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CriticalSkillsforLifeandWorktrainingtoolkit:Interculturalcommunicationforrefugeeprofessionals

ProjectOverview

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Contents

Introduction .............................................................................................. 3

Why this toolkit? ...................................................................................... 4

The Critical Skills for Life and Work Project .......................................... 7

Understanding professional intercultural competence ............................. 8

Methodological approaches and co-creation of materials ..................... 12

What the toolkit is .................................................................................. 15

Pedagogical rationale ............................................................................. 16

Structure of the toolkit ........................................................................... 17

References .............................................................................................. 20

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Introduction

Theoverridingaimofthistoolkitistoimprovetheprofessionalinterculturalcommunicative

competence (PICC) of highly-skilled refugees. PICC refers to the communicative and

interactional skillsneededby refugeeprofessionals to re-enter the jobmarket.Here,we

articulate a frameworkof PICC applied to seeking, getting and starting jobs in a general

professionalsphere.

Thistoolkitcontributestothesocialandprofessionalintegrationofhighly-skilledrefugees–

peoplewithqualificationsasprofessionals(UNESCO,2016).Itismadeupoftwotraining

modules,oneforteachersandoneforlearners.

Thefirstmodule‘Professionalinterculturalcommunicativecompetenceforworkandlife’is

aimedathighly-skilledrefugees(e.g.,medicalprofessionals,engineers,andteachers)who

are seeking to re-enter theirprofessions. Itwill behelpful forprofessionalswho,having

experienced displacement andmigration, want to re-enter the jobmarket in a position

commensuratewiththeirpreviousprofessionalstatusandstanding. Thesecondmodule

‘Teaching professional intercultural communicative competence’ is aimed at educators,

includinglanguageteachers,andotherprofessionalsworkingwithhighly-skilledrefugees

andmigrants.Itwillalsobehelpfultootherssuchasagencyprofessionalsandemployment

consultantswhowork tohelp integrate refugeesandmigrants into theprofessional jobs

market.

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Whythistoolkit?

Europe is currently experiencing a dramatic and unprecedented influx of refugees. By

theendof2015,theEUasawholereceivedover1.2millionfirst-timeasylumclaims(IOM,

2015),andaccordingtotheUNHCRtherearenowwelloveramillionrefugeeasylumseekers

intheEU.

A small but significant sub-group are highly qualified professionals who, having been

displaced,oftenfindthemselvesinlow-skilled,minimum-wagejobsforwhichtheyareover-

qualified.Prioreducationalattainmentvariesbycountryoforigin,butinthecaseofSyria,

thelargestsinglesourceofrefugees,around6%oftheseareuniversitygraduates,alarge

majoritywith prior professional experience before being forced to flee. Thismeans that

amongthisnationalgroupalonethereareover5,000professionalswhomightbeableto

contribute key professional skills and experience to their host countries. Best current

estimatesarethatamongallnationalgroupsabout15,000peoplefallintothecategoryof

highly-skilledrefugeeprofessionals.

Their skill sets andprofessional experienceoften count for little, ashost countries inan

alarming number of cases fail to utilise the potential of much sought-after qualified

personnel. The integration of highly-skilled refugees into the labourmarket is crucial in

order to avoid their long-termdependency andmarginalization and to create a positive

imageintheeyesofthepublic.

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Highly-skilledrefugeeprofessionalscanmakeaninvaluablecontributiontohostsocietiesif

given the chance to do so. They can be part of the solution to challenges such as

demographicageingorlackofspecificskills.Therearegrowingskillsshortagesthroughout

the EU: in the healthcare sector alone, the European Commission projects a shortage of

around3millionhealthprofessionalsby2020.Incurrentdebatesaroundimmigration,the

issue of how to best optimise the employment potential of skilled refugees is strikingly

under-investigated.We thereforehaveapoorunderstandingof theparticulardifficulties

facedbythisgroup,andwhatisrequiredtoensuretheirsuccessfultransitionintorelevant

professions–a transition thatwouldbenefit a largenumberofpartiesacrossEurope. It

mightalsobenefitcountriesoforiginofrefugeeshugely,shouldtheybeabletoreturn.

