This article discusses the process of negotiating the storyline for videos developed as part of an online Arabic language course. The project was guided by a social-justice-through-education agenda, explicitly aiming to redress the high unemployment rate of language graduates in the Gaza Strip. We illustrate how the international team designing the course gradually moved from talking about intercultural communication to doing intercultural communication during the process of creating the course materials. We also explore the meanings that the stories of the language course carry from the distinct perspectives of the teams based in Scotland and in the Gaza Strip.
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Fassetta et al. (2020) studied this question.
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