Introduction: Arts integration and community engagement for intercultural dialogue through language education

Alvarado Castro I. (2016). ‘Teatro de la eschucha’: An intercultural training process? In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 161–180). Sense Publishers.

Ballengee Morris C. Carpenter B.S. (2016). Shared reflections and dialogues: Art education, collaboration and public pedagogy. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 232–246). Sense Publishers.

Barrett M. Byram M. Ipgrave J. Seurrat A. (2013). Images of others: An autobiography of intercultural encounters through visual media. Council of Europe. Available at: https://www.coe.int/en/web/autobiography-intercultural-encounters/images-of-others (accessed August 2021).

Benesch S. (2020). Emotions and activism: English language teachers’ emotion labor as responses to institutional power. Critical Inquiry in Language Studies, 17, 26–41.

Bigelow M. (2019). Perspectives: (Re)considering the role of emotion in language teaching and learning. The Modern Language Journal, 103, 515–544.

Bradley J. Harvey L. (2019). Creative inquiry in applied linguistics: Language, communication and the arts. In Wright C. Harvey L. Simpson J. (Eds.), Voices and practices in applied linguistics: Diversifying a discipline (pp. 91–107). White Rose University Press.

Bradley J. Moore E. Simpson J. Atkinson L. (2018). Translanguaging space and creative activity: Theorising collaborative arts-based learning. Language and Intercultural Communication, 18, 54–73.

Bresler L. (Ed.). (2007). International handbook of research in arts education. Springer.

Burnhard P. Mackinlay E. Powell K. (2016). The Routledge international handbook of intercultural arts research. Routledge.

Byram M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Byram M. (2008). From foreign language education to education for intercultural citizenship. Multilingual Matters.

Byram M. (2010). Linguistic and cultural education for Bildung and citizenship. The Modern Language Journal, 94, 318–321.

Byram M. (2014). Twenty-five years on: From cultural studies to intercultural citizenship. Language, Culture and Curriculum, 27, 209–225.

Byram M . (2021). Teaching and assessing intercultural communicative competence. Revisited 2nd ed. Multilingual Matters.

Byram M. Wagner M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51, 140–151.

Byram M. Golubeva I. Han H. Wagner M. (Eds.) (2017). From principles to practice in education for intercultural citizenship. Multilingual Matters.

Caetano A.P Freire I. Vassalo S. Machado E. Bicho L. (2016). Arts and the voice of youth in dialogue: A project in Portuguese schools. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 247–262). Sense Publishers.

Campagnaro C. Porcellana V. (2016). Beauty, Participation and Inclusion: Designing with Homeless People. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 217–232). Sense Publishers.

Cho S. Yi Y. (2020). Funds of knowledge and cultural capital: Working toward diversity and equity of knowledges. Applied Linguistics, 41, 810–815.

Cope B. Kalantiz M. (Eds.) (2015). A pedagogy of multiliteracies: Learning by design. Palgrave Macmillan.

Crookes G. (2021). Critical language pedagogy. Language Teaching. Epub ahead of print 26 February 2021. DOI: 10.1017/S0261444820000609.

Crutchfield J. Schewe M. (2017). Going performative in intercultural education: International contexts, theoretical perspectives and models of practice. Multilingual Matters.

Dragićević Šešić M. Tomka G. (2016). Art and dissent: Questioning the grid. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 55–68). Sense Publishers.

Ewing R. Miller C. Locke T. (2014). Editorial: An arts-led English and literacy curriculum. English Teaching: Practice and Critique, 13, 1–4.

Fleming M. (2012). The arts in education: An introduction to aesthetics, theory and pedagogy. Routledge.

Fleming M. (2021, this issue). Arts, language and intercultural education. Language Teaching Research. Epub ahead of print 2021. DOI: 10.1177/13621688211044244.

Giroux H.A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Bergin & Garvey.

Gonçalves S. (2016). We and they: Art as a medium for intercultural dialogue. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 3–24). Sense Publishers.

Gonçalves S. Majhanovich S. (Eds.) (2016). Art and intercultural dialogue. Sense Publishers.

