Peacebuilding & Intercultural Dialogue Academy

International Summer Academy on Peacebuilding & Intercultural Dialogue
1-11 September 2013, Vienna, Austria

Project Introduction

Institute for Peace and Dialogue is very glad to call interested participants for its first International Summer Academy in Peacebulding & Intercultural Dialogue, which is going to be held in the middle of Europe, Vienna. Its image as one of the most favourable places for travelling, has made it more interesting to offer an exited and comprehensive programme for our participants. We offer you a 11 day training, with a professional education from our excellent experts, who are professionals with many years of experience in peace and conflict studies.

Nowadays unfortunately several frozen or ongoing conflicts between or within states still exist. Conflicts are different and if we can look to the world mankind facing with many new challenges, but on the same time with new dangerous situations: terrorist acts, non-legal arming of conflict sides, redetermination of borders, establishing new countries in the world map, non-providing territorial integrity, trafficking of arm, drug and human; disputes on implementation of transnational energy projects, democratization and false elections, revolution and internal political conflicts, armed guerilla movements, violation and discrimination by nationalists, world economical crisis, climate change and unsafely biodiversity etc. Conflicts are related and integral part of human beings, as conflicts cause unrespect to human rights, violation and clash of rights.

Existing conflicts weaken every kind of cooperation between nations and states. Without mutual cooperation and understanding, the future prosperity of the region would remain only as a good dream. Taking into consideration of all the mentioned useful thoughts above, we can make a decision on the strict belief, that opportunities for solving conflicts are feasible. Because in every conflict situation and tension forms we consequently face with the below mentioned common situations:

1. Desperate situation and non-solving problems are not eternal;
2. It’s possible to make common decision which both sides;
3. We can find common values, traditions and similar situations among conflict parties;
4. Protracted conflicts on the same time endanger regional development and prosperity;
5. Any mediation and negotiation actions are better than nothing.

MAIN GOAL
The main goal of the summer academy is to support institutional academic peace education and strengthen peacebuilding skills and intercultural dialogue of international society.

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Gerbner conf on Comm, Conflict, Aggression

Call for Papers

The George Gerbner Conference on Communication, Conflict, and Aggression
June 14-15, 2013 in Budapest, Hungary

Inspired by the life and work of Budapest native and renowned Communication and Media scholar Dr. George Gerbner (1919-2005), the Budapest College of Communication, Business and Arts invites scholars, researchers, practitioners, students, and other interested parties to submit paper and panel proposals for presentation at the George Gerbner Conference on Communication, Conflict, and Aggression. This conference will take place from Friday, June 14 to Saturday, June 15, 2013 in Budapest, Hungary. The goal of the conference is to bring together individuals with a common interest in aggressive communication and conflict so as to foster international relationships that lead to research collaboration and knowledge exchange. The inaugural Gerbner Conference, held in May 2010, and the second conference, held in June 2012, featured presentations by scholars from eight countries covering three continents.

This international conference will focus on aggressive communication and behavior, conflict, and other types of antisocial communication and behavior across contexts. Specific topics include, but are not limited to: media violence, media coverage of crime and violence, violence in advertising, political violence, workplace violence and aggression, aggression in instructional settings, war rhetoric, peace and conflict communication, verbal aggression, crime, oppression, injustice, incivility, assertiveness, argumentativeness, disagreement, bullying, indirect aggression, psychological abuse, anger, frustration, hostility, deception, child abuse, spousal abuse, domestic violence, youth violence, school violence, gang violence, sexual violence, discrimination, conflict styles, conflict resolution, the origins, causes, and predictors of aggression, and the management and prevention of aggression.

Interested individuals are invited to submit an abstract (in English) of 200 to 500 words describing their individual presentation or panel idea to Rebecca.Chory AT mail.wvu.edu by March 01, 2013. Decisions regarding the acceptance of papers and panels for presentation at the conference will be made by March 18, 2013. Completed papers should be sent to Rebecca.Chory AT mail.wvu.edu by May 13, 2013. With the authors’ permission, top papers will be published in the journal Kommunikáció, Média, Gazdaság (Communication, Media, Economics), which is published by the Budapest College of Communication, Business and Arts or in an edited book. One scholar will also be honored with the Gerbner Award. The conference registration fee is expected to be approximately 50 Euros.

