In today's interconnected world, being able to communicate effectively across cultures is no longer a desirable skill, but a necessity for personal, professional, and societal success. Virtual learning environments present a special context for the acquisition of this gestational learning critical skill, or intercultural communication (ICC). This article explores the linguistic aspects of ICC, examining key theoretical foundations, contemporary challenges, and promising practices. Early research on ICC was significantly influenced by scholars like Byram (1997), who emphasized knowledge, skills, attitudes, and critical cultural awareness as key components. Bennett's (1993) Developmental Model of Intercultural Sensitivity provided a framework for understanding the stages of intercultural development. Hofstede's (1980) Cultural Dimensions Theory highlighted the impact of cultural values on communication patterns. Vygotsky's (1978) sociocultural theory underscored the importance of social interaction and collaborative learning, crucial for developing ICC in any context, including virtual ones.

These theories emphasize the role of social interaction, collaborative learning and cultural involvement in the development of ICC. Within virtual learning environments, language is not seen only as a means of communication, but also deeply implicated in the cultural contexts. The importance of this must be recognized by introducing genuine language production, raising awareness of how language is used across different cultures, and creating opportunities for learners to experience language in its sociocultural context. For example, examining the employment of emojis/emoticons in different cultures can support students in learning about how differences between cultures may create miscommunications in the experience of online communication. Herring, S. C. (2003). Computer-mediated communication: Linguistic, social and cross-cultural perspectives. Technology has an also very important role in the development of ICC, which poses challenges and opportunities. Although online communication may be error-producing (because of the absence of nonverbal communication: Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous text-based computer conferences. Journal of Computer Mediated Communication, 6(1), digital technologies (for example, video conferencing, instantaneous live translation software (Warschauer, M., & Meskill, C. (2000). Technology and second language learning. Annual Review of Applied Linguistics, 20(1), 39-56), and AI-based language learning software have the potential to enable intercultural communication, as well as remove language barriers. Investigating the role of social media algorithms in shaping cultural perceptions and potentially amplifying cultural stereotypes. (Bucher, T., & Leander, K. (2016). Algorithmic culture. MIT Press.) One of the current trends in ICC is critical intercultural communication, which highlights the power structures and social power imbalances that influence intercultural communication, as well as digital intercultural communication, which considers the specific challenges coming with the digital media. To cultivate ICC in virtual learning environments, educators can create authentic intercultural experiences through virtual exchanges, collaborative projects, and the use of authentic materials. Fostering critical thinking and reflection through online discussions, reflective journals, and critical analysis of online content can also help learners develop empathy and challenge their own assumptions. Moreover, the acquisition of communication skills through role-playing exercises, simulation works, and information technology can afford learners with chances to put intercultural communication skills into practice in an accident-proof and friendly context. Specifically, the ethical concerns, namely, digital citizenship, online safety and responsible ICT use, need to be considered in the context of virtual learning.

In conclusion, improving ICC in the digital age requires a multifaceted approach that considers the linguistic, cultural, and technological dimensions of intercultural communication. By leveraging the potential of virtual learning environments while addressing the inherent challenges, educators can empower learners to become effective communicators, critical thinkers, and global citizens in an increasingly interconnected world. Online discussions, reflective journals, and critical analysis of online content encourage learners to analyze cultural perspectives, challenge their own assumptions, and develop empathy. Role-playing activities, simulations, and the use of online communication tools (e.g., video conferencing, chat, email) provide opportunities to practice intercultural communication skills in a safe and supportive environment.