Dialogue in intercultural conversation provides the reader with a holistic analysis of the communication processes involved in an international and intercultural educational setting, Children's International Summer Villages (CISV), by analyzing its educational activities and how it runs its organization. The study involves the whole CISV experience, including its various group activities, and explains these activities' communicative styles with reference to how speakers affect the active participation of others. The book proposes a linguistic and sociological analysis of the communicative interactions involved and explores those aspects of language that are “culturally rich” in meaning and presupposition. Citing Charles Goodwin and John Heritage, Baraldi shows the applicability of conversational analysis for such a study as it offers “a perspective within which language, culture and social organization can be analyzed not as separate subfields but as integrated elements of coherent courses of action” (3).

There are ten chapters plus a conclusion. Ch. 1 details the theoretical framework and defines terms to be used throughout the book, particularly with relation to intercultural communication and the concept of empowerment, a major goal of CISV for the children and youth undertaking its programs. Moving from theory to practice, Ch. 2 defines the methodology of the study, involving numerous videotaped sessions of groups of children, adolescents, and adults, as well as focused interviews and questionnaires. Ch. 3 discusses the various CISV “narratives” told by the organization, such as “diversity and friendship” and “empowerment,” and the narratives of the participants, both before and after the CISV experience. Chs. 4–10 focus on the language used for particular organizational and educational activities, highlighting certain pragmatic structures used in these activities and their cultural presuppositions. These pragmatic structures are largely concerned with promoting participation, minimizing conflict, and encouraging empowerment. Ch. 10 focuses on interpreting as mediation, a crucial aspect since English is used as linga franca at CISV and not all participants are fluent in that language. Issues of “gatekeeping” and what is “lost in the translation” are explored, but perhaps could have been dealt with in a bit more depth, taking note of the vast array of studies on culture and translation. The chapter entitled “Conclusions” summarizes the ways in which language provides important cues for analyzing cultural presuppositions in intercultural settings. The promotion of agency and personal expression, Baraldi says, happens largely through coordination and dialogic mediation, rather than on insistence on intercultural relationships per se.

It is difficult to summarize all the “meat” that this book contains due to its depth of content. However, its benefits are twofold. First, it can serve as an exemplar of how linguistics researchers can carry out a “holistic” conversational analysis of various “genres” of interaction contained within a particular speech situation. Second, it will help those involved in planning, conducting, and evaluating activities in intercultural groups of various ages, as well as providing guidelines for such leaders and facilitators who want not only to communicate effectively but also to overcome potential communication problems.