There has been very little research to date into highly-skilled refugees and their

employability challenges. Our baseline data collection to inform the toolkit preparation

suggestedprofessionalinterculturalcommunicativecompetence(PICC)–aconceptthatis

at the core of this toolkit – as a critical component of their employability. Ourworking

definition of PICC is key intercultural communicative skills, knowledge, attitudes,

behaviours,andcriticalculturalawarenessrelatedtotheprocessofsuccessfullyentering

the professional sphere after a period of forced displacement. A key challenge for

universities, charities, NGOs and employment agencies is to help highly-skilled refugees

acquire the communicative, interactional, and intercultural competence they need to re-

enterthejobmarketintheirprofessionalsphereinthenewhostcountry.

AnumberofinitiativesaretakingplaceacrossEuropetosupporttheintegrationofrefugees

into their new countries. Such initiatives include the provision of face-to-face language

support delivered by universities, vocational and training organisations, local and

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internationalNGOsandactivistgroups,aswellasonlineresourcesforrefugeesandthose

who work with them. For example, the European Commission has extended its free

Erasmus+OnlineLinguisticSupport(OLS)tothebenefitofaround100.000refugeesover3

years (available at https://erasmusplusols.eu/ols4refugees/). The Council of Europe has

developed a toolkit in seven languages designed to assist organisations, and especially

volunteers,providinglanguagesupportforadultrefugees(availableatwww.coe.int/lang-

refugees).Freeresourcescreatedinternationallyincludeasetofon-lineresourcescreated

by the UNHCR for teachers working with refugees (available at

http://www.unhcr.org/uk/teaching-about-refugees.html). However, highly-skilled

refugees are a specific adult target group that is currently notwell served by education

providers.ThisiswheretheCriticalSkillsforLifeandWorktoolkitcomesintoplay.

Byofferingasetofaccessibleandinnovativeresources,ouraimistoimproveandextend

theofferofhigh-qualitylearningopportunitiesthataretailoredtotheneedsofthisspecific

targetgroup.Thetoolkitmarriesthekeyskills,knowledgeandcompetencesidentifiedby

researchintoprofessionaldevelopmentwithresearchonwhatconstitutesinterculturaland

interactional communicative competence in language learners. The toolkit was co-

constructed in collaborative development projects with and by learners, refugees, the

languageteacherswhoworkwiththem,andresearchersinpartnercountries.Itis,therefore,

firmlygroundedintheneedsofeachofbothlearners(refugees)andteachers,anddraws

heavilyontheirexperiencesandideastoshowwaysforwardforotherslikethem.

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TheCriticalSkillsforLifeandWorkProjectThistoolkitwasdevelopedaspartoftheCriticalSkillsforLifeandWorkproject:Developing

theProfessionalInterculturalCommunicativeCompetenceofHighly-SkilledRefugees(CSLW);

atwo-yearErasmus+developmentofinnovationproject(2017-2019).TheCSLWproject

strategicpartnershipwasmadeupof:NewcastleUniversity(UK),whichwasresponsible

for coordinating the project; Universität Graz (Austria);Fryske Akademy(The

Netherlands);andActionFoundation(UK).

ThemainaimoftheprojectaimwastodesignasetoftrainingtoolsforenhancingPICCof

highly-skilled refugees and professionals who work with them (particularly language

teachers),andsoenhancetheemployabilityandsocietalintegrationofskilledrefugees.

Theprojectobjectiveswere:

(a) To identify and articulate the profession-relevant communicative, interactional and

interculturalneedsofhighly-skilledrefugees,whichwouldenablethemtofindemployment

inaprofessionaldomainforwhichtheyarequalified;

(b) To identify and articulate the training and skill-development needs of teachers,

educators,andotherprofessionalsworkingwithhighlyskilledrefugees;

(c) To produce communication, interactional and professional-oriented intercultural

competence-focusedteachingandlearningmaterialsforrefugeesandlanguageeducators.

