CFP ELT in Morocco

“PublicationCall for Book Chapter Proposals: Critical Issues and Frameworks in ELT in Morocco: Interculturality, Neoliberalism and Linguistic Imperialism. Deadline: 5 February 2022.

Chapter proposals are solicited for the planned book Critical Issues and Frameworks in ELT in Morocco: Interculturality, Neoliberalism and Linguistic Imperialism, to be edited by Hamza R’boul (I-COMMUNITAS, Institute for Advanced Social Research, Public University of Navarre) and Mohammed Guamguami (ESEF, Mohammed Premier University, Oujda, Morocco) for publication with Palgrave Macmillan.

The book will draw on three main elements that are representative of the critical debates surrounding the world’s most widespread lingua franca; these elements are interculturality, neoliberalism and linguistic imperialism. This proposed book perceives Morocco as an example of the issues that the Global South has been struggling with. This proposed book aims at examining the potential privileged status of Anglophone perspectives and cultures as well as the possible critical representations in Moroccan ELT that may stymie hegemonic understandings of English. It will investigate attitudes, understandings, pedagogies and practices related to critical issues and frameworks in ELT in Morocco.

Jinhyun Cho: Intercultural Communication in Interpreting

Guest Posts

Intercultural communication in interpreting: Power and choices. Guest post by Jinhyun Cho.

…by definition interpreter-mediated communication always involves speakers from diverse cultural and linguistic backgrounds in dialogue

What is intercultural communication? For many years, scholars have attempted to address this broad topic, yet little has been explored in the realm of interpreting. This is surprising, considering the fact that interpreting is intercultural communication in itself, for by definition interpreter-mediated communication always involves speakers from diverse cultural and linguistic backgrounds in dialogue. In my recent book, Intercultural communication in interpreting: power and choices (Routledge, 2021), I tried to address the gap by exploring interpersonal dimensions of intercultural communication in a variety of key interpreting contexts – business, education, law and healthcare – based on the unique perspectives of professional interpreters.

Download the complete essay as a PDF.

U South-Eastern Norway: PHD Research Fellow in International Management (Norway)

“Studentships“PhD Research Fellow in International Management, School of Business, University of South-Eastern Norway, Drammen, Norway. Deadline: 31 January 2022.

USN School of Business has a vacancy for a 100% position as PhD Research Fellow in Management from 01.08.2022. The position is located at the Department of Business, Strategy and Political Science. The place of employment is campus Drammen and the immediate superior is the Department Head. The appointment is for a term of four years with 25% workload consisting of teaching obligations and/or administrative tasks. It is a premise for employment that the PhD Research Fellow is enrolled in USN’s PhD-program in Management within three months of accession in the position.

The PhD-position is placed within the research group Organizing and Leadership at USN School of Business. Among other topics, the group holds an extensive research portfolio on international management. The PhD project will focus on the managing of inclusion/exclusion challenges and multicultural hybrid teams (virtual, physical, conceptual space, and solutions) in the context of new patterns of global mobility and forms of global work arrangements within multinational enterprises. Depending on the specific focus of the doctoral research fellow, the project invites for inclusion and integration of different bodies of literature in e.g. Business Ethics; International Business and International Management; International and Strategic Human Resource Management; as well as Expatriate Management. The project may be investigated from various methodological (i.e., qualitative, quantitative, multi- and mixed methods) approaches.

New York U: Diversity, Equity, and Belonging (USA)

“JobVice Dean for Diversity, Equity, and Belonging, Steinhardt School of Culture, Education, and Human Development, New York University, New York, NY, USA. Deadline: 1 February 2022.

The Vice Dean for Diversity, Equity, and Belonging (Associate/Full Professor, tenure or non-tenure track) will provide institutional leadership for and oversight of strategic initiatives to support and grow a culture committed to promoting equity, community partnerships, and a social justice agenda throughout NYU Steinhardt and beyond it. This position will serve as the primary point of contact on issues of equity and belonging within the School, working with appropriate stakeholders from students, faculty, administrators, and staff.  The ideal candidate will have a strong history of academic leadership and scholarly productivity in research or creative work related to equity, belonging, and social justice, with a demonstrated capacity to work collaboratively with a variety of constituent groups, both inside and outside the University. This is a half-time administrative appointment for a Steinhardt faculty member who will conduct research, teach, and advise students in their home department. Application review will begin right away. For best consideration, please submit by February 1, 2022. Desired start date is September 1, 2022 or as soon thereafter as possible.  Additional information about the position may be obtained from Search Committee Chair, Dr. Shondel Nero at

UNESCO Recommendation on Open Science

Applied ICD

UNESCO. (2021). UNESCO recommendation on open science. Paris, France: UNESCO. (Also available in French and Spanish.)

