De-Westernizing Intercultural Communication: Power, Language, Identity, and Digital Mediation Across Contexts

1. Decentering Western Paradigms in Intercultural Communication

In an era marked by intensified globalization, migration, and rapid technological change, intercultural communication is no longer confined to isolated interactions across national or ethnic boundaries. It increasingly shapes the daily experiences of individuals, families, institutions, and communities negotiating multilingual, multicultural, and digitally mediated environments (Jackson, 2023). This Special Issue (SI) responds to these evolving dynamics by offering diverse theoretical and empirical perspectives that reimagine intercultural communication as a plural, contested, and power-laden process. Central to this volume is a commitment to decentering Western-centric paradigms that have long dominated the field. Historically, intercultural communication scholarship has privileged Western epistemologies and methodological frameworks, often overlooking the complexities of local realities shaped by colonial histories, Indigenous knowledge systems, and region-specific sociopolitical contexts. This de-Westernizing agenda builds on calls from scholars such as Dervin (2011), Nakayama and Halualani (2012), and Miike (2006) who have critiqued the field’s epistemic asymmetries and advocated for a pluriversal reimagining of intercultural theory. By incorporating these critiques, this SI aligns with a growing body of work seeking to pluralize knowledge production and decenter the universalizing tendencies of Western frameworks. This SI challenges that dominance by foregrounding underrepresented perspectives, particularly from the Global South. This SI is structured around several interlocking themes—namely, multilingualism and language ideologies, digital mediation and platform politics, youth and generational identity formation, and decolonial knowledge practices. These themes unfold across micro (families, individuals), meso (educational and corporate institutions), and macro (media and policy) levels, illustrating how power, identity, and communicative agency are negotiated in context-specific and translocal ways.

The opening contribution by Yingchun Sun and Yi Shi sets the theoretical foundation for this shift. They argue that decolonizing intercultural communication requires more than critique; it demands the creation of new epistemic spaces where non-Western scholars can assert theoretical agency. Their concept of “knowledge strategies” proposes a triadic model of intercultural communication, where community building joins interaction and exchange as a central pillar. This model expands the field’s focus from transactional communication to relational and emancipatory practices rooted in local ways of knowing. Subsequent articles apply this decolonial, multilingual, and multi-scalar lens across a range of contexts. At the micro level, several studies investigate how families and individuals negotiate multilingualism and identity. Yeshan Qian examines online forums where multilingual parents engage in informal language policymaking, revealing how digital platforms mediate ideological debates around child-rearing and linguistic choice. Similarly, Licari and Perotto explore how “natural translation” within family language policy in Germany and Italy functions not as a communicative deficit but as a metalinguistic resource that shapes bilingual development.

Digital communication plays a critical role in the everyday intercultural practices of youth. Fan Cao and Vanessa Ruiling Yu analyze how international students use multilingual and multimodal strategies to cope with face-threatening conflicts on WeChat. Xiaotian Zhang’s study of Sina Weibo introduces a gendered dimension, showing that women more frequently engage in intercultural appreciation and curiosity than their male counterparts. In Jordan, Abdallah et al. find that cultural norms around restraint influence how young adults express communication self-efficacy on social media, complicating conventional understandings of competence. Kazakhstan features prominently in this SI, highlighting the layered interplay of language, identity, and policy in post-Soviet contexts. Zharkynbekova et al. explore how youth engage with state-promoted trilingualism and digital media, blending Kazakh, Russian, and English to construct hybrid identities. Aimoldina and Akynova investigate corporate multilingualism, revealing the functional and symbolic roles of these languages in professional communication amidst an underdeveloped policy landscape. Another study by Zharkynbekova and colleagues considers the moral and cognitive dimensions of intercultural practice among students, providing insight into the tension between tradition and modernity in a multiethnic society.

