With the fast pace of globalization and the rise of encounters in digital spaces, CALL scholars have become increasingly interested in how digital tools mediate intercultural encounters. However, despite their evident success in connecting students from around the world, current online intercultural exchanges continue to present problems such a promotion of positive experiences over deep intercultural learning and lack of real-life value (O’ Dowd, 2018). In addition, digitally-mediated intercultural learning research is based on the same theoretical approaches to learning that guide CALL research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are successful in allowing researchers to conceive of digital tools as mediators for human interaction, they have yet to embrace the potential of digital artifacts themselves as intercultural interlocutors. Aiming to address this gap in the research, this investigation used Atkinson’s (2010, 2014) sociocognitive approach to language learning to understand the role that digital tools have in intercultural learning. Also integrating Dervin’s (2011) liquid approach to interculturality—which focuses on understanding intercultural learning as a co-constructed process—the research questions that guided this investigation asked: (a) does film annotation mediate intercultural learning? and, (b) in what ways does film annotation mediate intercultural learning? In answering these questions, the study looked at the intercultural learning process of five advanced learners of Spanish, as they interacted with annotated film clips, and engaged in peer discussion around the themes of colonialism and coloniality presented in the film clips. Data were collected through pre and post-tests, video recordings of peer discussions, and screen recordings of participants’ interaction with the annotated film clips. Findings showed that film annotation allowed participants to notice, retrieve and take notes on important cultural information, which they later incorporated in discussion with peers. Based on this evidence, and aligned with the aforementioned theoretical frameworks, this investigation poses that intercultural learning is a fluid, iterative process. The study also suggests that digital artifacts—as well as human interlocutors—play an important role in enabling learning processes, therefore, the role of such artifacts should be studied more in depth.

In the United States, the Latino population is projected to reach approximately 28.6% of the total U.S. population by 2060. Despite their growing presence, Latinos encounter health disparities and worse health outcomes in comparison to their non-Hispanic White (NHW) counterparts. Latinos/ Hispanics have a higher prevalence of diabetes, hypertension, obesity, and late stage cancer diagnosis. Various social determinants of health (SDoH) such as socioeconomic status, education, insurance enrollment, language proficiency, immigration status among other variables intersect to influence Latino health status. However, even when all those factors were held equal, disparities remained. The aforementioned list did not include race/ethnicity, though race/ethnicity is a critical SDoH that influences one's access to care and the quality of care they receive. As such, examining the role of race may be the key to reducing persistent health disparities in access to care, quality of care, and health outcomes.