InterCom, February 2026
Upcoming Events:
- Wed, Mar 11, 9:00 to 10:00, Coffee Hour
- Wed, March 25, 2:00 to 3:00, Networking Event, TESOL Convention
- Thurs, March 26, 5:30 to 6:30, Open Meeting, TESOL Convention
- Next issue: July 2026
We are on social media: Facebook, X, MyTESOL, LinkedIn, YouTube
Letter from the Chair
Nichole McVeigh, PhD, University of Richmond, Virginia, USA
Letter from the Editors
Jennifer Ramos and Patricia Moon, English Language Institute, University of Florida, Gainesville, FL, USA
From Past Lessons to Future Possibilities: Marking 30 Years of ICIS
Roxanna Senyshyn, PhD, Pennsylvania State University, Abington, Pennsylvania, USA
The Bicultural Experience of Morality
Michael Byram, Durham and Sofia Universities, United Kingdom/Bulgaria
How do people who ‘live in two cultures’ manage conflicts of values? This article shows how two people have described and explained their experience of how they respond to moral challenges.
Intercultural Communication and Universal Design for Learning: Designing Community-Centered ELT For Equity, Engagement, and Cultural Agility
Egle Slezas and Jennifer Lacroix, Ed.D., Northeastern University, Boston, Massachusetts, USA
Discover how the intersection of Universal Design for Learning (UDL) and intercultural communication can transform ELT classrooms into spaces of true equity and belonging. In this article, the authors present a community-focused project sequence that moves beyond linguistic correctness to prioritize learner agency and ethical global interaction. Learn how to design inclusive pathways that empower students to navigate identity, power, and culture in authentic, socially situated contexts.
Culture Tree Discussions - Lesson Plans
Melina Jimenez, University of Florida Center for Teaching Excellence, Gainesville, Florida, USA
How can English language students with a range of proficiencies and undergraduates in a TESOL course have meaningful intercultural discussions? This lesson plan takes you on a step-by-step journey with explanations of the Culture Tree model, using real examples, and clear tasks throughout. It even includes a slide deck you can draw inspiration from!
The Power of a Three-Hour Lunch in an English Classroom
Noah Long, North American Language Assistance Program, Murcia, Spain
Earlene Gentry, Retired Fulbright Commission, Egypt
In Egypt, A 77-year-old retired educator from the Fulbright Commission is also the UNC-Chapel Hill alumni club leader in Egypt. In that role, she meets a 31-year-old teaching assistant based in Spain where discussions lead to sharing the similarities and differences between their English classrooms. Both shared experiences with curriculums, lack of resources and a shared experience regarding Mediterranean culture’s definition of a full workday.
A Review of Ecolinguistics and Environment in Education: Language, Culture and Textual Analysis for English Language Teachers
Melanie van den Hoven, PhD, ICIS co-chair elect, Chamonix, France / Abu Dhabi, UAE
How can English language teaching shape ecological awareness? This book review explores Bellewes’s Ecolinguistics and Environment in Education, praising its critical and pedagogical insights while reflecting on what an intercultural lens might add to ecolinguistic approaches in English language education.
Interculturality Through Picturebooks: Starting Points for Integrating Intercultural Competence and Global Citizenship Into Children’s English Language Learning
Aoife K. Ahern School of Education, Universidad Complutense de Madrid, Spain
To engage young ESL learners in developing intercultural understanding and global citizenship through language learning, an Erasmus+ project (ICETEMP, 2025-2027) brings to you this handy list of accessible references. The readings include theory, practice and toolkits for working with school-age learners.