InterCom, July 2026
Upcoming Events:
September: Webinar on mentoring in IC in ELT
October: Lightning Talks
November: Coffee Hour
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Next issue: October 2026
Letter from the Co-Chairs
Leslie Bohon, University of Richmond, Richmond, VA, USA
Melanie van den Hoven Visiting Professor and SAFIR Affiliate Researcher at Sorbonne University Abu Dhabi, UAE
Letter from the Editors
Jennifer Ramos and Patricia Moon, English Language Institute, University of Florida, Gainesville, FL, USA
Reflections from the Leadership
Stories That Heal: Using Shared Narratives To Encourage Intercultural Understanding
Stephen Farren, IH Belfast, Belfast, Northern Ireland
Across cultures, stories help people survive, rebuild, and reconnect. This lesson shows how carefully chosen narratives can create space for healing and intercultural understanding, without asking learners to share what they may not be ready to tell.
Connecting Hemispheres: Digital Citizenship and Intercultural Learning
Edouard Piccoli, Universidad de los Andes, Bogotá, Colombia
Who would imagine that a grammar class could connect students from Colombia, Brazil, and Greece? Through online exchanges, they shared perspectives and engaged with everyday cultural topics in digital spaces. In doing so, they began to see that grammar was not only something to practice in class, but also a resource to communicate, reflect, and make connections across cultures.
Teaching Dracula Interculturally: From Gothic Otherness to Intercultural Agency Through Student Podcasts
Beatriz Peña Dix, Universidad de los Andes, Bogotá, Colombia
A Victorian Gothic classic can become a surprisingly contemporary intercultural laboratory. This classroom narrative shows how an intercultural reading of Dracula supported students’ intercultural awareness, sensibility, and agency, especially through a student-produced podcast that transformed textual analysis into public meaning-making.
English in the Wild: Navigating Global English and Professionalism in Iceland
Elisa Fia, Independent Language Teacher and Author, Garðabær, Iceland
As English circulates globally in increasingly fluid and hybrid forms, English language teachers are being asked to rethink what counts as “good English”. Drawing on classroom realities from Iceland, this article explores how teachers negotiate professional identity and responsibility in English as a Lingua Franca (ELF)–influenced contexts.
Meet the Leadership Team 2026-2027
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