This report was adopted unanimously by 193 UNESCO member states in November 2021.

Open dialogue with other knowledge systems refers to the dialogue between different knowledge holders, that recognizes the richness of diverse knowledge systems and epistemologies and diversity of knowledge producers in line with the 2001 UNESCO Universal Declaration on Cultural Diversity. It aims to promote the inclusion of knowledge from traditionally marginalized scholars and enhance inter-relationships and complementarities between diverse epistemologies, adherence to international human rights norms and standards, respect for knowledge sovereignty and governance, and the recognition of rights of knowledge holders to receive a fair and equitable share of benefits that may arise from the utilization of their knowledge. (p. 15)

(See also the related International Science Council publication Science as a global public good, issued in 2020, which set the stage by arguing that “The social contract is shifting to one in which science is open to society: transparent and participative” (p. 20). Both publications emphasize the need for intercultural and international dialogues among knowledge workers.)

CID Poster #5: Communication as Culture Definition (reprise)

CID Posters(We are reprising the series of posters, because it has been several years since they were originally created, and they are much too wonderful to let them not be noticed by newcomers to the site!)

This is the next of the posters designed by Linda J. de Wit, then in her role as CID intern. The painting is Winter Landscape with Ice Skaters, by Dutch painter Hendrick Avercamp, painted around 1608. It is on display in the Dutch national museum Rijksmuseum in Amsterdam, which has made many of its paintings available online in high resolution and copyright free. The painting illustrates the quote not only because it shows social interaction, but also because ice skating is considered a typical example of Dutch culture (and recently has officially been named part of Dutch cultural heritage). The silhouettes are designs from The quote comes from the following book:

Leeds-Hurwitz, W. (1989). Communication in everyday life: A social interpretation. Norwood, NJ: Ablex.

Communication as Culture

Just in case anyone wants to cite this poster, the following would be the recommended format:

Center for Intercultural Dialogue. (2017). Communication as culture definition. CID Posters, 5. Available from:

As with other series, CID Posters are available for free on the site; just click on the thumbnail to download a printable PDF. They may be downloaded, printed, and shared as is, without changes, without cost, so long as there is acknowledgment of the source.

As with other series, if you wish to contribute an original contribution, please send an email before starting any work to receive approval, to minimize inadvertent duplication, and to learn about technical requirements. As is the case with other CID Publications, posters should be created initially in English. Given that translations of the Key Concepts in Intercultural Dialogue have received so many views, anyone who wishes to translate their own poster into another language (or two) is invited to provide that as well. If you want to volunteer to translate someone else’s poster into a language in which you are fluent, send in a note before starting, to receive approval and to confirm no one else is working on the same one.

Wendy Leeds-Hurwitz
Director, Center for Intercultural Dialogue
intercult.dialogue AT

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Brahim Oulbeid Profile

ProfilesBrahim Oulbeid (Ph.D.), Visiting Lecturer in Arabic and French in the Five College Consortium and Westfield State University, Amherst, MA, USA.

Brahim OulbeidBrahim earned a Ph.D. in Education under the Language, Literacy and Culture concentration at the University of Massachusetts-Amherst College of Education, and has M.A.s in Education and Teaching French. He received his B.A. in English Language and Literature, along with Arabic and French teaching certificates, in Morocco. In addition to language courses, he teaches Introduction to Linguistic Anthropology and Introduction to Arab Cultures.

Brahim’s research interests include Second Language Pedagogy, Bilingual Education, and Language, Culture and Identity. His dissertation explored non-native Arabic teachers’ experiences as learners of Arabic, teacher trainees, and classroom practitioners. Specifically, it uncovered their understanding of the interconnections between language and culture and their own positioning in their classrooms and their institutions.