The macro-level implications of intercultural communication are addressed through media analysis and institutional research. Burr’s study of Latvian language reform protests shows how journalistic framing shapes public discourse on minority language rights, often flattening linguistic complexity. Qudah et al. examine how Arabic-language reporting by Deutsche Welle influences Syrian migrants’ civic participation and identity formation in Germany, highlighting the media’s role in diasporic engagement. The SI concludes with a study by Golubeva et al. at a Minority-Serving Institution in the United States. Investigating students’ perceptions of intercultural competence, the authors propose co-curricular interventions that bridge structural policy and affective experience. Their findings underscore the need for intercultural education that is both inclusive and responsive, echoing broader themes across the volume.

Together, these contributions trace a coherent arc—from households and social media platforms to classrooms, boardrooms, and international media—showing how intercultural communication unfolds across interconnected yet asymmetrical spaces. Language, identity, and power are not static variables but rather relational forces that are constantly negotiated in and through everyday interaction. While the SI offers rich thematic and geographic diversity, it is not without limitations. Several studies rely on small-scale qualitative data or discourse analysis, limiting their generalizability. Moreover, certain regions—particularly Sub-Saharan Africa and Indigenous American contexts—remain underrepresented. The emphasis on youth and digital media, though vital, risks sidelining the experiences of older or digitally disconnected populations. Similarly, most institutional case studies are localized and would benefit from comparative or longitudinal designs. Finally, while the idea of “community building” as a third mode of intercultural communication is promising, it requires further conceptual elaboration and empirical validation. Addressing these limitations calls not only for broader geographic inclusion but also for methodological innovation. The authors of future studies should embrace mixed methods, transdisciplinary frameworks, and critical digital ethnography to more holistically capture the fluid, intersectional, and often invisible dynamics of intercultural engagement—particularly in underrepresented communities.

Looking forward, the authors of future studies should deepen and expand upon the multilingual, decolonial, and digital foundations laid in this SI. This includes prioritizing comparative and transregional studies, especially in underexplored areas such as Indigenous territories, small island nations, and rural communities. Methodologically, there is a pressing need for ethnographic, participatory, and longitudinal work that centers marginalized voices and traces communicative practices over time. Researchers must also critically interrogate the roles of AI, platform governance, and digital surveillance in shaping intercultural dialogue—especially in migrant and multilingual contexts. For instance, platform algorithms shape which intercultural voices are amplified or silenced; AI-driven translation tools mediate communication unevenly across languages and registers; and surveillance infrastructures disproportionately affect marginalized users. These technological filters introduce new asymmetries in global intercultural dialogue, demanding critical scrutiny. Conceptually, the field should move toward frameworks that explicitly link intercultural communication with social justice, sustainability, and global solidarity. Intercultural competence must be understood not merely as knowledge acquisition, but as a dynamic capacity for ethical coexistence—rooted in reflexivity, equity, and mutual transformation (i.e., Zhou & Pilcher, 2018). This SI ultimately expands the field’s epistemological and methodological horizons, offering a compelling vision for more inclusive, decolonized, and globally relevant intercultural communication studies. It reminds us that communication across cultures is not just about understanding difference but about reimagining how we live together in a deeply interconnected yet unequal world. As the field moves forward, scholars, educators, and institutional leaders must take active steps to decolonize their practices—not only by diversifying perspectives but by reshaping the infrastructures of research, publication, and pedagogy to foster more just, dialogic, and pluriversal futures.

2. Articles in This Special Issue

Yingchun Sun and Yi Shi examine how non-Western scholars can reshape intercultural communication studies by challenging Western-centric knowledge hierarchies. Drawing on Michel Foucault’s concept of power/knowledge, the authors argue that knowledge systems are inherently entwined with power dynamics and that the contemporary global landscape—a “dual structure” marked by simultaneous centralization/decentralization and homogenization/hybridization—creates both challenges and opportunities. To manage this landscape, they propose “knowledge strategies” that empower Indigenous scholars in non-Western contexts to produce and assert their own theories through global-level perspectives, not merely as local adaptations. Importantly, the authors introduce a third level of intercultural communication—community building—alongside the conventional daily interaction and cultural exchange, emphasizing the creation of shared spaces and collective identity as essential to decolonizing knowledge and achieving equitable dialogue between Western and Indigenous systems.

