Language, Culture & International Education

The interdisciplinary Language, Culture & International Education research provides ways forward through a critical perspective on historical, social, political and educational challenges in local and global contexts.

Language represents the means by which research questions are both framed and investigated and is at the centre of research in the social sciences and humanities.

Investigating and researching questions that are expressed in the language itself, contributors to Language, Culture & International Education apply their knowledge of language and culture to explore issues such as multilingualism, culture and identity, intercultural communication, language and culture education, language policy and planning, forensic linguistics, and interpreting and translating services.

They engage systematically with language data using a range of established theories, including discourse analysis among others, to provide a critical perspective that problematizes historical, social, political and educational questions.

Researchers within the Language, Culture & International Education theme come from diverse disciplines including Applied Linguistics, Cultural History, Gender, Migration, Film and Literary Studies, Education and Psychology.

Recent Publications

Articles

Crozet, C. & Diaz A.D. (2020) Tertiary Language-Teacher Researchers Between Ethics & Politics: Silent voices, Unseized spaces. Abingdon: Routledge.

Florez, M. & Crozet, C. (2019) ¿Concordia o colisión entre competencia intercultural e interculturalidad? Matices Leng. Extranj., Número 13, p. 208-228. ISSN electrónico 2011-1177. https://doi.org/10.15446/male.n13.89919

Gomes, C. and Mejía, G. (2020).  ‘I wanted to see if you are one of us’: The role of identity in the migration experience, A case study of Latin Americans in Australia. Transitions: Journal of Transient Migration.

Goddard, C. & Mullan, K. (2020). Explicating verbs for “laughing with other people” in French and English (and why it matters for humour studies). HUMOR International Journal of Humour Research: 10.1515/humor-2017-0114

Kianbakht, S. (2020). Towards a comprehensive theory of culturally constructed humour. The European Journal of Humour Research8(2), 1-24.

Mullan, K. (2020). Pile of Dead Leaves Free to a Good Home: Humour and Belonging in a Facebook Community. In Mullan, K., Peeters, B. and Sadow, L. (eds.). Studies in ethnopragmatics, cultural semantics, and intercultural communication. Volume 1: Ethnopragmatics and Semantic Analysis, pp. 135-159. Singapore: Springer.

Ni, Jindan (2020). The Feminine Voice of Subversion and Inversion: A Comparative Reading of “The Story of Yingying [莺莺伝]” and The Tale of Genji [源氏物語]. Neohelicon.

Ohashi, J. and Ohashi, H. (2020). Japanese language education and Japanese Studies as intercultural learning. In Ogawa, A. and Seaton, F. (eds.), New Frontiers in Japanese Studies, London: Routledge.

Mullan, K., Peeters, B. and Sadow, L (eds.). (2020). Studies in ethnopragmatics, cultural semantics, and intercultural communication. Volume 1: Ethnopragmatics and Semantic Analysis. Singapore: Springer.

Peeters, B. Mullan, K. and Sadow, L (eds.). (2020). Studies in ethnopragmatics, cultural semantics, and intercultural communication. Volume 2: Meaning and Culture. Singapore: Springer.

Sadow, L Peeters, B. and Mullan, K. (eds.). (2020). Studies in ethnopragmatics, cultural semantics, and intercultural communication. Volume 3: Minimal English (And Beyond). Singapore: Springer.

Sadow, L. and Mullan, K. (2020). A Brief Introduction to the Natural Semantic Metalanguage Approach. In Mullan, K., Peeters, B. and Sadow, L. (eds.). Studies in ethnopragmatics, cultural semantics, and intercultural communication. Volume 1: Ethnopragmatics and Semantic Analysis, pp. 13-32. Singapore: Springer.

Maher, B. & Ducasse, A.M. (2020). Teaching and Assessing Language and Culture through Translation. In Intersections Fornasiero, J. (Ed) Papers of the Language & Culture Network of Australian Universities LCNAU.

Hill, K. & Ducasse, A.M. (2020). Advancing Written Feedback Practice through a Teacher-Researcher Collaboration in a University Spanish program. In Toward a Reconceptualization of L2 Classroom Assessment: Praxis and Researcher-Teacher Partnership, Poehner, M. E. & O. Inbar-Lourie (Eds.) Springer Series on Educational Linguistics.  

Zacharias, N & Ryan, J (2020) Moving beyond ‘acts of faith’: effective scholarships for equity students, Journal of Higher Education Policy and Management, DOI: 10.1080/1360080X.2020.1777499

Research at the Social & Global Studies Centre

Find out more about conducting your transformative research for social justice here at RMIT's Social & Global Studies Centre.

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