ThistoolkitbringstogethermaterialsfromthethreeteamsbasedintheUK,Austriaandthe

Netherlandsbutisintendedtoguideandinspirerefugeesandthoseworkingwiththemand

beyond.

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Visittheprojectwebsiteat:http://www.cslw.eu/

Understandingprofessionalinterculturalcompetence

Thematerialsinthistoolkitarestronglyinformedbyinterculturalcommunicationtheory

andinparticularbytheconceptsof interculturalandinteractionalcompetence.Theyare

also informed by recent research on teacher education, professional communication,

continuingprofessionaldevelopmentandbestpracticeinlanguageeducation.

Interculturalcompetencerefersto‘theappropriateandeffectivemanagementofinteraction

betweenpeoplewho,tosomedegreeoranother,representdifferentordivergentaffective,

cognitive,andbehaviouralorientationsto theworld’(Spitzberg&Changnon,2009,p.7).

Barrett et al. (2013) extend this definitionby arguing that intercultural competence is a

combination of attitudes, knowledge, understanding and skills applied in intercultural

encounters. Intercultural competence allows intercultural communicators to understand

and respect individuals they perceive to have different cultural affiliations; to respond

appropriately,effectivelyandrespectfullywheninteractingandcommunicatingwithsuch

individuals; to establish positive and constructive relationships with such people; to

understandthemselvesandtheirownmultipleculturalaffiliationsthroughencounterswith

cultural‘difference’(Barrettetal.,2013).Oneofthereasonswhyinterculturalcompetence

is important inan increasingglobalisedanddiversesociety, is the factan interculturally

competentpersonwillhavekeyskillsthatemployerslookforinpotentialstaff.

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Over the past 25 years, a number of models of intercultural competence have been

developed.ThistoolkithasbeeninspiredbytheworkofMichaelByram(e.g.,2001;2008)

and in particular by his Intercultural Communicative CompetenceModel, or ICC (1997),

whichSpitzbergandChangnon(2009)categoriseasaco-orientationalmodel,asitseesthe

abilityofinterlocutorstoreachmutualunderstandingandasharedlevelofworldviewsas

fundamentaltoinitiateinterculturalcompetence.TheICCmodelwasinitiallyconceivedfor

applicationwithinthecontextofforeignlanguageeducation.Inhiswork,Byramchallenges

nativespeakermodelsof language learningwhere learnersare judgedbynativespeaker

standards.Instead,heemphasisestheimportanceofengaging,throughaforeignlanguage,

ininterculturalcommunicationandinteractionwithinterlocutorswithdifferentculturally

influencedvalues,beliefs,andassumptions.

Themodelisconstructedaroundfivesavoirsorfactorsininterculturalcommunicationthat

reflectskills,knowledge,attitudes,behaviours,andcriticalculturalawareness.Theseare: � Savoir être (intercultural attitudes): the ability to suspend disbelief towards

individuals’ownandothercultures.Curiosityandopennessarecentraltothissavoir,

whichenablesindividualsto‘decentre’andseetheworldfromtheperspectiveofan

outsiderwhomighthaveadifferentsetofvaluesandbeliefs.

� Savoirs (knowledge):notprimarilyknowledgeabout a specific culture, but rather

knowledge of how social groups and identities function and what is involved. It

focuses on social groups in one’s own culture as well on social groups in other

culturesandongeneralinteractionprocesses.

� Savoir comprendre (skills of interpreting and relating): it involves the ability to

interpretsymbolsandeventsofotherculturesandtorelatesuchinterpretationto

one’sowncultureandexperience.Itpointsuptheimportanceforlearnerstoacquire

theskillsof findingoutnewknowledgeand integrating itwithknowledge(s) they

alreadyhave.

