Corresponding author: Mary Georgiou University of Nicosia Email address: georgiou.m@unic.ac.

cy Keywords: foreign language education, culture teaching, intercultural competence, glo al citi!enship Title: Language learning for global citizenship: the intercultural and political dimensions of Foreign language education Abstract: "his article e#plores the connections etween $oreign language education %$&E' and political education. (ecent developments in language research stress the intercultural and political dimensions of $&E and foreign language teachers) social, political and moral responsi ilities. $&E is inherently intercultural since the foreign language classroom is where two cultures meet: the learner)s and the target culture. *owever, $&E tends to focus on linguistic competence and when it chooses to deal with culture teaching, it commonly adopts a facts+oriented approach which is criticised as inade,uate as it represents the ris- of creating and reinforcing stereotypes. .nstead, language learners have a need for intercultural s-ills so that they ecome tolerant of cultural differences. "he concept of critical cultural awareness integrates politics into $&E. /ince education is never neutral and all forms of education are political, $&E too has a political role to play. &anguage learning is then concerned with social 0ustice and moves eyond purely performative approaches. .t is thus recommended that $&E uses concepts from citi!enship education, education for democracy, and human rights education to address glo al citi!enship. /uch an approach places the focus on universal values and morality and re,uires modifications so that $&E contri utes to democratic and active citi!enship. ! "#$!!%& "'( ) *'(+,-$! )./ 0.#1) )./ +!./: 0.#')'2 *'!)(! ) 3 *'*(!(#1(3 45&$& "#$!!%& *'(0.#')'!'2 ('

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ntroduction Viti!enship education aims at the preparation of learners to ecome active and responsi le citi!ens willing to e#ercise their rights and responsi ilities %Wsler, XYYZ' and to engage with the different communities to which they elong %[lred et al., XYY\'. Viti!enship education also addresses democratic citi!enship and human rights %Wsler and /tar-ey, XYYZ' which inevita ly includes respect for persons with a different cultural ac-ground, hence intercultural learning. [ growing concern with citi!enship issues leads more national governments to follow the e#ample of international organisations, such as UNE/VW and the Vouncil of Europe, which promote citi!enship education as a contri ution to peace and human rights %/tar-ey, XYYZ'. "he significance of citi!enship education is increasingly recognised as glo al developments call for the preparation of students to face challenges of migration and mo ility, social ine,uality or environmental destruction %Vates, XYYZ'. .n societies, such as Vyprus, which e#perienced ethnic conflict and is still characteri!ed y separation the need is even more pressing. ]ut what is e#actly the role of foreign language teaching and learning in such an endeavour^ *ere, . will attempt to e#amine why foreign language education %$&E' is implicated in citi!enship issues and e#plore ways in which it can contri ute to effective citi!enship in multicultural conte#ts. . will e#plain why $&E is intercultural in essence and refer to recent developments in research which suggest the integration of intercultural learning in the foreign language classroom_ these recommendations will e contrasted to the prevailing language curricula and the actual teaching practices which favour the ac,uisition of linguistic s-ills. "he cultural component of $&E will e riefly e#amined to introduce the need for moving from cultural learning to cultural awareness and critical cultural awareness. [n interdisciplinary approach to language teaching is su se,uently proposed in order to promote glo al, cosmopolitan or intercultural citi!enship. $inally, . will present some of the implications for foreign language curricula and teachers) new roles. The intercultural dimension of foreign language 7ducation $&E is, y definition, intercultural %/ercu et al., XYYZ'. &earning to e#press oneself in words other than one)s own is `to ac,uire a new standpoint in our world+view) %von *um oldt, abc\: \Y' while the foreign language classroom is where two cultures meet: the learner)s and the target culture. dhen a person decides to learn a new language heeshe has to a andon the familiar for the fstrangeg, to venture into un-nown territory. &earning a new language is ta-ing ris-s y placing oneself `in a position of uncommon su ordination and powerlessness) %Kramsch, XYYc: Xcb'. .t entails sounding less intelligent than in one)s mother tongue, and learning new sociali!ation patterns of another culture at the ris- of acting the fwrongg way.

