CFP SPICE 2026: Intercultural Communication Education (Thailand)

ConferencesCall for papers: Sixth annual conference on the SMILE Project and Intercultural Communication Education (SPICE), Thammasat University, Bangkok, Thailand, 7 February 2026. Deadline: submit between 1 November and 15 December 2025.

The International Conference on SMILE (Students Meet Internationally through Language Education) Projects and International Communication Education 2026 (SPICE2026) will take place on Saturday 7th, February 2026, at Thammasat University, Bangkok, Thailand. Papers are invited to present studies in all fields related to education involving international communication, such as:

Classroom Research
Collaborative Learning
Cooperative Learning
Curriculum Development
Evaluation of Learner Behavior
Foreign Language Education
Information and Communication Technology for Language Education
Intercultural Communication
Language Acquisition and Learning
Learner Autonomy
Teacher Education
and related areas

SPICE2026 is an international conference focusing on intercultural communication and foreign language education, the utilization of ICT, and the development of new educational programs. The main event includes practical reports from “the SMILE project” implemented from March 2025 to January 2026.

FRIAS Fellowships for 2026-7 (Switzerland)

FellowshipsFellowships for 2026/27, Freiburg Institute for Advanced Studies, University of Freiburg, Switzerland. Deadline: 12 September 2025.

The Freiburg Institute for Advanced Studies’ Fellowship Programmes provide a unique setting for researchers from all disciplines to fully focus on their projects within an international community. FRIAS fellowships are open to both early-career and senior researchers from Freiburg, Germany, and all over the world, supporting dedicated research time, interdisciplinary collaboration, and access to University of Freiburg resources. Fellows receive a monthly living allowance, with additional funding for accommodation and a mobility allowance to cover travel costs. Office spaces, library access, and tailored support for specific needs may also be provided. Further information is available on the specific programme pages.

  • Individual Early Career Fellowships. Scientists who, at the time of application, have completed their PhD within the last eight years and have at least six months of research or study experience at academic institution(s) in a country other than the one where they earned their first academic degree. Applications in all disciplines that can be supported at the University of Freiburg are welcome.
  • Individual Sustainable Governance Senior Fellowships for Researchers from Africa. Researchers based in an African country with a completed doctoral degree and a minimum of eight years of post-doctoral experience may apply. The fellowships are available to researchers from any nationality based in an African institution.
  • Senior Fellowships. Researchers with a completed doctoral degree and a minimum of eight years of post-doctoral experience may apply. The fellowships are available to researchers from any nationality and discipline based in Freiburg, Germany and abroad.

From Traditional Wet Markets to Food Delivery by Drone

“Associate

From traditional wet markets to food delivery by drone, by Casey Man Kong Lum.

I have been traveling and conducting fieldwork in China, Hong Kong, and Taiwan quite extensively recently. In particular, I spent several months on two separate trips to Shenzhen. A stone’s throw away from Hong Kong, Shenzhen is one of the special economic zones and industrial metropolises in China. It was during my months-long stay in Shenzhen that I first witnessed food delivery by drone, something I had earlier read about in food or lifestyle blogs. Incidentally, the experience has also raised some questions that are useful to my ongoing research in urban foodways, communication, and intangible cultural heritage (Lum & de Ferriere le Vayer, 2016).

One of my first drone food delivery encounters took place on a Saturday inside Huanggang Park, which is an easy 20-minute walk from the Futian’s China border crossing to Hong Kong. Covering about 17.3 hectares of land, Huanggang Park is a recreational facility very popular among residents in the neighboring communities (e.g., exercising, family picnic, group activities). The park is full of all kinds of activities over the weekend, especially on clear days.

Drone pick-up station
Photo 1: The drone pickup station, with yellow signs on the right

A relatively nondescript structure, the drone drop-off or pick-up station in Huanggang Park is located next to an area equipped with a number of digital exercise machines (see photo 1). The operation is run by Meituan (美团), a big food delivery platform in China with an estimated 65% of the market share. To order their take-out, the park goers use a dedicated app on their phone to scan in their account ID and food choices from an online menu. Their order would be delivered in a box to that station via a drone (see photo 2). After the box is dropped down a channel from the top of the station, the customers then use a QR code on the phone specific to their paid order to retrieve the delivery.

drone food delivery system
Photo 2: While increasingly popular, drone food delivery in Shenzhen continues to attract curious onlookers

While the e-commerce giant JD.com (Jing Dong or 京东) made China’s first drone delivery in a rural destination outside of Xi’an in November 2016 (Parmar, 2016), Meituan started its drone food delivery program in Shenzhen in 2021, four years after its own initial experimentation with the delivery method in 2017 (Yang, 2023). My initial archival research indicates that drone delivery is gaining acceptance from consumers across China. In addition to the kind of food delivery in urban settings described above, drone service can also deliver a variety of other goods, such as medical or other daily supplies; such services are especially useful to people living in hard-to-reach areas in the countryside.