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� Savoirapprendre/faire(skillsofdiscoveryandinteraction):itreferstotheabilityto

acquirenewknowledgeofacultureandculturalpracticesandtheabilitytooperate

knowledge,attitudesandskillsinreal-timecommunicationandinteraction.

� Savoir s’engager (critical cultural awareness): concerns the ability to interpret,

evaluateandnegotiateperspectives,practices,andproductsinone’sownandothers’

cultures.Ithighlightstheimportanceforteachersnottotrytochangelearners’values,

buttodeveloptheirawarenessofhowsuchvaluesmightinfluencetheirinteractions

withothers.

Theunitscomprisedinthistoolkitareinformedbythefivesavoirs.Essentially,wetook

componentsofcompetentprofessionalcommunicationandwaystodevelopthese,and

related them to Byram’s (1997) ICC model. The resulting framework draws on

contemporarythinkingandresearchinanumberofdistinctyetinter-relatedareas:

1. Socio-culturaltheory(references),whichhighlightsthesocialnatureoflearningand

thefactthatalllearningismediatedbylanguage.Ofparticularrelevanceistheneed

todescribe,developandpromoteinteractionalcompetence,asoneelementofPICC.

2. Problem-basedandexperiential learning (references),whichareconsidered tobe

keytomanytypesofworkplacelearning,especiallywhereadultsareinvolved;

3. Reflectivepractice(references)andtheneedforprofessionalstoengageinandlearn

fromtheirexperiencesthroughacombinationofdata,evidence,dialogueandaction.

Thenotionof‘interculturalspeaker’,anindividualpossessingthefivesavoirspresentedin

Byram’s(1997)ICCmodel, isalsocentral inthis toolkit. InByram’swords: ‘[Individuals]

may also be called upon not only to establish a relationship between their own social

identitiesand thoseof their interlocutors,butalso toactasmediatorbetweenpeopleof

different origins and identities. It is this functionof establishing relationships,managing

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dysfunctionsandmediatingwhichdistinguishesan‘interculturalspeaker’,andmakesthem

differentfromanativespeaker’(1997,p.38).

Here, we extend the concept of intercultural speaker to professional contexts, with

particular interest for the experiences of highly-skilled refugees in Europe and of

professionals working with them. In defining professional intercultural communicative

competence,wefocusonprofessionalcommunicationbetweenpeoplewhoaremembersof

differentgroups,withanemphasisonpeopleinsocialinteractionwitheachother(Scollon

&Scollon,2001).InthewordsofHolmes(2015):‘interculturalencountersintheworkplace

arefrequentlyplurilingual,intercultural,sociallyconstructedinteractionsthataresituated

intime,place,space,andpurpose.Competenceinoneencountercanveryquicklymanifest

asincompetenceinanothersupposedlysimilarcontext’(p.1).Akeyelementofprofessional

competenceinanyworkplacesettingistheabilitytocommunicateclearlyandinteractwith

colleaguesonanumberoflevelsandinarangeofcontexts.Itisapparentwhenstudying

spokeninteractionthatdifferentspeakershavedifferentlevelsofcompetenceandvarying

abilitiestoexpresstheirideasandachieveunderstanding.Thisistrueinanysetting,but

particularlysointheworkplace,wherecompetingagendas,priorities,deadlines,amixof

personalities,andsoonmaycreatedifficultiesandresultintensions.Thisisespeciallythe

caseinprofessionalsettingsinvolvingpeoplefromarangeofsocial,educationalandcultural

backgrounds.Putsimply,effectivecommunicationisessentialtogettingataskdone.

Inprofessionalsettings,effectivecommunicationrestsonanabilitytointeractwithothers

and to collectively reach understandings. Some form of Professional Intercultural

Communicative Competence, then, is needed in order to ‘survive’ most communicative

encounterswhereculturaldifference’ispresentinsomeway.Beingaccurateorfluentina

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language are, arguably insufficient. Speakers of an L2must be able to do farmore than

produce correct strings of utterances. They need to be able to pay attention to the

professionalcontext,tolistenandshowthattheyhaveunderstood,toclarifymeanings,to

repairbreakdownsandsoon.Allofthisrequiresextremementalandinteractionalability,

thekindofability,whichwillnot,arguably,be trainedbytakingpart in typical language

classrooms. Additional skills, related to professional interactional and intercultural

competence,arerequired.