Co-organizers of the conference are Dr. Jolán Róka, Vice Rector for Research and International Relations at the Budapest College of Communication, Business and Arts, and Dr. Rebecca M. Chory, Professor of Communication Studies at West Virginia University and 2009 Fulbright Scholar at the Budapest College of Communication, Business and Arts. For more information, please contact Jolán Róka at jroka AT bkf.hu; Budapest College of Communication,  Business and Arts or Rebecca M. Chory at Rebecca.Chory AT mail.wvu.edu.

 

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Culture and news translation

Call for papers

Culture and News Translation
special issue of Perspectives: Studies in Translatology

to be edited by Kyle Conway (University of North Dakota, USA)

This special issue will examine the role of culture in news translation.

Interest in news translation, for the most part, is a relatively recent phenomenon. It benefited from the sustained attention it received during the Translation in Global News initiative at the University of Warwick from 2004-2007, although occasional articles on the topic have appeared since the 1970s. In those early articles, scholars were concerned with how political relations between countries affected which stories traveled where. Scholars writing more recently have been more interested in how journalists’ institutional roles within a news organization shape how they construct their stories. In both cases, however, the analysis has been largely structural, concerned with newsroom organization and the political economy of news.

More recent research has raised questions about the role of culture in news translation. For example, in “Bringing the News Back Home” (Language and Intercultural Communication vol. 5, 2005), Susan Bassnett argues that journalists’ approach to translating, as they piece stories together from multiple sources, is inherently acculturating: “However and wherever a text originates, the objective is to represent that text to a specific audience, on their terms.” In Translation in Global News (2009), Esperanca Bielsa, along with Bassnett, expands on that argument by examining power in relation to culture.

In such cases, however, the nature of culture — what exactly it is — has gone largely unexamined, and many questions remain unasked. When journalists factor culture into their reporting, what is it exactly that they are taking into account? To what degree is culture a function of national, ethnic, religious, or linguistic identity? What happens when those categories come into contradiction with each other (for example, in situations where secularized national identities are challenged by the ostentatious display of religious symbols)? In such cases, what do notions of culture, as employed by journalists or by the academics studying them, bring to light or obscure from view? Is a more nuanced notion of culture possible, one that allows us to account for the effects of such contradictions?

The purpose of this issue will be to pose such questions and thereby to develop a more sophisticated understanding of culture and its role in news translation. Articles will explore what the term culture reveals and what it hides. The end goal will be to expand not only our understanding of culture as a theoretical concept but also our understanding of its role in journalists’ day-to-day practice (and the implications of that practice for news consumers’ conceptions of people they see as foreign or “other”). In this way, questions of practice will inform meta-theoretical questions related to the study of news translation, and vice versa.

Potential questions to address:

Related to journalists’ practice:
* How does culture help account for when news translation takes place and, more interestingly, when it does not?
* How do journalists operate in situations of cultural conflict? How do they orient themselves and their texts toward their readers (or listeners or viewers) when their readers are implicated in that conflict?
* How do cultural norms related to translation develop within the newsroom, and how do they shape the work of the journalist-translator?
* How do journalists account for the different culturally inflected, connotative meanings evoked by emotionally or politically charged words?

Related to scholarly study of news translation:
* How do notions of cultural translation supplement notions of linguistic translation? Is the distinction useful, or even tenable?
* What insight does the field of cultural studies, with its emphasis on culture and power, offer with respect to news translation?
* What is the relationship between news translation and ethnography, whose practitioners make similar claims about their ability to represent people belonging to foreign cultures?

Proposals addressing any aspects of culture and news translation (not just the suggestions listed above) are welcome.

Submissions:
Please send an abstract of 400-500 words to the guest editor, Kyle Conway (kyle.conway AT und.edu), as a pdf, odt, rtf, doc, or docx file by Sept. 1, 2013. Full articles (max. 7000 words) will be due in Aug. 2014. See full style guidelines.

Editor contact information:
Dr. Kyle Conway, University of North Dakota, USA, kyle.conway AT und.edu

Timeline:
Deadline for proposals: Sept. 2013
Decision on proposals: Jan. 2014
Deadline for full submissions: Aug. 2014 Distribution of reviewers’ comments: Jan. 2015 Deadline for final versions: Apr. 2015

Listening across cultures

The 2013 International Listening Association Convention occurs 20-23 June, 2013 in beautiful Montréal. The convention theme, Listening: The Art, The Science, The Joie de Vivre, is intended to highlight the synergistic relationship between listening research and practice as well as the importance of effective listening to daily life.

