Multicultural communication in this period is defined by a shift toward analyzing how discourse, narrative practices, and intergroup language choices shape coordination in diverse organizational and classroom settings. Researchers emphasize understanding ambiguity as a functional strategy, the role of everyday talk in marginalized communities, and the ways language and face concerns mediate intercultural interactions. Methodologically, ethnographic and discourse-analytic approaches become central to capturing real-world communication dynamics across cultural boundaries. Historical Significance: The period marks a turn toward seeing intercultural communication as constructed through talk, identity performance, and social norms rather than static cultural traits. Foundational ideas emerge about how discourse shapes intergroup relations, policy implications for education, and the importance of culturally responsive practices, indicating a durable perspective that continues to inform later multicultural communication scholarship.