Selected publications

Barron, I., Abdallah, G., Lala, E., & Oulbeid, B. (2021). Dispossession in occupied Palestine: Children’s focus group reflections on mental health. European Journal of Trauma & Dissociation, 6(2), 100236.

Oulbeid, B. (2018). Arabic language teaching in the US: Two Arabic language users views on culture and self-positioning as teachers. In M. T. Alhawary (Ed.). The Routledge handbook of Arabic second language acquisition (pp. 402-421). New York: Routledge.

Moustafa, S., & Oulbeid, B. (2016). Language and Muslim immigrant childhoods: Review of The politics of belonging, by García-Sánchez. Anthropology & Education Quarterly, 47(1), 105-107.

Oulbeid, B. (2008). Teaching and the struggle for democracy. In S. Nieto (Ed.), Dear Paulo: Letters from those who dare teach (pp. 180-181). Boulder, CO. Paradigm Publishers.

Work for CID:

Brahim Oulbeid has served as a reviewer of Arabic translations.

CFP Language Policy & Planning 2022 (Hybrid)

Call for Papers: Language Policy and Planning: Language Policy, Linguistic Human Rights, and Cultural Genocide, August 25-27, 2022, McGill University, Montréal, QC, Canada, and online). Deadline: 28 February 2022.

LPP2022 will be a space for Canadian and international researchers to share their research about oppressed language rights and literacy practices in Canada and other parts of the world. This year’s theme (non-exclusive) will bring together researchers interested in the impact of language policy on the minoritization of language speakers and the oppression of their linguistic human rights. LPP2022 will have a hybrid (virtual and in-person) format. Organizers hope that this format will maximize the participation of underfunded educators and researchers who come from communities whose languages have been affected by colonial language policies. The event will highlight research that attempts to deconstruct colonial views of language education, which advocate forms of toxic monolingualism that not only target minoritized students’ mother tongues but that put their lives in danger, as has been the case with Canadian residential schools. The three plenary speakers, Owennatekha (Brian Maracle), Abduweli Ayup, and Jaffer Sheyholislami, are scholars who come from linguistically oppressed communities and who have been studying language issues in those communities for years.

LPP2022 will continue the plurilingual policy started at LPP2021. Abstracts must be submitted in English or French, but the language(s) of presentation may include any language(s) of your choice, as long as material to help viewers understand the slides is made available in English or French.

KC24 Asiacentricity Translated into Turkish

Key Concepts in ICDContinuing translations of Key Concepts in Intercultural Dialogue, today I am posting KC24: Asiacentricity, which Yoshitaka Miike wrote for publication in English in 2014, and which Candost Aydın has now translated into Turkish.

As always, all Key Concepts are available as free PDFs; just click on the thumbnail to download. Lists of Key Concepts organized alphabetically by concept, chronologically by publication date and number, and by languages into which they have been translated, are available, as is a page of acknowledgments with the names of all authors, translators, and reviewers.KC24 Asiacentricity_TurkishMiike, Y. (2022). Asiacentricity [Turkish]. (C. Aydın, Trans.). Key Concepts in Intercultural Dialogue, 24. Available from:

If you are interested in translating one of the Key Concepts, please contact me for approval first because dozens are currently in process. As always, if there is a concept you think should be written up as one of the Key Concepts, whether in English or any other language, propose it. If you are new to CID, please provide a brief resume. This opportunity is open to masters students and above, on the assumption that some familiarity with academic conventions generally, and discussion of intercultural dialogue specifically, are useful.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

U Manchester: Intercultural Communication (UK)

“JobLecturer in Intercultural Communication , The University of Manchester, Manchester, UK. Deadline: 24 January 2022.


Applications are invited for the teaching and research post of Lecturer in Intercultural Communication, which is tenable from 1 September 2022 and offered on an open-ended basis. The appointed person will teach on the MA program in Intercultural Communication. The candidate must have a PhD (awarded) in a relevant field and demonstrable teaching experience in Intercultural Communication at university level as well as in curriculum and program development. Your research may focus on any aspect of Intercultural Communication. Only applicants with high quality publications will be considered. A successful record of grant capture and of PhD supervision would be highly advantageous. Experience with virtual learning environments and in developing online teaching materials is essential. Expertise in translation studies and/or foreign language proficiency would be beneficial. You must have excellent interpersonal skills and be able to empathize with students.

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