This collection brings together a range of perspectives on multimodal communication in intercultural interaction, bridging cognitive, social, and functional approaches towards promoting cross-disciplinary dialogues and taking research at the intersections of these fields into new directions.
The volume assembles conversationalist, socially oriented, cognitive, and sensory approaches in considering culture as a dynamic construct, co-constituted and (re)negotiated among participants in interaction and filtering it through a multimodal lens, drawing on a range of examples, such as educational settings or online video platforms. Each chapter offers a unique perspective on "culture" and "intercultural," while also situating their own definitions of these labels against those of the other chapters. Taken together, the chapters form a fluid conversation on the nature of intercultural encounters in today’s globalizsd world, as digital environments intertwine with the physical mobility of people, encouraging researchers across these fields to adopt a more holistic multimodal perspective to approach intercultural interaction.
This book will be of interest to students and scholars in intercultural communication, multimodality, sociolinguistics, cognitive and interactional linguistics, and semiotics.
Table of Contents
List of Figures and Tables
Chapter 1. Introduction: Multimodal Communication in Intercultural Interaction 3
Ulrike Schröder, Elisabetta Adami, and Jennifer Dailey-O’Cain
PART 1: CONCEPTUALISING MULTIMODALITY IN INTERCULTURAL INTERACTION *
Chapter 2. Multimodality and the issue of culture: A social semiotic perspective onto the interculturality of communication *
Chapter 3. Rhythmic bodies: Sensorial multimodality, entrainment, and intercultural communication *
PART 2: ANALYSING MULTIMODALITY IN INTERCULTURAL INTERACTION *
Chapter 4. Methodological aspects of the analysis of co-speech gestures in intercultural interactions *
Chapter 5. Identity construction through multimodal positioning in intercultural interaction *
Jennifer Dailey-O’Cain and Kerry Sluchinski
PART 3: DOING MULTIMODALITY IN INTERCULTURAL INTERACTION *
Chapter 6. Modal particles in multimodal language use: Towards a cognitive, comparative and intercultural approach to GFL teaching *
Chapter 7. The multimodal positioning of (future) multilingual teachers of EFL *
Milene Mendes de Oliveira and Adriana Fernandes Barbosa
Chapter 8. Taboos and euphemisms in foreign language conversations: a multimodal analysis of talk-in-interaction *
Fernanda Roque Amendoeira and Thiago da Cunha Nascimento
Chapter 9. Semiosis and ethicality in youth transnational digital storytelling *
Emilee Moore, Margaret R. Hawkins, Júlia Llompart, and Claudia Vallejo
Chapter 10. Intercultural communication in YouTubers’ gameplay video: A social semiotic perspective *
Weimin Toh, Fei Victor Lim, and Elisabetta AdamiChapter 11. Concluding remarks 190
Ulrike Schröder, Elisabetta Adami, and Jennifer Dailey-O’Cain
Sachi Sekimoto, PhD. is a Professor and Chair in the Department of Communication Studies at Minnesota State University, Mankato. She is a co-author of Race and the Senses: The Felt Politics of Racial Embodiment (Routledge, 2020) and serves on the editorial advisory board of Multimodality & Society.
Anna Ladilova is a Researcher and Lecturer at the Department of Romance Studies at the Justus-Liebig University in Gießen (Germany) where she obtained her PhD (2013) and Venia Lendi (habilitation) (2020). Her research focuses on Intercultural Communication in Interaction, Gesture Studies, Word Formation, Corpus Linguistics, Language Contact and Migration Studies.
Jennifer Dailey-O’Cain is a sociolinguist and Professor of German and Applied Linguistics at the University of Alberta, Canada. Among her recent publications are Trans-National English in Social Media Communities (Palgrave, 2017), Multilingualism, (Im)mobilities, and Spaces of Belonging (Multilingual Matters, 2019), and many papers on various aspects of language in use.
Kerry Sluchinski completed her PhD in Applied Linguistics at the University of Alberta in 2021. Her recent work includes papers in Chinese Language and Discourse, Narrative Inquiry, and CSLI Publications. She also serves as English Language Editor for Asian Languages and Linguistics.
