Science ®Google Scholar
• Zhu, H., & Kramsch, C. (2016). Symbolic power and conversational inequality in intercultural communication: An Introduction. Applied Linguistics Review, 7(4), 375–383. doi:10.1515/applirev-2016-0016
   Web of Science ®Google Scholar