Methodologicalapproachesandco-creationofmaterials

The theoretical orientations, and in particular the notion of professional intercultural

competence,drawonanumberofknowledgebases:

1. Theoriesofcross-culturalandinter-culturalcommunication,particularlytheworkof

Byramandcolleagues.

2. Sociocultural theories of learning (SCT) which emphasise the social nature of

learningandthe fact thatall learning ismediatedby language.Ofparticularvalue

under SCT is the construct co-constructionwhich emphasizes the ‘jointness’ of all

communication;anycommunicativeevententailsinteractionalworkbyallparties.It

isverymuchatwo-wayprocess.

3. Reflectiveprofessional practice and reflexivity.Here,wedrawon recent research

(see,forexample,Mann&Walsh,2017;Walsh&Mann,2015),whichhighlightsthe

importance of self-reflection, dialogue and collaboration in CPD (Continuing

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ProfessionalDevelopment).CPDismosteffectivewhenitisevidence-basedanddata-

led;importantprincipleswhicharefollowedinthetoolkit.

Thematerialscollectedinthetoolkitweredevelopedaspartofatwo-phasedcollaborative

process.Thefourprojectpartnersworkedwithanumberofhighly-skilledrefugeesandwith

teachers across three locations (UK, Austria and the Netherlands) to co-create a set of

resourcesthatcanbeusefulinadiversityofEuropeancontexts.

Inthefirstphase,projectmembers inthethreenational locationsof thepartners looked

closelyatthelivesandexperiencesofpeoplewhohadsuccessfullymadethetransitionfrom

refugee status back into the professional sphere. We did this through ethnographic

interviewswhichsoughttodiscoverexactlyhowthesepeoplehadmadethetransition,what

hadhelpedthem,whathadhinderedthem,andwhattheycouldpassontootherslikethem

by way of advice. A focus was on language learning and professional intercultural

communicativecompetence–andhowrelevanttheconceptualisationmightbetotheability

tore-enter theprofessionalsphere. We foundthatPICC,plus factorsrelated toaffective

resilience,flexibilityanddetermination,wereindeedrelevant.Alsoimportantwererefugee

professionals’orientationstowardspowerimbalancesandtheirsenseofagency.Ingeneral,

wefoundthese‘success’storiestobesopertinentandinspiringthatwehavedrawnvery

heavilyonthemdeveloping the toolkit,particularly thecontextual firstunits. Theyhave

providedexamplesofwhatpeoplecandotogetbackintoprofessions–akeycomponentof

boththeteacherandlearnermodules.Theyalsohelpeduswithitsoverallstructure.During

thisinitialstagewealsospoketogroupsoflearnersandteachersinthedifferentlocations

ofourproject,togaugecurrentprovisionandtheirneedsinrelationtodevelopingPICC.

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Projectmembers thenworkedwith local refugees and teachers to develop learning and

teachingmaterials. Thesematerials are a key component of the toolkit.After theneeds

analysis work with refugee-learnersin two of the three locations,astrong need for

professionallanguage developmentprimarily in the English language emerged. The

materialsin the core units(units 2-3-4-5)were, therefore, developed to respondto this

need. All thesematerials are designed, however, to be readily translatable for the

developmentofotherlanguages.Thefirstunitforeachmoduleintroducesthetoolkitandit

containsmaterials which are contextuallyand socioculturallyspecific and which often

highlights issuesrelatedto local languages.Thecoreunits(units2,3,4and5)consistof

broadlythesamematerialsadaptedforlearnerstostudyindependently(learnermodule)

andforteacherstouseintheclassroom(teachermodule).Theyconsistofactivitiesdesigned

to help refugee professional learners to find, apply, being interviewed for and start a

professional-leveljobandtosupportteachersinemployingtheminclassroomsettings.Each

unit in both modules also includes supplementary and extension materials to support

teachersandlearners.AllactivitiesrelatetoPICC.