Ulrike Schröder is a Full Professor of Linguistics and German Studies at the Federal University of Minas Gerais since 2006. She obtained her Venia Legendi and PhD in communication studies at the University of Duisburg-Essen, Germany. Her research areas comprise cognitive linguistics, gesture studies, intercultural pragmatics, and interactional linguistics. She edited and published several books and over hundred articles and book chapters.
Milene Mendes de Oliveira is a postdoctoral researcher and principal investigator in the joint project ReDICo: Researching Digital Interculturality Co-operatively. Her project is based in the University of Potsdam in Germany. Her research interests include applied linguistics and intercultural communication. She has recently published a chapter entitled "Failure in Intercultural Communication" in the Routledge International Handbook of Failure.
Adriana Fernandes Barbosa is an Adjunct Lecturer for German Language and its Literature at the Federal University of Pelotas (UFPel), Brazil. Her research focuses on the analysis of co-speech gestures from a cognitive, interactional and intercultural perspective. She also investigates multimodality in online video classes based on the tenets of Social Semiotics and Gesture Studies.
Fernanda Roque Amendoeira is a PhD student in the Linguistics Program at the Federal University of Minas Gerais (UFMG), in Brazil. She has been a researcher in the Intercultural Communication in Multimodal Interactions Research Centre (ICMI) at UFMG since 2017.
Thiago Nascimento is an associate professor at the Faculty of Philosophy, Human Sciences, Education and Letters (FAELCH) at the Federal University of Lavras (UFLA), Brazil. He is also sub-coordinator of the Intercultural Communication in Multimodal Interactions Research Centre at UFMG, Brazil.
Emilee Moore is Associate Professor in the Department of Language and Literature Education and Social Science Education, Universitat Autònoma de Barcelona. She researches educational practices in contexts of linguistic and cultural diversity. She recently contributed to Plurilingual classroom practices and participation: Analysing interaction in local and translocal settings (Routledge, 2021).
Margaret R. Hawkins, Professor at University of Wisconsin-Madison, focuses on language, mobility and education, exploring languaging, literacies and learning in classroom, home, and community-based settings in domestic and global contexts. She works worldwide with schools, NGOs, communities and institutions of higher education. Current research focuses on transnational transmodal communications.
Júlia Llompart is a postdoctoral researcher and principal investigator for the CULT project (Constructing a collaborative understanding of learning and teaching for the XXI century, PID2020-115446RJ-I00) at the Universitat Autònoma de Barcelona and member of the GREIP. Her research focuses on plurilingual practices in education, language mediation and teaching and learning in non-formal settings.
Claudia Vallejo Rubinstein is an adjunct lecturer and member of GREIP at the Universitat Autònoma de Barcelona, where she teaches subjects on plurilingualism for pre-service teachers. Her research focuses on plurilingual practices and pluriliteracies in formal and non-formal education and their potential for broadening the educational opportunities of linguistically and culturally diverse children.
Weimin Toh is Research Fellow at the National Institute of Education, Nanyang Technological University, Singapore. He is review editor for Multimodality of Communication in Frontiers in Communication and author of A Multimodal Approach to Video Games and the Player Experience, which is published in the Routledge Studies in Multimodality.
Fei Victor Lim is Assistant Professor at the National Institute of Education, Nanyang Technological University, Singapore. He is editor of Multimodality and Society and author of the book Designing Learning with Embodied Teaching: Perspectives from Multimodality and a forthcoming book, with Lydia Tan-Chia, Designing Learning for Multimodal Literacy: Teaching Viewing and Representing, both published in the Routledge Studies in Multimodality.
Elisabetta Adami is Associate Professor in Multimodal Communication at the University of Leeds, UK. Her research specialises in social semiotic multimodal analysis with a current focus on issues of culture and translation. She has published on sign-making practices in place, in digital environments, and in face-to-face interaction. She is editor of Multimodality and Society and leads Multimodality@Leeds.