$&E aims at preparing learners for efficient interactions with spea-ers of other languages. *owever, successful communication does not only rely on the ac,uisition of a new linguistic code ut also on the a ility to have a harmonious interaction with people of different cultures. $luency alone is not sufficient to communicate successfully with people from other cultures %&h!hr et al., XYYi': learners also need to develop ehaviours and attitudes in order to avoid cultural misunderstandings. "his realisation has led foreign language research to develop an interest in cultural awareness and intercultural competence. The cultural component of FL7 Even though intercultural learning is inherent in language learning %Kumaravadivelu, XYYi', intercultural competence is not considered a fnaturalg or fautomaticg y+product of foreign language teaching %Meyer, ajja'. .f we want to e successful in intercultural communication we also need to -now the cultures of the spea-ers of the languages we learn %op. cit.'. "he close relationship of language and culture %(isager, XYYi' has made $&E increasingly aware that a language can rarely e taught without including the culture of the target community %*in-el, ajjj_ &ange and kaige, XYYc_ Vor ett, XYYc_ ]yram et al., ajjl_ $enner, XYY\'. "he `integration of culture in the language classroom) has een gaining ground in the last thirty years %Vor ett, XYYc: Xl', ut foreign language practices still grant it a marginal part. "he cultural component is treated separately from language, and teachers) guidelines often refer to teaching language plus culture which indicates not only `a dichotomy of language and culture) in language teaching %Kramsch, ajjc: b' ut also a hierarchy which views culture as secondary to language ac,uisition. Vulture is often ignored in language curricula and evaluation or viewed as interfering with the teaching of the four asic language s-ills %Vorta!!i and min, ajjj_ naldes, ajb\'. $&E thus still largely focuses on the ac,uisition of grammatical and le#ical competence %&h!hr et al., XYYi' treating culture `li-e a second cousin) %&ange and kaige, XYYc: #i'. "he domination of linguistic competence is generally e#pressed in the development of the four language s-ills needed y language learners: (eading, writing, spea-ing and listening. ]ut even when the significance of culture is ac-nowledged in foreign language teaching, the approach generally adopted seems to e inade,uate. .gnoring that cultures are neither uniform nor static %khipps and Gon!ale!, XYYl' and that images we hold of other cultures are neither neutral nor o 0ective %Ku ota, XYYl', $&E commonly opts for the `transmission of information) on the country and its people, in a `didactic) manner %]utt0es and ]yram, ajja: aab'. "his information tends to focus on topics around history, geography, literature and the fine arts, cultural values and customs, or daily life %kaige et al., XYYc: ajl': `home, school, and spare time) %$enner, XYY\: la'. "his facts+oriented approach is criticised as `inappropriate) or even `damaging) %]yram and $eng, XYYZ: jai' as it ignores that culture is `a social construct, a product of self and other perceptions) %Kramsch, ajjc: XYZ' and represents the ris- of creating and reinforcing stereotypes among learners %]yram and $eng, XYYZ_ &ange, XYYc_ /tar-ey, XYYZ'. oespite the good intentions to `encourage tolerance and positive reactions to the target culture) learners tend to perceive the target community as homogeneous with `strange ways and generali!ed ehaviors) %oamen, XYYc: il+iZ'.