Yeshan Qian investigates how parents discuss raising bilingual or multilingual children across four active Facebook groups and an Internet forum. Analyzing 179 posts and comments from September 2022 to November 2023, the study authors first identify key discussion themes—such as sharing educational resources and strategies for language transmission—before applying a critical discourse and values analysis to unearth deeper language ideologies. The research reveals that parents overwhelmingly perceive bilingualism as beneficial, often citing cognitive, social, and professional advantages. Many advocate for structured methods such as the One Parent–One Language (OPOL) approach and emphasize the importance of maintaining minority or heritage languages at home. English tends to serve as the lingua franca across discussions; however, specific references to languages such as Chinese, Spanish, French, Korean, and Japanese highlight efforts to preserve cultural identity and heritage. Ultimately, the study illustrates how online platforms reflect and shape parental beliefs and family language planning, offering valuable insights for educators and policymakers on supporting multilingual households.

Licari and Perotto explore how natural translation—informal, untrained translation performed in daily family communication—serves as a key mediating tool in Russian-speaking heritage children’s bilingual development within distinct family language policy (FLP) frameworks in Germany and Italy. Through a semi-structured survey conducted in spring 2023 with 60 families, the researchers examined how FLP strategies, such as One Parent–One Language (OPOL) or mixed approaches, shape the frequency and context of translation activities. They found that in bi-ethnic Italian families, where OPOL predominates, natural translation is more frequent and valued as a communication aid. In contrast, in mono-ethnic German families, FLP tends to separate language use by context, leading to less reliance on translation—even though children report using it more than parents acknowledge. The preference for oral over written translation and the gap between parental and children’s perceptions highlight translation not as a compensatory deficit but as a metalinguistic resource. The authors conclude that incorporating translation training—such as through parallel texts—could enhance bilingual awareness and yield more balanced bilingual development.

Rania Abdel-Qader Abdallah, Islam Habis Mohammad Hatamleh, Yousef Sami Nemer Abu Eid, and Mohammad Mahroum analyse how verbal and non-verbal communication abilities influence young adults’ social media engagement in Jordan, while examining how cultural restraint—a reflection of societal norms limiting open expression—modulates this relationship. Drawing on Self-Efficacy and Social Capital theories, the researchers surveyed 415 Jordanian participants aged 18–25 and analyzed the data using Structural Equation Modeling with SmartPLS. Their findings reveal a strong positive link between communication skills and social media usage, but also show that cultural restraint significantly weakens this effect, suggesting that even those with strong communication abilities may limit their online participation due to cultural expectations. This finding highlights the importance of culturally sensitive strategies: boosting communication competence alone may not suffice in contexts where societal norms promote restraint.

Fan Cao and Vanessa Ruiling Yu investigate how impoliteness, or “face attacks,” unfolds in multilingual, multimodal group chats among international students on WeChat at a Chinese university. Drawing on theories of face and impoliteness, the authors analyze a conflict over the use of dormitory washing machines, showing how students used a combination of text, images, emojis, and code-switching between English and Chinese to assert and respond to face-threatening acts. The study highlights that impoliteness in digital interactions is not limited to language alone but is enriched by visual and multimodal strategies, shaped by group dynamics and linguistic diversity. To sum up, the research reveals how digital communication enables complex expressions of conflict, emphasizing the need to consider multimodality and multilingualism in the study of online discourse.

Xiaotian Zhang discusses how Chinese users express intercultural attitudes through posts on the social media platform Sina Weibo. Analyzing 2421 posts from 2012 to 2022, the study authors investigate sentiment (positive, neutral, or negative), intercultural attitude dimensions (e.g., curiosity, ethnocentrism, and culture shock), and cultural themes, distinguishing between “Big C” culture (e.g., history and art) and “small c” culture (e.g., values and behaviors). Their findings demonstrate that women posted more frequently and positively than men, often expressing curiosity and appreciation for other cultures, while men tended to be more neutral or ethnocentric. Women’s posts focused on tangible cultural aspects such as food and interpersonal relationships; in comparison, men were more interested in abstract topics such as belief systems and history. The study authors conclude that microblogging offers a valuable lens into everyday intercultural engagement and highlight the need for gender-sensitive strategies in intercultural education, aiming to reduce ethnocentrism and support cultural adaptation.

