<p><em>The practice of intercultural communication should be a primary goal of Language for Specific Purposes (LSP) courses in tertiary education, because, through language instruction, future professionals can become aware of intercultural differences and develop strategies to deal with them, thus equipping themselves with necessary skills for effective cross-cultural communication in a globalized work environment. In this study, the intercultural awareness of first and second year undergraduate students attending an English for Business and Economics course was examined in relation to their interest in the economy and culture of other countries as well as to their preferred sources of information about current economic issues. Their preferences and perceptions regarding the intercultural elements incorporated in the methods and material used in the English course were also explored. The analysis of the Likert-type questionnaire revealed that intercultural awareness needs to be further practiced in class and led to important implications for the teaching methods and tasks used in the LSP courses.</em></p><p><strong><em> </em></strong></p>

The issue of migrant integration in host communities is of major importance, because its effectiveness can influence employment opportunities, social cohesion, and economic welfare, creating equal opportunities among citizens. One of the greatest challenges towards this goal is the limited knowledge of the language of the host community, which can create miscommunication and additional difficulties to migrants. Basic language training is important, but it is of little help when migrants are confronted with the language used in complex procedures that are required for their inclusion in the new country of residence. This paper, which is descriptive and explorative in nature, focuses on the targeted digital solutions offered by the EU-funded easyRights research project that can help migrants effectively communicate and receive guidance, in order to handle the demands of various inclusion-related procedures that may differ from one country to the other. One of the digital tools presented in the paper aims at facilitating familiarization with the required domain-specific vocabulary, while the second one intends to offer pronunciation training, including training for the domain-specific words, in order to equip migrants with the knowledge and skills they need to communicate effectively. The two digital tools, which could act synergistically, employ advanced technology and are part of a technological pathway, whose aim is to assist migrants exercise their rights in the process of their integration in a new country. Implications are also discussed.