This paper develops the idea that classroom investigation can be an integral part of teaching and learning, an ongoing "stance" that enables us to gather valuable information about teaching and learning that may otherwise go unnoticed. This information can in turn inform how teachers understand and develop intercultural language teaching and…

This paper describes the need to reconceptualise teaching and learning programs for intercultural language learning. The shift is from concepts such as "content" and its "coverage" (intended to address "learner needs and interests") to developing programs focused on meaning making in interaction and on learners as…

This paper provides background to considering how to assess intercultural language learning. It describes why traditional views of assessment are not sufficient. Essentially, assessing intercultural language learning requires assessment of both students' performance of communication in the target language and how they understand and explain the…

The Intercultural Language Teaching and Learning in Practice (ILTLP) Project is a large scale, national professional learning program designed to extend the understanding and practice of language teachers with regard to intercultural language learning. The latter is an orientation to language learning that underpins the National Statement and Plan…

Intercultural language learning gives a place to the use of both the target language and the learners' first and/or other language(s). There is a need to develop a balance, however, as each language contributes differently to learning. The purpose of thinking about language use in the classroom is to develop an informed approach to using as much…

Feedback provided by ILTLP Project team members to participants in Phase 1 is analysed to provide insights into the process of developing programs. The questions provide a starting point for considering current programming practices in developing units of work and long- term programs to support intercultural language learning.

For students of Indonesian, learning to identify base words is very important, but can often be quite tricky. This article describes how one of the authors used interactive digital content from The Le@rning Federation (TLF) together with an extensive range of offline activities within an intercultural language learning (ICLL) framework. It helps…

During Phase 1 of the Intercultural Language Teaching and Learning in Practice (ILTLP) Project Nhu Trinh, a teacher of (Mandarin) Chinese, was one of a number of teachers who worked with project team members in a feedback process to develop intercultural units of work and longterm programs for their classes. The changes to Nhu's programming that…

Intercultural language learning is developing as a key direction in languages education both in Australia and elsewhere. The teaching of culture in language classes is, however, not new to language teaching, and rationales for language teaching have regularly included issues related to cultural understanding (Liddicoat, 2004). However, culture has…