The focus of this chapter is the development of pragmatic and sociolinguistic competence among second language learners during study abroad. In contrast to the foreign language classroom at home, study abroad offers learners a range of settings in which to engage in real-life intercultural encounters. These opportunities for social interaction, in turn, can have an impact on the learning of pragmatic and sociolinguistic dimensions of the second language, including speech acts and implicit meaning in the case of pragmatics and stylistic, and social factors in the case of sociolinguistics. Being able to accurately comprehend the intended message of utterances in the social context and to adequately express desired meanings are crucial components of intercultural competence. However, given that languages vary with regard to how pragmatic functions are realized and how sociolinguistic variation is signaled, the development of these areas in a second language represents a challenge for learners. While previous research suggests that study abroad can facilitate pragmatic and sociolinguistic development, such development is not guaranteed and the learning outcomes for individual learners are subject to a wide array of personal, social, and programmatic factors.

Graphic design is a learning area that relies on the use of visual representation, involving images and/or text, to convey meaning. By its very nature, visual communication is a language that is vulnerable to an unintended array of misinterpretations because of the differing semiotic backgrounds of its consuming audiences. Thus, students need to be equipped with the necessary cultural awareness to design communication that is sensitive to the varying needs of these audiences. This study employs a case study approach with a view to interrogating the curriculum in relation to multiculturalism in the graphic design curriculum. Data for this study were obtained through participant observation, semi-structured informal interviews and document analysis. From a theoretical perspective, the paper draws on Vygotsky’s (1978) sociocultural learning to examine the role of culture in the teaching and learning of culturally diverse students, as well as Phillion’s (2002) narrative multiculturalism to understand the narratives of the respondent students, lecturers and an industry expert. The findings point to a lack of a cohesive and coordinated approach to teaching and learning and reflect a lack of sensitivity to cultural and linguistic diversity in the Graphic Design Department.