Sholpan Zharkynbekova, Zukhra Shakhputova, Bakhyt Galiyeva, and Almasbek Absadyk investigate how cultural and ethnic diversity in Kazakhstan shapes the values of university students and affects their intercultural communication. Drawing on Rokeach’s and Schwartz’s theories of human values, the authors used a mixed-methods approach to examine how students adjust to traditional and modern influences in a multicultural context. The findings show that while global trends impact youth perspectives, traditional values—especially those centered on family—remain dominant, reflecting a life model rooted in harmony and stability. The study also reveals that language proficiency plays a key role in broadening students’ social interactions and fostering tolerance, adaptability, and achievement-oriented attitudes. These insights are significant for developing educational, social, and legislative initiatives that promote intercultural dialogue and social cohesion in Kazakhstan’s diverse society.

Aimoldina and Akynova investigate how multilingualism functions within Kazakhstan’s corporate environment and its impact on intercultural business communication. Drawing on interviews with mid-level managers from international companies, the study highlights the dynamic interplay between Kazakh, Russian, and English in professional contexts. Russian dominates informal and regional interactions, Kazakh holds a growing role in official and managerial domains, while English is essential for international engagement. Code-switching is a common practice, particularly in tech sectors, where English terms blend into Kazakh and Russian discourse. Despite government-funded initiatives and corporate training programs, formal language education often fails to meet the practical needs of the business sector, and clear corporate language policies remain largely absent. The article also underscores the importance of cultural competence, as professionals cope with differing communication styles across global partners. Ultimately, the study authors argue that multilingualism is not only a practical necessity but also a reflection of national identity and global readiness, calling for more context-sensitive language strategies and culturally aware training to enhance Kazakhstan’s international business communication.

Sholpan Zharkynbekova, Zukhra Shakhputova, Olga Anichshenko, and Zhazira Agabekova demonstrate how young people in Kazakhstan manage a multilingual environment shaped by state-promoted trilingualism (Kazakh, Russian, and English), globalization, and digital culture. Drawing on a dataset of 154 social media posts and interviews with 48 young individuals across various regions, the study findings reveal dynamic language practices, including frequent code-switching, hybrid word formation, and playful speech patterns. These linguistic choices reflect more than just communication preferences—they function as tools for identity construction, signaling both global connectivity and local belonging. The authors emphasize that the creative blending of languages, often influenced by digital communication norms such as emojis and internet slang, highlights the intercultural competence of Kazakhstani youth. Ultimately, the study provides valuable insights for language policy and education by illustrating how young people actively shape and negotiate their multilingual realities in a rapidly changing sociolinguistic landscape.

Solvita Burr illustrates how online news media depict written protest messages in response to Latvia’s transition from minority-language (especially Russian) education to instruction solely in Latvian. Analyzing 77 online articles from Latvian, Russian, and European sources published between 2004 and 2024, the study authors explore how the media report on placards and slogans used during protests. The findings reveal that journalists often describe or quote slogans without specifying their original language or providing deeper contextual meaning. Media narratives tend to focus on the number and identity of protesters—particularly their age and political affiliations—while frequently omitting linguistic nuances. Two dominant portrayals emerge: one framing the Russian-speaking community as unified in resisting language reforms, and another emphasizing the community’s desire for the freedom to choose the language of instruction. The study authors identify four reporting styles and highlight a tendency among the Latvian media to maintain a neutral tone, while Russian outlets more explicitly advocate for the preservation of Russian-language education. Ultimately, the study underscores how the media selectively frames protest messages, shaping public understanding of language policy reforms in Latvia.