Inthenextphase,materialswerepilotedbydifferenttargetgroups–includingnetworksof

agenciesworkingwithskilledrefugees,teachingorganisationssuchascollegesoffurther

andhighereducation,nationaland internationalprofessionalaccreditationagencies,and

relevantemployersandemploymentagencies–withaviewofcreatingamodel,whichcan

thenbeextendedtoothercontexts.Thematerialswerefine-tunedaccordingtothefeedback

providedbyteachersandlearners.Thefindingsfromtheproject–boththetoolkit,andthe

co-productivepractices,proceduresandframeworks,whichleadtotheirproduction–have

beenandwillbedisseminatedtomultipleinternationalaudiences.

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Whatthetoolkitis

The toolkithasbeenproduced toempowerrefugeeandmigrantprofessionalsand those

workingwiththemandtoequipthesetwogroupswithcompetencesandskillstheyneed

particularlyintermsofinterculturalcommunicativecompetence.

The toolkit offers two pathways aimed respectively at: supporting refugee andmigrant

professionals to re-enter their professions and; supporting their teachers and other

professionalsworkingwith them.Eachmodule includes fiveparallelunits: (1)context&

background,(2)findingajob,(3)applyingforajob,(4)beinginterviewedand,(5)starting

ajob.Eachlearnermoduleconsistsofmaterialsdesignedforself-studyplussupplementary

materialstoextendlearninginthethematicareasoftheunits.Eachteachermoduleconsists

of the samecorematerialsbutdesigned for classroomuse. Supplementarymaterials as

extensionsareincludedattheendofeachunit.

Anumberofexamplesrelatedtocontextandtotheprofessionalpathwaysarecountry-and

context-specificandmightneedtobereadaptedtotheindividualcircumstancesoflearners

andteachers.Itisalsopossibletoadaptresourcesandactivitiestodifferentunitsfromthose

forwhichtheyweredesigned.Overall,werecommendteachersandlearnerstochooseand

useunitsandresourcesaccordingtotheircontext,needsandcircumstances.

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Pedagogicalrationale

Thelanguagesusedinthetoolkitreflectlinguisticandpedagogicalconsiderations.Froma

linguisticperspective,thetoolkitisbuiltaroundtheassumptionthatrefugeeprofessionals

willhavesomelinguisticcapital.OurprimaryaimistobuildonthisinordertodevelopPICC,

as opposed to linguistic proficiency in any specific ‘target language’. An additional

assumptionisthattheusersofthetoolkitwillbenefitmostfromenhancing‘languagefor

mobility’skills.Thesewillenablethemtomediatemeaningbetweentheirprimarycultures,

theculturesoftheworkplaceandtheprevailingculturesintheirhostcountry,oranyfuture

placeofsettlement.Weenvisagethat,usingalltheirplurilingualresources,learnersmight

engagewithinputinonelanguageandgeneratemeaningincontextuallyappropriateways.

Tothatend,manyactivitiesinthetoolkitareinEnglish(chosenforpragmaticreasonsasa

language shared by many professionals) but are written in a way that facilitates and

encouragesadaptationinandtranslationtodifferentlanguages.

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Structureofthetoolkit

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Thetoolkitconsistsoftwomodules:

• ModuleA:Teachers

• ModuleB:Refugeeprofessionals

Eachmoduleiscomprisedoffiveunits.Eachunitconsistsofaround5hoursofmaterials:

Unit1:Context&background

Unit2:Findingajob

Unit3:Applyingforajob

Unit4:Beinginterviewed

Unit5:Startingajob

Thetwomodulesaredesignedtobestandaloneandfreelyaccessibleon-line.