Gonçalves Matos A. Melo-Pfeifer S. (2020) Art matters in languages and intercultural citizenship education. Language and Intercultural Communication, 20, 289–299.

Gruenewald D.A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32, 3–12.

Gruenewald D. (2004). Foundations of place: A multidisciplinary framework for place-conscious education. American Educational Research Journal, 40, 619–654.

Hall C. (2013). Cognitive contributions to plurilithic views of English and other languages. Applied Linguistics, 34, 211–231.

Hall J. (2019). The contributions of conversation analysis and interactional linguistics to a usage-based understanding of language: Expanding the transdisciplinary framework. The Modern Language Journal, 103, 80–94.

Harvey L. Bradley J. (2021, this issue). Epilogue: Intercultural dialogue, the arts, and (im)possibilities. Language Teaching Research. Epub ahead of print 2021. DOI: 10.1177/13621688211044546.

Holliday A. (2005). The struggle to teach English as an international language. Oxford University Press.

Houghton S. (2010). ‘Savoir se transformer’: Knowing how to become. In Tsai Y. Houghton S. Becoming intercultural: Inside and outside the classroom. Cambridge Scholars.

Houghton S. Yamada E. (2012). Developing criticality in practice through foreign language education. Peter Lang.

Houghton S.A. (2012). Intercultural dialogue in practice: Managing value judgment in foreign language education. Multilingual Matters.

Houghton S.A. (2013). Setting standards for intercultural communication: Universalism and identity change. In Rivers D. Houghton S.A. (Eds.), Social identities and multiple selves in foreign language education. Bloomsbury Academic.

Houghton S.A. (2016a). Race, gender and stereotypes. Houghton.

Houghton S.A. (2016b). Intercultural communication using English as a lingua franca: Key concepts in art and regional design. Houghton.

Houghton S.A. (2016c). Intercultural dialogue in practice: An intercultural communication textbook. Houghton.

Houghton S.A. (2017a). Intercultural communication and values: Study abroad and art. Houghton.

Houghton S.A. (2017b). Intercultural communication in an ageing society. Houghton.

Houghton S.A. (2017c). Intercultural identity in intercultural space: Dance, language and pottery. Houghton.

Houghton S.A. (2018). The post-native-speakerist shift. In Houghton S.A. Rivers D.J. Hashimoto K. (Eds.), Beyond native-speakerism: Current explorations and future visions (pp. 159–249). Routledge.

Houghton S.A. (2020a). Stephanie Ann Houghton: Teaching portfolio 2020. 25th Saga University teaching portfolio workshop, 21–23 December 2020. Saga University Organization for General Education, Saga, Saga Prefecture, Japan. Available at: https://www.oge.saga-u.ac.jp/pdf/development04/TP-25_houghton.pdf (accessed August 2021).

Houghton S.A. (2020b). Overcoming native-speakerism through post-native-speakerist pedagogy: Gaps between teacher and pre-service English teacher priorities. In. Houghton S.A. Bouchard J. (Eds.), Native-speakerism: Its resilience and undoing (pp. 89–113). Springer Nature.

Houghton S.A. (2020c). ‘Menburyu and the shaguma’: (De)constructing (inter)national cultural practices and symbols within a post-native-speakerist framework. In Houghton S.A. Bouchard J. (Eds.), Native-speakerism: Its resilience and undoing (pp. 117–156). Springer Nature.

Houghton S.A. Rivers D. (Eds.) (2013). Native-speakerism in Japan: Intergroup dynamics in foreign language education. Multilingual Matters.

Houghton S.A. Furumura Y. Lebedko M. Song L. (Eds.) (2013). Developing critical cultural awareness: Managing stereotypes in intercultural (language) education. Cambridge Scholars.

Janks H. (2018). Texts, identities, and ethics: Critical literacy in a post-truth world. Journal of Adolescent & Adult Literacy, 62, 95–99.

Kosaka S. (2018) Cultural engagement through museums. In Roux P. (Ed.), Celebrating 20 years of Tiempo Iberoamericano: TIEMPO 4 ALL. Commemorative edition. NPO Tiempo Iberoamericano. Available at: https://issuu.com/tiempofukuoka/docs/tiempo4all (accessed August 2021).

