This book provides an overview and analysis of the role that classroom interaction plays in instructed second language acquisition. The authors synthesise current state-of-the-art research on how classroom interaction benefits L2 learning through the lens of three theoretical perspectives: cognitive-interactionist (with a focus on how…

Intercultural language pedagogy goes beyond native speaker and target culture norms. Using an intercultural lens, this study examines the extent to which native-speakerism and authenticity inform the pedagogic belief and practice of Indonesian high-school teachers of English as a foreign language (EFL) and in particular how first language use…

This article reflects on current conceptualizations of intercultural understanding by reexamining the ideas of pioneer thinkers Marshall McLuhan and Edward Hall. It argues that common notions of intercultural understanding are reminiscent of McLuhan's ideas-as a form of advanced perception and higher forms of awareness. It will argue, however,…

Regular and sustained contact with speakers of other languages might offer members of multilingual societies opportunities to develop cultural awareness through interactions with diverse individuals. This study examines how the language awareness of individuals in a highly multilingual setting can act as a resource to support their learning about…

The study of participation from a socio-interactional perspective relates to the exploration of the interactional practices displayed by interactants and the close examination of the multimodal resources they employ. Here we observe the language choices made by 2 teachers and 10 students who participate in a "WhatsApp" chat over the…

The aim of this personal reflection is to revisit the major concepts that have informed my academic research in the area of applied linguistics and second language development, and show how my overall pedagogical approach has evolved, thanks to the contribution of Vygotsky's sociocultural theory (SCT). The main focus of this paper is on the…

The field of Teaching English to Speakers of Other Languages (TESOL) has observed how interest-driven extramural English (EE), an outside-of-classroom engagement with English (Sundqvist, 2009), can facilitate language development. Research supports the potential EE has when brought into formal English language teaching (ELT) settings; However,…

This essay arises out of critical reflections in which I have engaged through my teaching in an Indonesian University. All my students are learning English as a foreign language. They typically struggle with how they are positioned ideologically, especially in relation to the so-called 'native speaker'. My goal as an English educator is to free…

This chapter illustrates how Continuing Professional Development (CPD) can be put into practice in the context of foreign language teacher education. After outlining the overall structure of the CPD framework developed in the proPIC project, five sessions are introduced in detail. They include: (1) Session 1: What is CPD?; (2) Session 2: CPD as…

Based on Kecskes's (2014) intercultural pragmatics model, this study focuses on L2 teacher and learner perceptions of how conventionalized impoliteness formulae and implicational impoliteness (Culpeper, 2011) are shaped, negotiated, and produced interculturally on a social networking site (SNS), Instagram. In addition, the research sought to…

In the context of learning a second language, the passing on of cultural information as a means to further the development of intercultural competences is primarily viewed as being unidirectional--the "native-speaking culture" passing on information to the language learning student. However, in EFL (English as a foreign language)…

This article describes the experience of French language teachers as they explored interculturality within a collaborative professional development environment. Participants studied how to design culture lessons for their classrooms through the lens of Intercultural Communicative Competence with the support of theoretical frameworks for…

This study analyses four American multicultural teacher education textbooks for instances of inclusive and exclusive representations through the use of first person plural pronouns (i.e. "we", "us", "our", "ours"). Positioning theory is used as a theoretical framework to examine the textbook authors' uses of…

This study investigates how critical intercultural pedagogy, creative arts methods, inspired by new materialism, can support new forms of language and intercultural learning in contexts of conflict. Columbian university scholarship recipients in pre-service English language education from disadvantaged backgrounds, co-research alongside the…

In order to discern how reflective practice functions in an interactive context, this chapter offers an initial approach to understanding how pre-service teachers construct and represent their teacher identities, using a series of interactions designed to stimulate joint reflection in the framework of the proPIC project. The analysis focuses on…