Theintroductoryunit(unit1:context&background),offersanoverviewofwhatallofthe

unitsareaboutandtheiraims.Theunitalsointroducestheconceptofresilience,apattern

thatwasapparentinallsuccessstories,asakeythemethroughoutthetoolkit.Thecoreunits

(units2,3,4and5)aredevelopedthematically.Theyconsistofbroadlythesamematerials

adaptedforlearnerstostudyindependently(learnermodule)andforteacherstouseinthe

classroom (teacher module). The units include activities designed to help refugee

professionallearnerstofind,applyandbeinginterviewedforandstartaprofessional-level

job and to support teachers in employing them in classroom settings. Each unit in both

modules also includes supplementary and extension materials to support teachers and

learners.AllactivitiesrelatetothedevelopmentofPICC.

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All the units are self-standing. Learners and teachers can chose units and activities

dependingontheirownspecificneedsandcircumstances.Mostlearnersandteacherswill

benefit fromundertaking unit 1 for orientation and contextual help, butmore confident

and/orexperiencedteachersorlearnersmaybeableto‘jump’straightintothecoreunits.

Unitscanbetakenconsecutively–thestructureofunits2,3,4and5isdesignedtofacilitate

this–butcanalsobetakeninanyorder.Activitieswithinineachcanbetakenintheorder

presented,butnotallactivitiesneedtobeundertaken,andtheirorderisinterchangeable.

ThetoolkitdoesnotofferfactsandfiguresaboutrefugeesinEurope.Itdoesnotofferlegal

advice,butalistoforganisationsthatcansupportlearnersandteachersisprovidedatthe

endofunit1.Thetoolkitdoesnotprovideadviceonallspecificprofessionalpathways,but

giveslocalisableexamplesofhowthismightbedoneinsomeprofessionalcontextswhere

manyrefugeesseekre-admission.

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References

Barrett,M.,Byram,M.,Lázár, I.,Mompoint-Gaillard,P.,&Philippou,S. (2013).Developinginterculturalcompetencethrougheducation.Strasbourg:CouncilofEurope.

Byram, M. (1997). Teaching and assessing intercultural communicative competence.Clevedon:MultilingualMatters.

Byram,M.(2008).Fromforeignlanguageeducationtoeducationforinterculturalcitizenship:Essaysandreflections.Clevedon,UK:MultilingualMatters.

Byram,M.,Nichols,A.,&Stevens,D. (2001). Introduction. InM.Byram.,A.Nichols.,&D.Stevens (Eds.), Developing intercultural competence in practice (pp. 1-8). Clevedon, UK:MultilingualMatters.

Holmes, P. (2015). Intercultural encounters as socially constructed experiences: Whichconcepts?Whichpedagogies? InN.Holden, S.Michailova, and S. Tietze (Eds.),Routledgecompaniontocross-culturalmanagement(pp.237-247).NewYork:Routledge.

IOM(2015).Globalmigrationtrendfactsheet.Retrievedfromhttp://gmdac.iom.int/global-migration-trends-factsheet

Mann,S.&Walsh,S.(2017).ReflectivepracticeinEnglishlanguageteaching:Research-basedprinciplesandpractices.London:Routledge.

Scollon,R.&Scollon,S.W.(2001).InterculturalCommunication.ADiscourseApproach(2nded.).BlackwellPublishers,Malden,Massachusetts,Oxford.

Spitzberg,B.H.,&Changnon,G.(2009).Conceptualizinginterculturalcompetence.InD.K.Deardorff(Ed.),TheSAGEhandbookofinterculturalcompetence(pp.2-52).ThousandOaks,CA:SAGE.

UNESCO (2016). Protecting the right to education for refugees. Retrieved fromhttp://unesdoc.unesco.org/images/0025/002510/251076E.pdf

Walsh, S. & Mann, S. (2015). Doing reflective practice: A data-led way forward. EnglishLanguageTeachingJournal,69(4),351–362.doi:10.1093/elt/ccv018.