"eaching culture is therefore a more complicated tas- than anticipated y the language teacher who can e faced with the dilemma: what aspects of culture, whose culture %especially in the case of world languages', and how est to teach them so as to avoid stereotyping. Cultural a8areness /ince culture teaching as mere transmission of -nowledge is considered insufficient, an intercultural perspective is proposed %Kramsch, ajjc_ /teele, XYYY_ McKay, XYYX' so that $&E moves eyond f-nowledge a outg to fempathic understanding ofg %/teele, XYYY: XYY' and that learners are encouraged to ecome tolerant of differences. [n answer then lies in shifting from a superficial teaching of cultural information to the development of cultural awareness. fVulturalg, finterculturalg and fcross+culturalg awareness are all terms encountered in the literature given the diversity of disciplines interested in the concept %cross+cultural psychology, anthropology, socio+linguistics, intercultural communication and education, usiness studies, cultural studiesp'. Vultural awareness refers to an awareness `of mem ers of another cultural group: their ehavior, their e#pectations, their perspectives and values) and attempt `to understand their reasons for their actions and eliefs) %Vorta!!i and min, ajjj: Xai'. Vulture can then e viewed as a `framewor- of assumptions, ideas, and eliefs that are used to interpret other people)s actions, words, and patterns of thin-ing) which is necessarily su 0ective %op. cit.: aji'_ this draws attention to the affective component of learning and not only to the cognitive one %]yram, XYYY' which can e helpful for the clarification of attitudes %/teele, XYYY' towards the target culture that can e at times those of indifference or hostility. .n the Vypriot conte#t, for e#ample, there is a prevailing anti+]ritish sentiment, largely arising from the past ]ritish rule, the continuing presence of ]ritish /overeign ases on the island and the Vyprus pro lem. "his could e confronted and elucidated in English language courses. $&E thus ecomes interested in developing attitudes amongst learners such as tolerance and understanding as well as cultural self+awareness %&antolf, ajjj': y including their own culture %]yram and $eng, XYYZ' learners are encouraged to critically reflect not only on the target culture ut also on their own so as to relativise `the previous ta-en+for+granted view of themselves and their culture) %]yram, Morgan et al., ajjl' and move away from an ethnocentric perspective. 6ntercultural communicati9e competence Vultural awareness is one component of intercultural competence, along with -nowledge and s-ills %(eynolds, ajjj: Xab'. Numerous scholars have given diverse definitions of intercultural competence during the last thirty years %]yram and $eng, XYY\'. Wne of these definitions spea-s of the `individual)s a ility to communicate and interact across cultural oundaries) %]yram, ajji: i'. [nother definition identifies `the a ility to ehave ade,uately and in fle#i le manner when confronted with actions, attitudes, and e#pectations of representatives of foreign cultures) %Meyer, ajja: aci'. oeveloping one)s intercultural competence implies that we cease to elieve that our way of eing is natural, fnormalg and that we ecome aware that `culture is not universal) %$ennes and *apgood, ajji: \X', that our values, lifestyles, or patterns of ehaviour have een shaped y our culture 0ust li-e every ody else)s in this world.
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"he term fintercultural communicative competenceg, introduced y Michael ]yram %ajji' further refines the concept as the a ility to interact with people from other cultures in a foreign language. &anguage theory and research increasingly ac-nowledge that the o 0ectives of foreign language education can no longer e limited to the ac,uisition of linguistic competence and that they must include intercultural communicative competence %Guilherme, XYYX_ /ercu et al., XYYZ_ Usq+muan and Martine!+$lor, XYY\_ &h!hr et al., XYYi'. ]yram and rarate %ajji' were the first to ela orate a model of intercultural communicative competence which consists of attitudes, -nowledge, s-ills and a ilities and includes amongst others curiosity, openness and readiness to suspend dis elief a out other cultures and elief a out oness own. "he model thus incorporates cognitive, affective and ehavioural components. Critical cultural a8areness and the political dimension of FL7 "he concept of critical cultural awareness goes one step further y integrating politics into $&E. ]yram %ajji' originally included critical cultural awareness or `savoir sengager) in his intercultural communicative competence model which he defined as the `a ility to evaluate critically and on the asis of e#plicit criteria perspectives, practices and products in oness own and other cultures and countries). *e later refined it as the a ility `to ,uestion, to analyse, to evaluate and, potentially, to ta-e action) %]yram, XYYb'. ]uilding on the premise of critical pedagogy that all forms of education are political %/hor, ajjX' and that all educational decisions have ideological implications, $&E is conceived as having a `political role to play) and foreign language teachers `social and political responsi ilities) %]yram and $eng, XYYZ'. Vritical pedagogy contests neutrality in education %Girou#, XYYZ_ hoo-s, ajjc_ /leeter and Mc&aren, ajjZ' and can e roadly descri ed as education grounded in a desire for social change %/leeter and Mc&aren, ajjZ_ Guilherme, XYYX_ oarder et al., XYYc'. .t holds a deeply politici!ed view of society and education and feels concerned