Titlebook: English as an International Language Education; Critical Intercultur Ahmed Sahlane,Rosalind Pritchard Book 2023 The Editor(s) (if applicabl

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https://doi.org/10.1057/9780230233652riting for scholarly publication in English. Framed within the concept of intercultural competence, the chapter draws on relevant autoethnographic and empirical data to foreground the intercultural issues and complexities in navigating interactions inherent to the process of writing for scholarly pu

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2213-6967 s a means of examining the nature of intercultural communication pertaining in EIL varied international contexts. The chapters also reflect a wide diversity of perspectives from local contexts with globa978-3-031-34704-7978-3-031-34702-3Series ISSN 2213-6967 Series E-ISSN 2213-6975

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Critical Intercultural Language Teaching: Moving from Beliefs to Instructional Practices in EFL Clasmismatch between the teachers’ beliefs and pedagogical practices. Although the majority of teachers were favourably disposed toward CICLT in their responses to the questionnaire items, class observations revealed that this positivity was not necessarily manifested in their instruction. The findings

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Challenging Invisibility in a Privileged Discourse Space: Culturally and Linguistically Inclusive Unormative change, and my own related research in the area. Using this approach, I hope to diminish educational disparity between students and motivate other university lecturers to develop culturally and linguistically responsive pedagogies, both informally and formally, at course, unit of study and

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Teacher – Culture – Pluri: An International Initiative to Develop Open Educational Resources for Plund pluricultural foreign language teaching and assessment. We focus on the application of the developed open educational resources dealing with key concepts around pluriculturalism and plurilingualism in an international workshop for both pre- and in-service teachers of English as a foreign language

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Teachers’ Perceptions of Cultural Otherness in Sri Lanka: Bridging the Gap in ELT Interculturalityrity of the student teachers have negative perceptions of cultural diversity which would ultimately have a negative impact on their teaching. The present chapter suggests practical ways to overcome this challenge with a specially designed curriculum and introduces a context-based definition of inter

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Re-envisioning EIL-Informed TESOL Teacher-Education Curriculumr lingua-cultural diversity in ELT classrooms, this chapter will discuss what can or should be incorporated in the curriculum of an EIL-informed teacher education programme. In particular, what can be the overall goals of an EIL-informed TESOL teacher-education programme? What should form the key co