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The intended audience for this book targets pre-service teachers,
teacher trainers and practicing teachers who teach English as a foreign
language. This book provides, to every audience group, relevant
theoretical groundings that support the need to build intercultural
communicative competence in the foreign language classroom.
Throughout this book, emphasis has been placed on the need to
redesign teacher education programmes in order to address the
pedagogical changes that multilingual and multicultural classrooms
generate. Various practical activities included in this book are meant to
develop readers’ content pedagogical knowledge and reflective
attitudes towards possible research directions that can foster an
understanding of how theory can impact practice.
This book addresses also practicing teachers and teacher
trainers who teach other subjects but who make use of a foreign
language as a tool to teach the subject matter. These teachers use
language, implicitly or explicitly, as a cultural tool and therefore, they
should become more cognizant of the social and cultural context that
might influence both their teaching and choice of tasks and resources.
Reference is made sometimes to the Romanian National Curriculum
when discussing some theoretical aspects.
Finally, this book is useful for al |
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