Panel on Listening across Cultures – Request for participants – deadline Feb 1st.

When we communicate with people who participate in different ethnic, racial or culture groups, we engage in a negotiation of traits, qualities, descriptions and attributes.

This panel is inspired by and responds to the essay of Krista Ratcliffe entitled “Rhetorical Listening: A Trope for Interpretive Invention and a ‘Code of Cross-Cultural Conduct'” This panel explores the intersections of listening theory and cross-cultural pedagogy, and seeks to expand listening theory as complicated by cultural categories including gender, racial, ethnic and other cultural constructions.

A goal of this panel is to move beyond binary oppositions between ethnic, racial and gendered spaces. In this way it is hoped that cross-cultural dialogues in the classroom and beyond might be facilitated. We postulate that it is fruitful to identify our varied simultaneous differences and commonalities, and identify metonymic echoes of larger cultural discourses we carry on as educators.  We seek to encourage focus simultaneously on communication commonalities and differences among ourselves. We seek to articulate intersections between cultures and genders to promote cross-cultural communication. Aspects of cross-cultural communication can be seen as a trope that describes how we use language and how language uses us.

This panel builds on understanding through listening by moving beyond simple categorizing of cultural identity. While we continue to divide people by appearance, language habits and cultural attributes, we can be informed by contemporary scholarship which suggests that race, gender and ethnicity are social constructions that are created and reconstructed continuously. Another challenge to cross-cultural listening is that many people belong to more than one defined group.

This panel will highlight how cultural grouping are negotiated each time people communicate. The listening aspect of conversations helps by short-circuiting stereotype fulfillment and avoids imposing expectations on people.

Seeking panel participants. Panel submissions might include but are not limited to:
* Listening across borders
* Listening between LGTBQ individuals and others
* Listening across gender
* Listening when race or ethnicity is involved

Potential contributors should send an abstract with a proposed topic for the panel to Steven Gibson at: steven.gibson.737 AT my.csun.edu

Globalizing Intercultural Communication

Call for Submissions

Globalizing Intercultural Communication: A Reader
Editors: Kathryn Sorrells & Sachi Sekimoto
Publisher: SAGE Publications

Abstract Submission Deadline: February 12, 2013
Format: Send an extended abstract of no more than 500 words and a short list of references to sachi.sekimoto AT mnsu.edu For further inquiry, please e-mail kathryn.sorrells AT csun.edu and/or sachi.sekimoto AT mnsu.edu

Globalizing Intercultural Communication: A Reader is a compilation of research case studies and personal narratives that complement and extend themes introduced in the textbook, Intercultural Communication: Globalization and Social Justice authored by Kathryn Sorrells (Sage Publications, 2013). This textbook re-positions the study and practice of intercultural communication within the global context and offers a critical, social justice approach to grapple with the dynamic, interconnected, and complex nature of intercultural communication in the world today. The new book, Globalizing Intercultural Communication: A Reader, can be used as a companion volume to the existing textbook or used independently as a stand-alone resource.

We are soliciting submissions that offer in-depth analyses and exploration of the multifaceted and nuanced themes related to intercultural communication in the context of globalization. While our broad emphasis is on critical and postcolonial perspectives, authors may utilize a range of theoretical and methodological approaches to the study of intercultural communication. We are seeking submissions that offer innovative approaches to the study and practice of intercultural communication by highlighting:
*   Globalization as the context for studying intercultural communication
*   The roles of history and power in intercultural relations
*   Multi-dimensional analysis (micro, meso and macro levels of analysis)
*   A social justice approach
*   Intercultural praxis (see Intercultural Communication: Globalization and Social Justice)

Please choose one of the following types of chapter entries for submission:
1.  A research case study that is comprised of primary, grounded, and/or historically specific research (approximately 15 pages in length). See the summary of chapters below for specific themes.
2.  A personal narrative (approximately 8-12 pages in length) that is theoretically informed and enables students to apply their knowledge of intercultural communication.  See the summary of chapters below for specific themes.

