Teachers of all students, particularly English Learners (ELs), need to integrate social justice pedagogy into their lessons so that all learners are included in the learning process, thinking critically about curriculum and taking action in the face of injustice. There has been some research into teacher preparation programs focusing on how they integrate culturally responsive and social justice pedagogy into their curricula and whether there has been a positive impact on teachers’ self-awareness, social justice knowledge and classroom practices as a result (Ruffin, 2016; Thieman, 2016). However, these studies do not address lesson content. This document analysis study, framed theoretically with critical intercultural communication (Halualani & Nakayama, 2010), explored the integration of social justice principles into lesson plans developed by pre-service and in-service English as a second language (ESL) teachers who were pursuing a TESOL graduate degree (Initial License) at a university in the Northeast of the United States. The lesson plans were analyzed using a rubric aligned with the Social Justice Standards: The Teaching Tolerance Anti-Biases Framework. The exploration unveiled the need for more connections to students’ backgrounds, structured in-class dialogues, support for linguistic needs and modeling of intercultural practices.

While there are many studies pointing to the need for international students to interact with domestic students for language and culture learning, there are very few studies exploring these interactions across cultures and how to best facilitate them. The author of this chapter provides an overview of the literature on intercultural competence development in higher education, and then explains a research study exploring a Conversation Partner Program, pairing international and domestic students together for weekly conversations. Through analysis of interviews and conversations between partners, it became clear that intercultural competence was not likely to develop between the partners. Unique to this study are the discursive features of this lack of intercultural competence as well as the situated, relational and discourse-specific nature of the exploration of interaction.

This article describes the origin and curriculum of Identity Dialogues, a program which facilitates conversations about power and privilege among international and domestic students. It was developed as a result of findings from an ethnographic study of an unstructured conversation partner program at the same institution. The study found that power-laden issues were influencing the interactions and confirmed that intercultural competence development has to be actively facilitated (Bennett, 2009). Identity Dialogues sessions start with an examination of participants’ own cultural histories and then they are guided to analyze stereotypes and microaggressions. Finally, participants create action steps for fostering intercultural competence in their communities.

It is critical that pre-service teachers have exposure to practice in order to be successful in their future classrooms. This article describes a step-by-step process of implementing mixed-reality simulation in teacher preparation courses in order to provide teacher candidates with an almost-real classroom experience. Through using this mixed-reality simulation platform, teacher candidates teach student avatars who are being controlled by a live, behind-the-scenes person, trained to facilitate classroom scenarios. Following an overview of the implementation of this mixed-reality technological tool into their classes, authors share successes and challenges, highlighting some key takeaways for those considering integrating this into their future classes.  

While there are many studies pointing to the need for international students to interact with domestic students for language and culture learning, there are very few studies exploring these interactions across cultures and how to best facilitate them. The author of this chapter provides an overview of the literature on intercultural competence development in higher education, and then explains a research study exploring a Conversation Partner Program, pairing international and domestic students together for weekly conversations. Through analysis of interviews and conversations between partners, it became clear that intercultural competence was not likely to develop between the partners. Unique to this study are the discursive features of this lack of intercultural competence as well as the situated, relational and discourse-specific nature of the exploration of interaction.