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Language and Intercultural Communication Volume 20, 2020 - Issue 2: Translational Research: Language, Intercultural Communication and Social Action
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Epilogue

Notes towards a socially engaged LAIC

Alison PhippsSchool of Education, University of Glasgow, Glasgow, UKORCID Iconhttps://orcid.org/0000-0001-5958-1207
ORCID Icon &
Hans J. LadegaardDepartment of English, Hong Kong Polytechnic University, Kowloon, Hong KongCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-9243-4994
ORCID Icon
Pages 218-219 | Published online: 20 Mar 2020

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Melina Porto. (2023) Experientially grounded praxis of social justice language education: pre-service teachers of English engage in field work in an Argentine NGO. Teaching Education 34:2, pages 225-245.
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Melina Porto. (2023) A community service learning experience with student teachers of English: enacting social justice in language education in a community centre. The Language Learning Journal 51:2, pages 178-194.
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Melinda Dooly & Ron Darvin. (2022) Intercultural communicative competence in the digital age: critical digital literacy and inquiry-based pedagogy. Language and Intercultural Communication 22:3, pages 354-366.
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Flavia Monceri. (2022) Intercultural communication: the pros and cons of being a ‘Discipline’. Language and Intercultural Communication 22:3, pages 266-279.
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Ana Gonçalves Matos & Sílvia Melo-Pfeifer. (2020) Art matters in languages and intercultural citizenship education. Language and Intercultural Communication 20:4, pages 289-299.
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