Summary of Chapters
The following list provides broad themes for each chapter.  Flexibility and innovation are encouraged as authors address topics within these general parameters.
Chapter One: The Study and Practice of Intercultural Communication
*   Research case study illustrating anthropological and critical/cultural studies  definitions of culture and highlighting the historical trajectory of the intercultural field
*   Personal narrative on intercultural praxis/intercultural competence
Chapter Two: Challenges to Intercultural Communication
*   Research case study addressing stereotypes, prejudice, ethnocentrism and inequitable relations of power
*   Personal narrative on barriers to effective intercultural communication
Chapter Three: Globalization and Intercultural Communication
*   Research case study analyzing the impact of globalization on intercultural communication
*   Personal narrative illustrating the roles of history and power in intercultural communication
Chapter Four: Identities in the Global Context
*   Research case study addressing the impact of globalization (mobility, technology, etc.) on theorizing identity
*   Personal narrative on multifaceted, complex, fluid, contested experience of identity today
Chapter Five: Race, Class, Gender and Sexuality
*   Research case study on the intersectionality of race, class, gender, sexuality, nationality
*   Personal narrative on race, class, gender, sexuality and nationality in context of globalization
Chapter Six: Language and Power
*   Research case study on language, politics and citizenship
*   Personal narrative on language, identity and power
Chapter Seven: Cultural Space and Intercultural Communication
*   Research case study on contested and/or hybrid intercultural spaces
*   Personal narrative on the role of place/cultural space and intercultural communication
Chapter Eight: Border Crossings and Intercultural Adaptation
*   Research case study on immigration and intercultural transitions
*   Personal narrative on intercultural adaptation
Chapter Nine: Popular Culture and Intercultural Communication
*   Research case study on popular cultural and the commodification of culture
*   Personal narrative on consuming, resisting and producing pop culture
Chapter Ten: New Media
*   Research case study on new media and intercultural communication
*   Personal narrative on the impact of new media on intercultural communication
Chapter Eleven: Intercultural Communication for Social Justice
*   Research case study on intercultural alliances for social change
*   Personal narrative on intercultural communication and social justice
Chapter Twelve: Intercultural Conflict
*   Research case study utilizing a multi-dimensional analysis of intercultural conflict
*   Personal narrative on intercultural conflict
Chapter Thirteen: Intercultural Relationships
*   Research case study on intercultural relationships, power and alliance-building
*   Personal narrative on intercultural relationships in the global context
Chapter Fourteen: Intercultural Communication in the Workplace
*   Research case study on intercultural communication in business contexts
*   Personal narrative addressing the complexities of global workplace issues

Kathryn Sorrells, Ph.D.
Professor
Communication Studies
California State University, Northridge
18111 Nordhoff Street,
Northridge, CA 91330-8257
kathryn.sorrells AT csun.edu

Sachi Sekimoto, Ph.D.
Assistant Professor
Department of Communication Studies
Minnesota State University, Mankato
230 Armstrong Hall
Mankato, MN 56001
sachi.sekimoto AT mnsu.edu

EuroVision – Museums Exhibiting Europe

One Object – Many Visions
Launch of the EU project, EuroVision: Museums Exhibiting Europe

Augsburg/Germany – with around 2 million euros the Culture Programme of the European Union supports a museum project to be implemented between November 2012 and October 2016, coordinated by the University of Augsburg,  department of history didactics, headed by Prof. Dr. Susanne Popp. Project partners are the Université Paris-Est Créteil (France), Università degli Studi Roma Tre (Italy), the Bulgarian National History Museum in Sofia, the Museu Nacional de Arqueologia in Lisbon (Portugal), the National Museum of Contemporary History in Ljubljana (Slovenia), the art association monochrom in Vienna (Austria) as well as the Atelier Brückner in Stuttgart (Germany) headed by Prof. Dr. Uwe Brückner.

The ambitious aim of the project is to make museums more accessible in many ways: with an innovative and interdisciplinary approach developed by history didactics the project wants to re-interpret museum objects and put them into a broader context of national and transnational history. Visitors shall face objects not only on a regionally and nationally determined level of meaning, but discover transnational and European perspectives using new means of presentation, performances and possibilities for participation. At the same time the project develops creative concepts for audience development. Particularly by involving and activating the visitor, the project tries to attract the rather large number of “non-visitors” to the museums.

The concepts and ideas developed within this project will be presented and discussed on the project’s website. However, the project will not be presented to the wider public until approximately 3 years later. After the design phase the visitors to the museum can experience and examine the project’s results in the so called “Eurovision Labs.” These will be presented in each partner country in line with the motto “one object – many visions – EuroVision”.

