Department of Teaching, Learning and Teacher Education
Date of this Version
2014
Citation
Published in Foreign Language Annals, Vol. 47, Iss. 4, pp. 669–683.
doi: 10.1111/flan.12115
Abstract
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2014 by American Council on the Teaching of Foreign Languages. Published by Wiley. Used by permission