Indeed, food delivery by drone is gaining popularity among consumers in China, such as those ordering take-out for a picnic in the park. However, my participant observation over more than six months seemed to suggest that drone food delivery has yet to become an everyday foodways practice as deeply ingrained as in-person food delivery. For example, currently drones cannot make delivery directly to individual apartment units in the thousands upon thousands of high-rise residential or office buildings in Shenzhen. (As a safety measure, all the balconies in the residential buildings in the community are sealed off with metal mesh.) Instead, such drone deliveries are made in pick-up venues (which may resemble vending machines) put in place by the delivery platform in a residential or office building nearby. For prompt food delivery that one can pick up at their own apartment’s doorstep, in-person delivery continues to be ubiquitous.

In fact, during our months-long stay at our hosts’ apartment in a residential high-rise across the street from Huanggang Park, I observed that the bulk of groceries were purchased from a selection of online delivery platforms. Our hosts consist of a young professional couple with their infant child and the latter’s live-in nanny and family cook. The family typically places grocery orders twice daily, once for lunch and the other for dinner. They also order cooked breakfast on some occasions if they need not go to the office early. Their orders typically consist of fresh produce and some form of protein, while in my experience in Shenzhen, customers have the option of ordering live seafood (e.g., as in shrimp are still swimming upon delivery in a sealed plastic bag). To avoid a delivery charge, a minimum purchase of about RMB38 (approx. $5.29) or RMB58 ($8.07) is required on popular grocery delivery platforms such as Xiaoxiang (小象) or Hema (河马), respectively. Otherwise, a delivery charge can be as low as RMB5 (app. $0.70).

Of course, none of the above is meant to suggest that more traditional forms of food shopping are becoming obsolete. In fact, it does not take much effort for visitors to witness and experience a multitude of food shopping practices throughout China, such as independent street vendors, small family grocers, traditional wet markets, supermarkets of all sizes having diverse corporate ownership, specialty stores that sell international products in high-end shopping malls, and so on. In fact, as house guests we often contributed various food items we acquired in traditional venues, such as neighborhood supermarkets, street vendors, shopping malls, etc.

But the proliferation and increasing presence of online food shopping and delivery platforms gives rise to some very interesting possibilities for research, such as examining the role of technological innovation in the transformation of foodways; the changing relationship or dynamic between people and their food, as well as the places or sellers in their neighborhood from which they acquire their food; issues related to class and gender in the evolving foodways; the rise of a convenience economy and changing consumer behavior in foodways; how, and the extent to which, traditional food vendors adjust to the changing food retail landscape; and so on.

Photo credit: Casey Man Kong Lum

References

Lum, C. M. K., & de Ferriere le Vayer, Marc. (Eds.). (2016). Urban foodways and communication: Ethnographic studies in intangible culture food heritages around the world. Lanham, MD: Rowman and Littlefield.

Parmar, T. (2016, Nov 14). This tech giant has kicked off drone delivery in rural China. Fortune.

Yang, Z. (2023, May 23). Food delivery by drone is just part of daily life in Shenzhen. MIT Technology Review.

Constructive Dialogue Institute: Implementation Program Manager (USA)

“JobImplementation Program Manager, Constructive Dialogue Institute, New York, NY, USA (Remote). Deadline: Open until filled; posted 8 August 2025.

The Program Manager will report to the Director of Program Implementation, and work closely with the Growth team to support the successful implementation of CDI’s tools and resources on college campuses across the US. This position will focus on project management, data tracking, and platform support related to implementation of programs on college campuses. The Program Manager will need to work cross-functionally to support partner requests and challenges, and to ensure data and systems are aligned from Implementation through the whole organization. This person will at times serve as a direct contact for partners, at the direction of the Associate/Director of Program Implementation. Beyond CDI’s higher ed programming, the Program Manager will also collaborate with the larger Growth team on project management and data tracking related to implementation within other sectors (high school, public service, corporate).

The Constructive Dialogue Institute (CDI) is a non-profit dedicated to equipping the next generation of Americans with the skills to communicate and collaborate across lines of difference. They work with U.S. colleges and universities by providing curricular programming for students, professional development for faculty and staff, and strategic guidance to leadership. Our goal is to foster constructive dialogue at every level of the institution and to create the conditions for lasting organizational change.

