This fascinating and timely book fills a gap between the field of intercultural education and the field of linguistics. Taking its point of departure in a non-essentialist view of culture, interculturality and language, the volume makes clear how the two fields can cross-fertilize each other in many different ways. Among the linguistic disciplines and approaches dealt with are intercultural pragmatics, conversation analysis, discourse analysis and dialogism. In a series of illuminating chapters the reader is invited to reflect on different roles for linguistics in relation to intercultural learning, with a focus on formal educational settings.

- Karen Risager, Roskilde University,

From an intercultural perspective, I believe that this volume is very informative for an international readership since the chapters included follow a range of approaches to linguistic analysis and address quite different contexts of interculturality. What is very interesting is that, within this wealth of diversity, four main ways emerge, in which linguistics has been shown to have a role in intercultural education during the learning process: as affordances for learning, as processes for learning, as processes of evaluation, and as accounts of teaching.

- Nektaria Palaiologou, School of Education-University of Western Macedonia,

Fred Dervin and Anthony J. Liddicoat have always emphasized in their work that plurilingualism and pluriculturalism are norms in our globalized world and that it is thus urgent to develop ways of making intercultural education more effective. By proposing dynamic, complex and convincing linguistic approaches to the 'intercultural' in this volume, the authors confirm the importance of language in preparing students for intercultural encounters.

- Nathalie Auger, University of Montpellier,