This conceptual paper aims to problematize interculturality and intercultural communication within the conditions of Teaching English to Speakers of Other Languages (TESOL) and today’s circumstances. In spite of the new emphasis on intersubjectivity and non-linearity in intercultural communication studies, TESOL seems to still perpetuate hyper-solid and essentialist representations of interculturality. This paper argues for the necessity of altering common perceptions of TESOL students by critically considering the imbalanced sociopolitical realities that may be reflected/encouraged in classrooms. Without accounting for the additional factors involved in using English while interacting with the culturally different other, TESOL may not be able to ensure mutually satisfactory communicative experience.,Closer inspection is paid to intercultural communication research/pedagogy in TESOL to delineate the inaccuracies that have pervaded interculturality narratives and encourage sociopolitically conscious teaching that recognizes discourses of power and justice.,A simplistic/positivist consideration of interculturality in TESOL is rather unresponsive to possible unfair treatment of students’ cultures and the current circumstances, which are imbued with a high sense of complexity and non-linearity, resulting in producing ready-made conclusions.,This paper proposes embracing more complex approaches in accounting for the complexity of interculturality in TESOL pedagogy and research by taking into account intersubjectivity, suspending native-speakerism normativity, western hegemony and non-linearity of intercultural interactions.,This paper recognizes the inefficiency of presenting interculturality as a matter of conforming to communication standards of Anglophone cultures but rather argues for the need of promoting inclusive education that appreciates cultural diversity and considering the conditions (identity and culture) of non-native speakers in TESOL.

中文翻译：

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重新想象TESOL中的跨文化交流动态：文化/跨文化性

本概念文件旨在在向向其他语言使用者讲英语（TESOL）的英语教学条件和当今情况下，对跨文化性和跨文化交流提出问题。尽管在跨文化交流研究中新强调了主体间性和非线性，但TESOL似乎仍然使跨文化性的超固和本质主义表示永存。本文认为，有必要通过批判性考虑教室中可能反映/鼓励的不平衡的社会政治现实，来改变TESOL学生的普遍观念。如果不考虑在与具有文化差异的其他人互动时使用英语所涉及的其他因素，TESOL可能无法确保彼此满意的交流经验。