Coventry U: International Relations (Kazakhstan)

“JobSenior Lecturer of International Relations, Coventry University, Kazakhstan. Deadline: 16 September 2025.

The Lecturer/Senior Lecturer of International Relations will deliver high quality education within their field of expertise and conduct impactful research within the Humanities faculty. This role involves engaging and inspiring students through innovative teaching in Foundation and Bachelor’s courses in International Relations, providing academic support and mentorship, and contributing to curriculum development. By participating in administrative duties and outreach activities, they will foster a stimulating and supportive learning environment. The Lecturer/Senior Lecturer will ensure that the university’s academic courses uphold the highest standards of excellence and align with the institution’s mission, values, and strategic goals.

Coventry University, founded in 1843, is a forward-looking, modern institution with a proud tradition of providing high quality education. Coventry University Kazakhstan opened its doors in September 2024 to the first cohort of students at its brand-new campus, which provides world-class facilities, including interactive study spaces, a vibrant social space, a well-stocked library, and café facilities. Offering a diverse range of undergraduate and postgraduate degrees, Coventry University Kazakhstan proudly stands as the first British university campus collaboration in the heart of Astana, the capital of Kazakhstan. Coventry University Kazakhstan is the trading name of Coventry Kazakhstan LLP, which owns and operates the modern city-centre campus in Astana and, in collaboration with Coventry University, delivers Coventry University programmes.

Helsinki Collegium for Advanced Studies Fellowships 2026-7 (Finland)

FellowshipsCore fellowships, Helsinki Collegium for Advanced Studies, Helsinki, Finland. Deadline: 11 September 2025.

Helsinki Collegium for Advanced Studies was established in 2001 as an independent institute of the University of Helsinki to enhance scholarly excellence in the humanities and social sciences, promote interaction between different fields of academic research, and to further international academic cooperation. The Collegium’s fellowships are open to researchers in the humanities, social sciences, educational sciences, theology, and law, and to researchers in other fields focusing on topics related to the human sciences. The applicant’s doctoral degree must have been conferred by the application deadline.

The Collegium appoints fellows at various stages in their academic careers and from different disciplines, but has no fixed quotas for seniority, discipline, nationality or gender. The Collegium is committed to promoting equality and preventing discrimination.

Successful applicants should provide evidence of their ability to work in an international, interdisciplinary research environment and of their ability to publish at a high international level.

Volunteer Translators Needed by Tarjimly

Professional Opportunities

Tarjimly is a global nonprofit dedicated to removing language barriers for refugees, immigrants, and humanitarian service providers through on-demand volunteer interpretation and translation. They have asked CID to help spread the word.

Volunteering with Tarjimly enables bilingual individuals to make a profound difference by assisting refugees, migrants, and frontline workers in areas like healthcare access, legal aid, education, and resettlement services—all through a flexible, remote model.

Leaflet describing Tarjimly

Immigrant Council of Ireland: Migrant Leadership Academy 2025 (Ireland)

EventsMigrant Leadership Academy, Immigrant Council of Ireland, Dublin, Ireland, 3-5 Oct 2025. Deadline: 15 Sept 2025.

The Migrant Leadership Academy brings together migrants and refugees living in Ireland who are committed to social justice, equality and want to bring about positive change in their communities. The Academy teaches the fundamentals of activism and community organising. This year’s Migrant Leadership Academy will take place from 3-5 October in Dublin, with further sessions online.

The main objective of the Migrant Leadership Academy is to identify talented migrant and refugee leaders in Ireland and to provide them with a space for connection with fellow migrant and refugee leaders.

The space serves as a platform for reflection and skills exchange to enhance their leadership potential. The secondary aim is to support migrant and refugee leaders in designing and implementing their own social justice campaigns and/or migrant integration initiatives. Lastly, the long term objective is to increase diversity in leadership in the social justice sector, by providing access to career enhancing opportunities.

U Cambridge: Junior Research Fellowship (UK)

Fellowships

Stipendiary Junior Research Fellowship, Christ’s College, University of Cambridge, UK. Deadline: 16 September 2025.

The College invites applications for a 4 year stipendiary Junior Research Fellowship in specified areas of the Arts, Humanities and Social Sciences. It will be tenable for four years from normally no later than 1 October 2026 and is not renewable.

A Junior Research Fellowship is intended for a researcher early in their career and, in this case, is restricted to applicants in one or more of the following subject areas:

  • Classics
  • History (c. 700–c. 1450)
  • Music
  • Politics & International Studies

The Junior Research Fellowship offers an opportunity to carry out novel research in a stimulating academic environment. A successful applicant is expected to be either a postgraduate student, probably in the latter stages of research leading to a PhD degree (or equivalent), or a post-doctoral researcher who has completed their PhD Degree after 1 January 2025.

