This edited book aims to shed light on how language teachers working in diverse international contexts incorporate intercultural learning into English Language Teaching (ELT), focusing in particular on how teachers navigate the tension between theoretical/ideological concerns in their national context and the realities of their language classrooms. It foregrounds the ways that teachers make sense of intercultural concepts and exercise agency to create contextually appropriate innovations. It also addresses the role of intercultural learning in English language teacher education, highlighting critical issues and innovative approaches to empowering teachers in different countries. It will be of interest to pre-service and in-service language teachers, teacher trainers, advanced students (Masters and PhD), and researchers in the field of (English) language education and intercultural education.
Chapter
1. Introduction (Troy McConachy).
Chapter
2. Reframing
intercultural understanding within a decolonial perspective: Addressing
challenges faced by indigenous students in Colombian universities (José
Aldemar Alvarez Valencia and Andrés Valencia).
Chapter
3. Exploring the role
of interculturality in the Englishisation of Spanish higher education (Marta
Aguilar-Pérez and Elisabet Arnó-Macià).
Chapter
4. Developing intercultural
perspectives using creative arts-based methods in a medieval English
literature course in higher education: An Argentinian case with language
undergraduates (Melina Porto and Susana Company).
Chapter
5. Enhancing
critical intercultural understanding in Japan: Telecollaboration and an
arts-based approach to social activism (Noriko Ishihara).
Chapter
6.
Critically engaging with cultural and ethnic stereotypes in an Algerian EFL
classroom (Abir Drissat and Troy McConachy).
Chapter
7. Negotiating
ideologies and identities in teaching for intercultural understanding in
Saudi ELT (Tariq Elyas).
Chapter
8. English Language Learners intercultural
citizenship development from an ELF-awareness perspective: Starting from
Materials (Yasemin Bayyurt, ebnem Yalçn and Benan Alahdab)
Chapter
9.
Promoting intercultural understanding in EFL teacher education in Iran:
Engaging with materials through a semiotic lens (Ali Derakhshan and Mostafa
Mehdizadeh).
Chapter
10. Supporting teachers to promote intercultural
learning in tertiary EFL classrooms in Vietnam (Thi Phuong Thao Tran and
Jonathan Newton).
Chapter
11. Teachers identity development from an
intercultural citizenship perspective: Voices from ELT practitioners in China
(Fan (Gabriel) Fang).
Chapter
12. Conclusion (Troy McConachy).
Troy McConachy is Senior Lecturer in TESOL Education at the University of New South Wales, Australia.
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