Speakers

Amy Tsui




Amy Tsui


Professor Amy B.M. Tsui is Professor Emerita in the Faculty of Education at The University of Hong Kong (HKU). She was Chair Professor of Language and Education in the Faculty of Education, HKU from 1997-2017. From 2007-2014, she was Pro-Vice-Chancellor and Vice-President (Teaching and Learning) at HKU during which she led the historical reform of undergraduate education at HKU. She has published nine books and over 100 articles on classroom discourse, conversational analysis, language policy, and teacher development. She has presented over 80 keynotes in international conferences in Asia, U.K., U.S., Europe, Australia, S. Africa, and Mexico, and has served on the editorial and advisory boards of over 25 international refereed journals. She has been providing professional and community service locally and internationally throughout her academic career, including serving on government advisory committees, University Councils and advisory boards, and is currently a member of the Board of Governors of the International Baccalaureate. She was awarded an Honorary Doctoral degree in Education by the University of Edinburgh, U.K., in 2015.


ABSTRACT
Intercultural Communicative Competence Revisited

The importance of intercultural communicative competence (ICC) in ELT cannot be over-emphasized in this troubled era of glocalization when xenophobia, racism, and jingoism are increasingly being legitimated. The past few decades have witnessed a burgeoning number of studies on ICC. There have been heated debates about what it means to be interculturally competent. This presentation argues that this is not only because ICC is a complex concept which has been subjected to interpretations from different perspectives, but also because many investigations of interactions across cultures have adopted a snapshot approach. Using studies of reticence in (ELT) classrooms amongst Asian learners as a case in point, this plenary argues that longitudinal investigations of the dynamic interplay between deeply rooted cultural values and the highly contextualized factors which impinge on learners’ communicative behaviours will provide a more nuanced understanding of ICC.