Perspectives on World Language Education as Intercultural Learning

“Associate

Perspectives on world language education as intercultural learning: A conversation with a Mandarin teacher.

I have begun a series of conversations with colleagues in various disciplines for their insights and perspectives on matters and practices in intercultural communication and dialogue. The following is the first installment of these conversations. Our special guest in this conversation is Xiaofan Chen, a veteran Mandarin Chinese teacher in New York City.

Casey Man Kong Lum, Associate Director, CID


Xiaofan, thank you very much for agreeing to share your experience and insights. To begin with, how do you conceptualize and describe world language education as intercultural education and why?

As a world language teacher, I believe we should not only focus on students’ linguistic proficiency but also their ability to interact appropriately and effectively with people from different cultures. In the classroom, teachers should guide students to compare cultures with critical thinking and to question stereotypes, and learn to communicate with meaningful context. The purpose of learning a language in this global world is not only just developing linguistic skills, but also helping students navigate in or among diverse communities and having the ability to understand and respect different cultures. This will help them become global citizens.

By extension, what do you think students should expect to learn from studying world languages and why?

Linguistically, students develop four skills—reading, writing, listening, and speaking. This allows them to explore new environments and exchange new information. Culturally, students can learn about values in life through different cultural perspectives. One of our goals is to help students realize that they can see the world from diverse perspectives.

From your experience, and from your exposure to professional colleagues in your field over the years, what have been some of the key challenges facing students (at the grade levels you’re familiar with) studying Mandarin and why?

The first challenge is definitely tones. Mandarin is a tonal language, which is very different from English. The same syllable in Mandarin can mean completely different things depending on the tone. Students often struggle to hear, repeat, and differentiate tones in Mandarin.

Secondly, learning to write the Chinese characters – as opposed to the phonetic alphabet in English, for example – is also very challenging to students. Many characters provide no phonetic clues for pronunciation, and a lot of times students need to learn both pinyin, the Chinese phonetic alphabet, and characters at the same time. This requires a lot of time spent in memorization and it can cause frustration.

Thirdly, it is very hard for students to find authentic Mandarin language environments. My students are lucky to live in one of the most culturally and linguistically diverse cities in the world (New York City) and can access real life Mandarin speaking environments, such as Chinatown in Manhattan or Flushing in Queens. Unfortunately, this is not the case for everyone. A lot of students who live in smaller cities have trouble finding people or places they can practice the language with or in. This might lead to students’ lack of motivation and to drop the class. The difficulty of not having an authentic Mandarin language environment accessible means that in some areas, Chinese programs are being cut due to low enrollments.

From your experience and from your exposure to professional colleagues in your field over the years, what do you think are some of the best practices that Mandarin teachers use for helping their students address the challenges and why?

I’ve noticed when I put tones into songs and Total Physical Response (TPR) games, students tend to get more interested and have better understanding of them (e.g., Bui, 2018). Especially with TPR games, tones become muscle memory and the games increase engagement. When learning about characters, instead of pure memorization, I like to make up stories based on the character’s shapes and sounds and use more visual aids to help students remember them. I also have found out that learning radicals – the basic components that offer clues to a character’s meaning or pronunciation – can help students memorize characters faster (e.g., Clydesdale, n.d.). Bringing students to an authentic learning environment can also help with language learning. For example, each year we have guided trips to Chinatown and Flushing. Students can practice how to order food, greet someone, or express opinions with Chinese people in real life scenarios.

What have been some of your most gratifying experiences or outcomes as a Mandarin language teacher and why?

One of the best such outcomes is when students not only develop skills in the language but also have an interest in Chinese culture beyond the classroom. Students often try to find people with whom to practice their Mandarin outside of class, learn about Mandarin popular culture through music and TV shows, and so on. Some students also try authentic Chinese food from different regions. Some even plan trips to China! These always make me feel so rewarded as a language teacher.

What advice would you give to students in world language education who aspire to become world language teachers?

My advice to aspiring world language teachers is to stay curious and be open-minded. Language is not just studying grammar and vocabulary. It is also a way to make connections, find identity, and explore culture. A lot of times we need to figure out a way to combine the language and the culture into cohesive lessons.

References

Bui, G. (2018). Total physical response. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Oxford, UK: John Wiley and Sons.

Clydesdale, H. (n.d.). Radicals reveal the order of Chinese characters. Asia Society. Accessible Aug 3, 2025.

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