Mohammad Qudah, Husain A. Murad, Mohammed Habes, and Mokhtar Elareshi present the impact of Deutsche Welle’s Arabic-language reporting on Syrian immigrants living in Germany. Through a survey of 207 participants, the study authors found that DW is widely trusted among this community, particularly by older and more educated individuals, and serves as a key source of balanced, comprehensive information about the Syrian crisis. Exposure to DW significantly enhanced participants’ understanding of the conflict’s historical, humanitarian, and geopolitical dimensions and also influenced their behavior, encouraging social media engagement and humanitarian support for Syria. Grounded in Uses and Gratifications Theory, the research highlights how media consumption fulfills informational and social needs, ultimately shaping perceptions and civic action. The study findings underscore the role of international media in diaspora engagement, with the authors acknowledging limitations such as its narrow focus on one outlet and one migrant group.

Irina Golubeva, David Di Maria, Adam Holden, Katherine Kohler, and Mary Ellen Wade reveal insights into a comprehensive survey conducted at a culturally diverse Minority-Serving Institution (MSI) in the United States. The study, involving 820 students across undergraduate, graduate, and non-degree programs, explores students’ experiences of inclusiveness, intergroup relations, and the development of competences necessary for democratic culture and intercultural communication—framed through the Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC). Most students perceived the campus as diverse and inclusive, particularly regarding gender and sexual orientation, though comfort levels varied by context, with residence halls showing lower inclusiveness, especially for ethnically diverse students. While many students reported forming friendships with peers of similar backgrounds (a phenomenon known as homophily), a significant portion still lacked close social connections. The study authors also found that while students highly valued competences such as empathy, critical thinking, and intercultural understanding, there was a noticeable gap between what they considered important and the opportunities the institution provided to develop these areas. These findings informed the creation of a targeted co-curricular program called InterEqual, aimed at strengthening intercultural communication and enhancing students’ sense of belonging. Although the study is limited to a single institution and lacks qualitative narratives, it offers valuable, evidence-based insights for higher education leaders seeking to create more inclusive, culturally responsive campus environments.

3. Pedagogical and Practical Implications: Toward Inclusive and Decolonial Intercultural Communication

This SI offers critical pedagogical and practical insights for scholars, educators, policymakers, and practitioners seeking to advance more inclusive and decolonial approaches to intercultural communication. Drawing on contributions that span diverse geographies, linguistic contexts, and institutional settings, the articles underscore the need to fundamentally rethink how intercultural competence is taught, practiced, and institutionalized. Pedagogically, the contributions call for a reimagining of intercultural communication education through pluriversal frameworks that actively decenter Western epistemologies. Curricula must engage with Indigenous knowledge systems, local communicative norms, and power-sensitive perspectives, particularly from the Global South. Intercultural competence should no longer be conceived merely as knowledge or skill acquisition but rather as an ethical and relational practice rooted in community building, reflexivity, and mutual transformation. This shift requires embedding multilingual literacy, critical digital literacy, and gender-sensitive pedagogy into teaching strategies. Furthermore, the methodological diversity showcased in the SI—including discourse analysis, digital ethnography, and mixed-methods approaches—offers valuable models for training students in context-responsive and critically engaged research.

Practically, the SI provides actionable insights for institutions and organizations operating in multilingual, multicultural, and digitally mediated environments. In educational and policy contexts, supporting family language planning, promoting inclusive language education, and developing responsive language policies are crucial steps. In corporate and media settings, fostering culturally competent communication and context-sensitive multilingualism can bridge gaps in professional and civic engagement. The emphasis on youth digital practices, workplace communication, and migrant media consumption further illustrates the need for cross-sectoral strategies that reflect lived intercultural realities. Institutions of higher education, in particular, are encouraged to implement co-curricular programs that cultivate democratic values, empathy, and intercultural understanding among diverse student populations. Together, these pedagogical and practical implications signal a shift toward a more equitable, participatory, and socially responsive vision of intercultural communication. As this SI argues, decolonizing the field is not merely an academic endeavor but a transformative process that demands engagement across educational, institutional, and community levels. By foregrounding underrepresented voices, embracing methodological innovation, and connecting intercultural communication to broader goals of social justice and global solidarity, the field can move closer to realizing its emancipatory potential.