ILTAC Interactive Zoom Seminar

Topic: Teaching, learning and assessment of language/s learning within an intercultural orientation

This seminar will be of particular relevance to tertiary educators with practical and/or research interests in the assessment of language/s learning within an intercultural orientation. Participants will be required to complete some pre-seminar reading.

Date: 19 September 2020

Time: 10am-12noon (AEST)

Guest facilitators: Angela Scarino and Michelle Kohler

Registration essential. Free event. Please register early as numbers capped at 50.

The seminar is generously supported by the Asia Institute and the School of Languages and Linguistics of the University of Melbourne.

More information is available here but, if further details are required, please contact the organisers:

Etsuko Toyoda: or Diane de Saint Léger –


In this interactive online seminar we draw upon an ongoing program of research at the Research Centre for Languages and Cultures at the University of South Australia to consider the enactment of languages learning and assessment within an intercultural orientation. We begin with a discussion of different paradigms in relation to this orientation as they have evolved in different contexts (Byram 2012; Byram et al 2018; Kramsch 2011, 2014; Liddicoat & Scarino 2013, 2020; Kearney 2016) and what these imply for practice. We then present an elaboration of the hermeneutically inspired orientation with which we work (Liddicoat & Scarino 2013), focussed on the interpretation and creation of meaning and recognising the situatedness and subjectivities of the participants in the exchange. We foreground design considerations for both curriculum/program design and assessment. We then critically consider, together with seminar participants, a range of examples from the work of teachers (in particular see Kohler in press) in different languages at different levels to illustrate the design principles. We draw implications for further research and development work.

The process will include a combination of brief presentation with discussions, joint problematisation of issues, critical discussion of exemplars provided, on-going ‘chat’ and Q&A.


Participants are invited to engage with selected readings and form questions to be forwarded to the moderators prior to the session.

Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. United Kingdom: Wiley-Blackwell, Ch. 8 Assessing.

Scarino, A. (2014). Learning as reciprocal, interpretive meaning-making. A view from collaborative research into the professional learning of teachers of languages. The Modern Language Journal (Special Issue), 98(1), 386-401. doi:10.1111/j.1540-4781.2014.12068.x

Scarino, A., Kohler, M. & Liddicoat, A.J. (forthcoming) Assessing intercultural mediation in language teaching and learning: a focus on interpretation, reflection and reflexivity, in Proceedings of the AILA Research Network on Intercultural Mediation.


Byram, M. (2012). Conceptualizing intercultural (communicative) competence and intercultural citizenship. In J. Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication (pp. 85-97). Hoboken: Taylor and Francis.

Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals(51), 140-151.

Kearney, E. (2016). Intercultural Learning in Modern Language Education: Expanding Meaning-Making Potentials. Bristol: Multilingual Matters.

Kohler, M. (In press). Developing intercultural language learning, Palgrave MacMillan: United Kingdom.

Kramsch, C. (2011). The symbolic dimensions of the intercultural. Language Teaching, 44(3), 354-367.

Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98, 296-311.

Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. United Kingdom: Wiley-Blackwell.

Liddicoat, A. J., & Scarino, A. (2020). Assessing intercultural language learning. In J. Jackson (Ed.), The Routledge Handbook of Language and Intercultural Communication (Second ed., pp. 395-410). New York: Routledge.


Angela Scarino is Associate Professor in Applied Linguistics and Director of the Research Centre for Languages and Cultures, University of South Australia. Her research expertise is in languages education in linguistically and culturally diverse societies, second language learning within an intercultural orientation and second language teacher education. She has been a Chief Investigator on a range of research grants. She has worked in diverse contexts beyond Australia, including Hong Kong, Singapore, Malaysia, France and New Zealand. She is currently the Chair of the Multicultural Education and Languages Committee, a committee that advises the Minister for Education on languages and multicultural education in South Australia.

Michelle Kohler is Senior Research Fellow at the Research Centre for Languages and Cultures, University of South Australia. Her areas of expertise include mediation, intercultural perspectives on second language teaching and learning, languages curriculum and assessment, and language policy and planning. Michelle is particularly interested in praxis and has worked extensively with teachers of languages across all levels of education, using participatory action research. She is the author of Teachers as mediators in the foreign language classroom (Multilingual Matters), and President Elect of the Applied Linguistics Association of Australia (ALAA).


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