ABSTRACT
This chapter introduces intercultural communication as a lifelong learning process. Through critical self-reflection and collaborative writing, the authors came to understand their roles in jointly shaping what occurred in their intercultural education experiences and reflected on their intercultural communication. The chapter assembles three intercultural vignettes to explore how a US education professor and her students came to prioritize global literacy approaches that build communication skills. Approaches include: 1) valuing all languages and translanguaging approaches; 2) understanding how systemic hierarchies impact relations amongst people, languages and practices; and 3) incorporating identity development and perspective-taking as foundations for intercultural communication experiences. The chapter provides an illustrative context for other educators to consider and act in a way that values communication diversity and self-awareness and empowers learners who can interact within and across communities around the world.