Kress K. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Ladegaard H. Phipps A. (2020). Intercultural research and social activism. Language and Intercultural Communication, 20, 67–80.

Lamb T. Hatoss A. O’Neill S. (2019). Challenging social injustice in superdiverse contexts through activist languages education. In Papa R. (Ed.), Handbook on promoting social justice in education (pp. 1–38). Palgrave.

López C. Ouis N. (2016). Art, education and intercultural dialogue mediated by the information and communication technologies. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 39–54). Sense Publishers.

Martins N. Carvalho C. (2016). Green architecture, landscapes and intercultural dialogues: The case of the MUN’Danças Festival. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 181–196). Sense Publishers.

Maeda M. (2020). Intercultural dialogue through art. Unpublished MA thesis, Graduate School of Regional Design in Art and Economics, Saga University, Saga, Saga Prefecture, Japan.

Méndez García and Cores-Bilbao (2021, this issue). Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media. Capitalising on a European tool to integrate art-based education and intercultural dialogue globally. Language Teaching Research. Epub ahead of print 2021.

Moje E. McIntosh Ciechanowski K. Kramer K. , et al. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and Discourse. Reading Research Quarterly, 39, 38–70.

Moore E. Bradley J. Simpson J. (Eds.) (2020). Translanguaging as transformation: The collaborative construction of multilingual realities. Multilingual Matters.

Pahl K. (2007). Creativity in events and practices: A lens for understanding children’s multimodal texts. Literacy, 41, 86–92.

Pahl K. (2014). Materializing literacies in communities: The uses of literacy revisited. Bloomsbury.

Phipps A. Ladegaard H. (2020). Notes towards a socially engaged LAIC. Language and Intercultural Communication, 20, 218–219.

Porto M. (2003). Stereotyping in the representation of the textual content of narrative texts through visual reformulations. Foreign Language Annals, 36, 347–369.

Porto M. (2013). The visual representation: An instrument for research and instruction in the cultural dimension in foreign language reading. In Houghton S.A. Furumura Y. Lebedko M. Song L. (Eds.), Developing critical cultural awareness: Managing stereotypes in intercultural (language) education (pp. 221–248). Cambridge Scholars.

Porto M. (2014). Intercultural citizenship education in an EFL (English as a foreign language) online project in Argentina. Language and Intercultural Communication, 14, 245–261.

Porto M. (2016). Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: An online project in Argentina. Cambridge Journal of Education, 46, 395–415.

Porto M. (2017). Mural art and graffiti: Developing intercultural citizenship in higher education classes in English as a foreign language in Argentina and Italy. In Byram M. Golubeva I. Han H. Wagner M. (Eds.), From principles to practice in education for intercultural citizenship (pp. 181–198). Multilingual Matters.

Porto M. (2018a). Intercultural citizenship education in the language classroom. In Davies I. Ho L. Kiwan D. (Eds.), The Palgrave handbook of global citizenship and education (pp. 489–506). Macmillan.

Porto M. (2018b). ‘Yo antes no reciclaba y esto me cambio por completo la consiencia’: Intercultural citizenship education in the English classroom. Education 3–13, 46, 317–334.

Porto M. (2019). Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers. Foreign Language Annals, 52, 141–164.

Porto M . (forthcoming a). A community service learning experience with student teachers of English: Enacting social justice in language education in a community centre. The Language Learning Journal.

Porto M. (forthcoming b). Experientially grounded praxis of social justice language education: Student teachers of English engage in field work in an Argentine NGO. Teachers and Teaching: Theory and Practice.

Porto M. Byram M. (2015). A curriculum for action in the community and intercultural citizenship in higher education. Language, Culture and Curriculum, 28, 226–242.

Porto M. Byram M. (2017). New perspectives on intercultural language research and teaching: Exploring learners’ understandings of texts from other cultures. Routledge.

