Prue Holmes is Reader in the School of Education at Durham University, UK, and Adjunct Professor at the University of Helsinki, Finland. She teaches and researches in intercultural communication and education. She has published widely in international journals, leads the AHRC-funded project ‘Researching Multilingually’, and holds several editorial board positions on international journals.Melinda Dooly holds a Serra Húnter fellowship as teacher and researcher at the Education Faculty of the Universitat Autònoma de Barcelona, Spain, where she teaches English as a Foreign Language Methodology and research methods courses. Her teaching and research address technology-enhanced project-based language learning in teacher preparation as well as with very young language learners. She has been involved in several national and international projects as both team member and as principal manager.John P. O’Regan is Senior Lecturer in Applied Linguistics at the Institute of Education, University College London, UK, where he is a doctoral supervisor and leads the MA Applied Linguistics programme. His research interests include the political economy of global English, intercultural communication theory, identity politics, and critical discourse analysis. He is the author of articles covering a wide range of topics in the fields of applied linguistics and cultural studies.

• Introduction – Intercultural dialogue: challenges to theory, practice and research 1. Ethical communication and intercultural responsibility: a philosophical perspective 2. Zones of interculturality and linguistic identity: tales of Ladino by Sephardic Jews in Bulgaria 3. Cultural identities in international, interorganisational meetings: a corpus-informed discourse analysis of indexical we 4. Faithful imitator, legitimate speaker, playful creator and dialogical communicator: shift in English learners’ identity prototypes 5. Interreligious dialogue in schools: beyond asymmetry and categorisation? 6. Capabilities for intercultural dialogue 7. ‘They are bombing now’: ‘Intercultural Dialogue’ in times of conflict Pedagogical Forum 8. The application of general education and intercultural communication in a ‘news-listening’ class 9. How pedagogical blogging helps prepare students for intercultural communication in the global workplace 10. Intercultural education in primary school: a collaborative project

Prue Holmes is Reader in the School of Education at Durham University, UK, and Adjunct Professor at the University of Helsinki, Finland. She teaches and researches in intercultural communication and education. She has published widely in international journals, leads the AHRC-funded project ‘Researching Multilingually’, and holds several editorial board positions on international journals.Melinda Dooly holds a Serra Húnter fellowship as teacher and researcher at the Education Faculty of the Universitat Autònoma de Barcelona, Spain, where she teaches English as a Foreign Language Methodology and research methods courses. Her teaching and research address technology-enhanced project-based language learning in teacher preparation as well as with very young language learners. She has been involved in several national and international projects as both team member and as principal manager.John P. O’Regan is Senior Lecturer in Applied Linguistics at the Institute of Education, University College London, UK, where he is a doctoral supervisor and leads the MA Applied Linguistics programme. His research interests include the political economy of global English, intercultural communication theory, identity politics, and critical discourse analysis. He is the author of articles covering a wide range of topics in the fields of applied linguistics and cultural studies.

• Introduction – Intercultural dialogue: challenges to theory, practice and research 1. Ethical communication and intercultural responsibility: a philosophical perspective 2. Zones of interculturality and linguistic identity: tales of Ladino by Sephardic Jews in Bulgaria 3. Cultural identities in international, interorganisational meetings: a corpus-informed discourse analysis of indexical we 4. Faithful imitator, legitimate speaker, playful creator and dialogical communicator: shift in English learners’ identity prototypes 5. Interreligious dialogue in schools: beyond asymmetry and categorisation? 6. Capabilities for intercultural dialogue 7. ‘They are bombing now’: ‘Intercultural Dialogue’ in times of conflict Pedagogical Forum 8. The application of general education and intercultural communication in a ‘news-listening’ class 9. How pedagogical blogging helps prepare students for intercultural communication in the global workplace 10. Intercultural education in primary school: a collaborative project