Along with the “EuroVision Labs,” the project also implements a number of further methods which are intended to achieve the ambitious goals: During the course of the project a network of interested museums shall be established to collaborate in the long term. A scenographers’ competition adds novel synaesthetic ideas; Workshops for museum experts, cultural workers and university students are intended to implement the project’s results within the museum.

Project coordinator Prof. Susanne Popp about the launch of the project: “We are delighted that the work on the project finally starts and hope that with ‘EMEE’ we can make a contribution to a development and research of innovative museum work as well as to a productive cooperation of museum experts and educators, scenographers, cultural workers, media artists and researchers.”

For more information about ‘EMEE’ please contact:

Prof. Dr. Susanne Popp
Department of History Didactics
University of Augsburg
Universitätsstr. 10
86159 Augsburg
Email: info@emee-project.eu

EuroVision: Museums Exhibiting Europe

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U Northern Iowa job ad

A tenure-track position as an assistant professor in Communication Studies/Performance Studies at the University of Northern Iowa is available starting August 2013. Responsibilities include a 3/3 teaching load (9 credit hours per semester) of classes in Communication Studies and Performance Studies as described below, and engaging in creative work in our black box theatre. Opportunities exist to teach graduate courses, direct M.A. theses/research projects, and to mentor students in co-curricular activities and creative work. All members of the faculty are expected to participate in curriculum development, as well as department and university governance. In addition, each faculty member is expected to pursue individual scholarly/creative activity and professional service. Ph.D. in Communication Studies or Performance Studies is required. ABDs will be considered with evidence of degree completion by 8/1/2013.

Experience teaching and/or academic training in three or more of the following areas in Performance Studies required: producing/directing/devising ensemble or solo performances with an emphasis on social and/or cultural issues; mediated/electronic performance; performance and social justice; aesthetics; cultural performance; contemporary qualitative research; performance as criticism; performance as building and celebrating community. Experience teaching and/or academic training in two or more of the following areas in Communication Studies also required: Communication Theory; Research Methods; Communication, Community and Change; Language and Communication; Qualitative Methods; Oral History; Health Communication; Intercultural Communication; Gender Communication; Social Movements and Protest. A demonstrated record of excellence in teaching at the college/university level for a minimum of two years; a demonstrated record of scholarship/creative work resulting in conference presentations, public performances and/or publications; and the ability to collaborate in continuing to develop a vision for a nationally recognized and pioneering program in Performance Studies required. Applicants with a graduate level coursework in Communication Studies, an interest in digital technology, demonstrated collaborative communication and leadership skills, and demonstrated written and oral communication skills preferred. The Department encourages applications from persons of color, women, persons living with disabilities, and veterans.  Pre-employment background checks are required. 

Apply here.   Applications received by January 21, 2013 will be given full consideration.  For more information, contact Dr. Jayne Morgan, Interim Head, at jayne.morgan AT uni.edu, or by phone at (319) 273-6118. The University is an equal opportunity employer with a comprehensive plan for affirmative action.

UNI is a smoke-free campus.

Ramapo College job ad

RAMAPO COLLEGE OF NEW JERSEY (Mahwah, NJ)

ASSISTANT PROFESSOR OF COMMUNICATION ARTS (MEDIA STUDIES):  The successful candidate will teach courses in media theory and criticism, communication research methods, along with media and public communication campaigns within a global and intercultural context. Sample courses, some which may serve the General Education and Honors programs, include campaigns in media and film, popular culture, persuasion, rhetorical criticism, and the foundation courses in media literacy and speech. This person should also be able to contribute to one or more of the following areas: journalism, cinema studies, writing for public relations and promotions.

QUALIFICATIONS: Ph.D. Degree; college level teaching experience; evidence of ability to build a record of academic research and creative and/or professional activity in relevant field; record of academic and professional service; professional achievements and/or relevant experience.

APPLICATION MATERIALS: Portfolio of recent creative work, examples of student work, 1-2 page artistic and teaching philosophy and sample course syllabi. Faculty members are expected to maintain active participation in research, scholarship, college governance, service, academic advisement and professional development activities.

ALL APPLICATIONS MUST BE COMPLETED ONLINE

Attach resume, cover letter, statement of teaching philosophy, research interests, and a list of three references to our completed application. Since its beginning, Ramapo College has had an intercultural/international mission. Please tell us how your background, interest and experience can contribute to this mission as well as to the specific position for which you are applying.

