Language teachers are key figures in preparing young people for
participation in an increasingly multilingual and culturally
diverse world, yet little is known about how they go about this in
practice. This book uses examples of classroom interaction to
reveal how teachers of languages act as intercultural mediators and
the implications of this for practice. To date, there has been
little exploration of how teachers mediate language and culture
learning from an intercultural perspective, and what underlies
their mediation practices in terms of their conceptions of
intercultural language teaching and learning. This book offers an
account of what teachers are thinking, feeling and doing as they
enact an intercultural perspective on language teaching and
learning.
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