Conflict Resolution in Multilingual Classrooms: An Exploration Based on Face Negotiation Theory

Jing Niu

doi:10.54097/cpe1aq18

Authors

Jing Niu

DOI:

https://doi.org/10.54097/cpe1aq18

Keywords:

Multilingual Classroom, Conflict Resolution, Face Negotiation Theory, Intercultural Communication, Teaching Strategies

Abstract

This study explores conflict resolution in a multilingual classroom, focusing on face-threatening issues arising from cultural differences and differences in language proficiency. By applying the theory of face negotiation, it analyzes the differences in students’ perception of face threat and their coping strategies in different cultural backgrounds. It was found that students often use strategies such as avoidance, competition, and cooperation to cope with conflicts. This study proposes that teachers should guide students to deal with face problems appropriately through strategies such as establishing an inclusive classroom environment, designing a fair participation mechanism, providing language support, and cultivating cross-cultural communicative competence, so as to enhance the quality of interactions in multilingual classrooms.

Downloads

Download data is not yet available.

References

[1] Guo, W. Conflict resolution in intercultural communication: strategies for managing cultural conflicts. Humanit Soc Sci Commun 12, 73 (2025). DOI: https://doi.org/10.1057/s41599-025-04391-0

[2] Chen Q. The use of face theory in classroom conflict, 2010. Shanghai: East China Normal University.

[3] Ting-Toomey, S. (2017). Conflict Face-Negotiation Theory: Tracking its evolutionary journey. DOI: https://doi.org/10.4324/9781315266916-8

[4] Neuliep, J.W., & Johnson, M. (2016). A cross-cultural comparison of Ecuadorian and United States face, facework, and conflict styles during interpersonal conflict: An application of face-negotiation theory. Journal of International and Intercultural Communication, 9, 1 - 19. DOI: https://doi.org/10.1080/17513057.2016.1120844

[5] Lin, S. E., Tan, D. Y. C., & Chang, K. L. (2022). Facework strategies and intercultural conflict management procedures between international undergraduates and Malaysian instructors at a private university. Issues in Language Studies, 11(2), 20-36. DOI: https://doi.org/10.33736/ils.4162.2022

[6] Eko, B.S., & Putranto, H. (2021). Face Negotiation Strategy Based on Local Wisdom and Intercultural Competence to Promote Inter-ethnic Conflict Resolution: Case Study of Balinuraga, Lampung. Journal of Intercultural Communication Research, 50, 506 - 540. DOI: https://doi.org/10.1080/17475759.2021.1898450

[7] Ting-Toomey, S. (1988). Intercultural conflict styles: a face-negotiation theory. California State University.

[8] Dendrinos, B. (Ed.). (2024). Mediation as Negotiation of Meanings, Plurilingualism and Language Education (1st ed.). Routledge. DOI: https://doi.org/10.4324/9781003032069-1

[9] Y. Chang (2011). You Think I am Stupid? Face Needs in Intercultural Conflicts. Journal of Intercultural Communication. DOI: https://doi.org/10.36923/jicc.v11i1.519

[10] Fan Cao, Vanessa Ruiling Yu (2024). Face Attack Online: Unpacking Conflicts in Multimodal Group Chats. Journalism and Media. DOI: https://doi.org/10.3390/journalmedia5030082

[11] Y. Matsumoto (2015). Multimodal communicative strategies for resolving miscommunication in multilingual writing classrooms.

[12] Siew Eng Lin, Dennis Ying Chung Tan, Kuan Lim Chang (2022). Facework strategies and intercultural conflict management procedures between international undergraduates and Malaysian instructors at a private university. Issues in Language Studies.

[13] Soomin Jwa (2017). Facework among L2 speakers: a close look at intercultural communication. DOI: https://doi.org/10.1080/01434632.2016.1212864

[14] Tomiyo Kagami, K. Ohbuchi (2004). [Causal attribution and conflict resolution in the Japanese language instruction setting]. The Japanese Journal of Psychology. DOI: https://doi.org/10.4992/jjpsy.74.531

[15] Liao Q. (2019). Managing rapport in the context of classroom talk: A case study of a London secondary school. International Perspectives and Interactions in Education.

[16] Luo Xiao-shu (2006). “Face” in the Question-Answer Process in EFL Classroom: An Ethnographic Comparison.

[17] Tyler Barrett, Abram Trosky, Adel Tawadrous (2018). Transforming cultural conflict in the foreign language classroom: the case of Arabic at Defense Language Institute. DOI: https://doi.org/10.1080/14681366.2017.1363809

[18] Chen, I. J. (2017). Face-threatening Acts: Conflict between a teacher and students in EFL Classroom. Open Journal of Modern Linguistics, 7(2), 151-166. DOI: https://doi.org/10.4236/ojml.2017.72012

[19] Ting-Toomey, S., & Chung, L. C. (2005). Understanding intercultural communication (p. 352). New York: Oxford University Press.