Supporting documentation in non-electronic format can be sent to Patricia Keeton, Search Committee Chair, School of Contemporary Arts. Review of applications will begin immediately and continue until the position is filled. Position offers an excellent state benefits. To request accommodations call (201- 684-7361 or email pkeeton AT ramapo.edu

Ramapo College is a comprehensive institution of higher education dedicated to the promotion of teaching and learning within a strong liberal arts based curriculum, thus earning the designation “New Jersey’s Public Liberal Arts College.” Its curricular emphasis includes the liberal arts and sciences, social sciences, fine and performing arts, and the professional programs within a residential and sustainable living and learning environment. Organized into thematic learning communities, Ramapo College provides academic excellence through its interdisciplinary curriculum, international education, intercultural understanding and experiential learning opportunities.

 

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Florida Int’l U job ad

The Department of Communication Arts is part of the College of Architecture + The Arts at Florida International University. The department offers a BA in Communication Arts and a minor in Communication Studies. Additionally, the department offers a wide variety of classes that are required courses for several different majors as well as classes that comprise the core curriculum of the university. With 46,000 students, and faculty of over 2,000, Florida International University is one of Florida’s preeminent Carnegie research-extensive public universities.

Florida International University offers more than 180 bachelors, masters and doctoral programs in fields such as engineering, international relations, architecture, law and medicine. As one of South Florida’s anchor institutions, FIU is worlds ahead in its local and global engagement, finding solutions to the most challenging problems of our time. FIU emphasizes research as a major component of its mission and enrolls students in two campus and three centers including FIU Downtown on Brickell and the Miami Beach Urban Studios. More than 160,000 alumni live and work in South Florida.

Primary teaching responsibilities for this position include teaching courses in intercultural communication. Preference will be given to applicants who have demonstrated excellence in college or university level teaching as well as publishing.

Candidates should submit a letter of interest, curriculum vitae, and two letters of recommendation in a single pdf file. To receive full consideration, applications and required materials should be received by Friday January 25, 2013. Review will continue until position is filled.

Applications for the position (Job Opening ID #505059) can be submitted by following the “Find a Career at FIU” link on the FIU human resources web page.

Applicants must attach electronic copies of their curriculum vitae, cover letter and other documents within the application process as a single pdf file. All applicants are required to complete the online application including work history and educational details (where applicable), even when attaching a CV.

 

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Santoi Wagner – micro grant

Santoi WagnerDr. Santoi Wagner, Associate Director of TESOL at the University of Pennsylvania’s Graduate School of Education, received one of the National Communication Association’s micro grants in Fall 2012 in order to work with Dr. Eun Sung Park, Assistant Professor of TESOL/Applied Linguistics and Director of the General English Education Program at Sogang University, Korea. They share research and professional interests in issues surrounding second language teaching and learning. Through this international and intercultural collaboration, the project will contribute to a deeper understanding of the interactional competencies and expectations of appropriate communicative behaviors for the classroom that non-native English speaking teachers bring to their training, and take home with them. The collaboration will also help ensure that the question of how to best support international students will receive balanced consideration from the perspectives of training in TESOL programs in the United States and teaching in students’ home countries.

Project background: With the spread of English around the globe, and the growing use of English as a lingua franca, there is an increasing demand for English language teachers. A significant proportion of students in many TESOL graduate programs in the United States are non-native English speaking (NNES) international students. While the experience for these students is often a positive one, an under-examined aspect of their training is how well the programs prepare students to teach in their home countries. For researchers interested in the interface of language and social interaction in the classroom, an issue of concern is the potential diversity in culturally appropriate norms of classroom communicative behavior. Although the impact of teacher education on actual teaching practices is an established field of inquiry, there has been much less research with respect to NNES teachers. Much of the work relating to NNES teachers of English has only been completed in the past fifteen years, and is predominantly centered around teacher self-accounts through narratives, interviews, and surveys, rather than investigations of actual teaching practices. This project seeks to explore two related questions: (a) How are NNES teachers’ communicative behaviors in the classroom altered by undergoing a training program outside of their home country? (b) How is this communicative behavior affected when NNES teachers return home to classroom and educational contexts that may be significantly different? Because the focus is the interactional practices of NNES teachers as they engage in their teaching, the study will primarily employ a qualitative micro-analytic approach to analyze the data collected from classroom observations.