Porto M. Sauer Rosas A. (2017). Developing quality education through imaginative understanding using literature. In Banegas D. López Barrios M. Porto M. Waigandt D. (Eds.), Authenticity in ELT (pp. 64–74). APIM.

Porto M. Yulita L. (2017). Language and intercultural citizenship education for a culture of peace: The Malvinas/Falklands project. In Byram M. Golubeva I. Han H. Wagner M. (Eds.), From principles to practice in education for intercultural citizenship (pp. 199–224). Multilingual Matters.

Porto M. Yulita L. (2019). Is there a place for forgiveness and discomforting pedagogies in the foreign language classroom in higher education? Cambridge Journal of Education, 40, 369–386.

Porto M. Zembylas M. (2020a). Pedagogies of discomfort in foreign language education: Cultivating empathy and solidarity using art and literature. Language and Intercultural Communication, 20, 356–374.

Porto M. Zembylas M. (2020b). Language education and global citizenship: Decolonial and posthuman perspectives through pedagogies of discomfort. In Jackson J. (Ed.), Routledge handbook of language and intercultural communication. 2nd edition (pp. 312–326). Routledge.

Porto M. Golubeva M. Byram M. (2021). Channelling discomfort through the arts: a Covid-19 case study through an intercultural telecollaboration project. Language Teaching Research. Epub ahead of print 2021.

Porto M. Houghton S.A. Byram M. (2018). Guest editorial special issue: Intercultural citizenship in the (foreign) language classroom. Language Teaching Research, 22, 484–498.

Porto M. Daryai-Hansen P. Arcuri M. Schifler K. (2017). Green kidz: Young learners engage in intercultural environmental citizenship in an English language classroom in Argentina and Denmark. In Byram M. Golubeva I. Han H. Wagner M. (Eds.), From principles to practice in education for intercultural citizenship (pp. 131–158). Multilingual Matters.

Rauschert P. Byram M. (2017). Service learning and intercultural citizenship in foreign language education. Cambridge Journal of Education, 48, 353–369.

Rivers D. Houghton S.A. (Eds.) (2013) Social identities and multiple selves in foreign language education. Bloomsbury Academic.

Roux P. (2018). Celebrating 20 years of Tiempo Iberoamericano: TIEMPO 4 ALL. Commemorative edition. NPO Tiempo Iberoamericano. Available at: https://issuu.com/tiempofukuoka/docs/tiempo4all (accessed August 2021).

Saura A. (2016). EnREDadas exhibitions project: Intercultural artistic creation for teacher training. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 197–216). Sense Publishers.

Savva A. Telemachou N. (2016). Voices and positions: Facilitating dialogue through arts and media. In Gonçalves S. Majhanovich S. (Eds.), Art and intercultural dialogue (pp. 143–160). Sense Publishers.

Schat E. van der Knaap E. de Graaff R. (2021, this issue). Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence. Epub ahead of print 2021. DOI: 10.1177/13621688211045012.

Schön D. (2017). The reflective practitioner: How professionals think in action. Routledge.

Schwieter J. Chamness Iida P. (2020). Intersections of language studies and social/political movements, activism, and participation. Critical Inquiry in Language Studies, 17, 1–4.

Sulentic Dowell M. Goering C. (2018). Editors’ introduction: On the promise and possibilities of arts integration in education. Pedagogies: An International Journal, 13, 85–91.

Turner M.W. Schaefer M.Y. Lowe R.J. Houghton S.A. (2020). Towards the undoing of native-speakerism through dialogue: A plenary interview process. In Houghton S.A. Bouchard J. (Eds.), Native-speakerism: Its resilience and undoing (pp. 261–287). Springer Nature.

UNESCO. (2017). Culture. UNESCO. Available at: http://www.unesco.org/new/en/culture/themes/dialogue/intercultural-dialogue/ (accessed August 2021).

Wittgenstein L. (1958). The blue and brown books. Basil Blackwell.

Yulita L. Porto M. (2017). Human rights education in language teaching. In Byram M. Golubeva I. Hui H. Wagner M. (Eds.), From principles to practice in education for intercultural citizenship (pp. 225–250). Multilingual Matters.