LAUSR

ABSTRACT This study examines the effectiveness of the Intercultural Interaction Zone (IIZ) instructional model in transforming traumatic or sad experiences instigated by war and migration into inspirational ones in the English-as-a Foreign Language (EFL) literacy classrooms. We propose the IIZ model consisting of literature circles and citizenship authentic materials as a socio-critical zone of proximal development that would promote intercultural citizenship competence. The participants were six instructors (n = 6) and 124 (n = 124) EFL learners. The syncretic testimonials of the Syrian learners (n = 36) and their teachers were narratively analysed. Results revealed that the IIZ intervention was effective in improving the literacy outcomes and in transforming learners’ trauma resulting from displacement and war experiences into mediums for success and optimism.