This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.

Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-in-language-teaching and to practical concerns of teaching.

While research into intercultural teaching has grown exponentially during the past two decades, the research has primarily resorted to the use of quantitative data collection instruments and the interpretation of scores calculated through them. As such, studies in the field can seem somewhat decontextualized, ignoring in some cases setting-specific parameters. Therefore, further study is needed to bring together theory, research, and practice demonstrating how this teaching is reflected in research design and how it is undertaken in different settings. Intercultural Foreign Language Teaching and Learning in Higher Education Contexts is an essential reference source that provides a series of rich insights into the way intercultural education is practiced in numerous international contexts and showcases practical examples of teaching situations and classroom activities that demonstrate its impact within the classroom. Featuring research on topics such as higher education, multilingualism, and professionalism, this book is ideally designed for educators, researchers, administrators, professionals, academicians, and students seeking pedagogical guidance on intercultural teaching.

Over the last two decades drama pedagogy has helped to lay the foundations for a new teaching and learning culture, one that accentuates physicality and centres on performative experience. Signs of this ‘performative turn’ in education are especially strong in the field of foreign/second language teaching. This volume introduces scholars, language teachers, student teachers and drama practitioners to the concept of a performative foreign language didactics. Approaching the subject from a wide variety of contexts, the contributors explore the extent to which performative approaches, emphasising the role of the body as a learning medium, can achieve deep intercultural learning. Drama activities such as improvisation, hot seating and tableaux are shown to create rich opportunities for intercultural encounters that transport students beyond the parameters of conventional language, literature and culture education.

International perspectives on intercultural learning are presented within a framework of cultures of learning related to education and language learning and use in academic contexts. Intercultural learning involves learners travelling to learn in a place where other cultures of learning are dominant and to which they are usually expected to adapt.

Seminar paper from the year 2007 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,3, Otto-von-Guericke-University Magdeburg (Institut für fremdsprachliche Philologien), course: Intercultural Learning, 11 entries in the bibliography, language: English, abstract: Intercultural Learning and Intercultural Competence are ubiquitous buzzwords that have been used in the sphere of English teaching and learning for more than two decades now. It has been recognized that modern language teaching goes far beyond the acquisition of grammar and vocabulary alone. As students progress in their study of the foreign language, it is expected that they extend their knowledge and broaden their awareness about the target culture's characteristics and peculiarities. Theoretically, the creative implementation of Intercultural Learning could, if intelligently put into practice, have also led to an 'overthrow' of outdated teaching methods that, as a rule, emphasise pure cognition rather than communication or interaction. Unfortunately, the initial euphoria has gone and only little has changed in German classrooms. Still, interculturality is often taught in a way that appears uninteresting and ineffective, that is mainly based on facts and figures, and therefore rendering English sometimes not particularly popular as a subject among students. The reasons for this situation are manifold. Teachers (and students) know too little about Intercultural Learning because it is a concept too fuzzy, vague, abstract and indefinite so as to be grasped immediately. It may also be due to the apparent lack or shortage of suitable learning and teaching materials that can be used in day-to-day school life. Luckily, current textbooks increasingly include creative aspects of interculturality. But how useful and fruitful are these modest 'intercultural elements' in practice? In this paper, I will analyse two German textbooks used in institutional English teaching and learning nationwid

Educators all over the world are being challenged to provide effective instruction for culturally and linguistically diverse learners and immigrant communities while valuing and celebrating students’ cultural backgrounds. This task requires training, professional development, cultural sensitivity, and responsibility to promote positive outcomes. Beyond Language Learning Instruction: Transformative Supports for Emergent Bilinguals and Educators is a critical research publication that bridges linguistics theory and practice and comprehensively addresses all fundamentals of linguistics through the English language learning lens. Featuring topics such as curriculum design, immigrant students, and professional development, this book is essential for educators, academicians, administrators, curriculum designers, instructional designers, researchers, policymakers, and students.