with social 0ustice. Vritical pedagogues thus do not view education in simple terms of classroom methodology ut aim at the development of an emancipated citi!enry_ they aspire to lin- education to democratic principles and to transformative social action in classrooms as well as in society. "he interest of critical pedagogy in oppressed communities %oarder et al., XYYc' inevita ly includes an antiracist stance which e#presses an alliance to multicultural education %Mc&aren, XYYc'. Vritical pedagogy and multicultural education are fmirror imagesg %Gay, ajjZ' in that they oth `ac-nowledge and value diversity) and aim at preparing students `for active mem ership in a democracy) y encouraging `critical thin-ing, reflection, and action) %Nieto, XYYl'. &anguage learning is then perceived as `a social 0ustice issue) which calls for moving away from `functional and technicist approaches) %khipps and Gon!ale!, XYYl'. "he ideological nature of language teaching is well documented: kennycoo- %ajjl' challenges the neutrality of $&E and argues in favour of viewing it within the wider frame of society, culture, politics and economy. .n the same line of thought, ]erlin %ajbb: ljX' claims that `a way of teaching is never innocent) and that `every pedagogy is im ricated in ideology, in a set of tacit assumptions a out what is real, what is good, what is possi le) while ]enesch %ajjc' highlights the political dimension of English as a /econd &anguage %E/&' writing y pointing to a growing ody of literature that ta-es into account the sociopolitical conte#t of E/& teaching and learning. /imilarly, sylla i stand for particular ideologies %Vandlin, ajbl'. dhat we choose to teach, how we teach it and our relations to students
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all reflect our ideological assumptions a out education and society. "he fact that some educators, particularly in $&E, do not ac-nowledge their ideology does not ma-e them politically neutral %]erlin, ajbb'. .t is then prefera le that the social, political and ideological aspects in language and language teaching and learning are dealt with e#plicitly. :olitical education and foreign language education *aving esta lished the intercultural and political dimensions of $&E, . will now argue in favour of e#plicitly lin-ing political education to $&E. /haring the views of ]yram and Morgan %ajjl: aii' . do not see in political education an indoctrination of learners ut an education `which can truly descri e the critical understanding of native and foreign cultures to which foreign language education contri utes). "his critical understanding calls for an interdisciplinary approach which would assist students in ecoming aware of glo al issues and developing their political literacy. [n interdisciplinary, intercultural and humanistic approach to language teaching would draw on citi!enship education, education for democracy, human rights and peace education to esta lish mediation etween cultures %]yram, ajji', address learners) multiple identities and ultimately promote personal and societal growth. $&E is particularly well+placed to contri ute to education for democratic citi!enship. Viti!enship education and the intercultural dimension of language learning oth respond to the emerging realities of glo alisation %/tar-ey, XYYZ'. "hey are oth concerned with the enhancement of cultural development %Vorona, XYYZ': openness to otherness, respect for diversity and the `development of a range of critical s-ills) including `s-ills for communication and participation) %Wsler, XYYZ: l'. "hey oth aim at intercultural interaction and communication, the promotion of mutual understanding and the development of individual responsi ility %]eacco and ]yram, XYYc: ab'. Moreover, the Vouncil of Europe has formulated language education policies to promote plurilingualism, linguistic diversity, mutual understanding, democratic citi!enship and social cohesion %Vouncil of Europe, XYYZ'. .t e#plicitly aims at language policies which support democratic citi!enship, having recognised the alliance etween the two forms of education. &in-ing $&E to education for citi!enship places the focus on universal values and morality %[lred et al., XYY\' and `the respect for the individual at the heart) of the $&E endeavour %]yram and $eng, XYYZ'. .t entails reconsidering the aims and contents of language sylla i so that they contri ute to the empowerment of citi!ens %Vorona, XYYZ' and that they encourage learners to ecome active and critical citi!ens. .t also involves reconsidering language teachers) roles who tend to e in `the service of employa ility and the mar-et) %khipps and Gon!ale!, XYYl: #v'_ these new empowering roles for foreign language teachers emphasi!e their moral responsi ility as they are e#pected to `focus as much on the educational, political and social aspects of teachingelearning a foreign languageeculture as on the mastery of a linguisticecultural code) %Guilherme, XYYX: aZj'. $&E can then enhance critical cultural awareness `within the scope of *uman (ights Education and Education for oemocratic Viti!enship) %Guilherme, XYYX: XXZ' and address glo al citi!enship %khipps and Gon!ale!, XYYl'. "he concepts of glo al, cosmopolitan %Wsler, XYYZ' or intercultural
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citi!enship %[lred et al., XYY\_ ]yram, XYYb' are all suggested as an alternative to national citi!enship which has to ecome more fle#i le in order to allow learners to engage in conte#ts of cultural diversity. "hese identities involve solidarity, empathy and respect for difference, and feelings of elonging to local, national and glo al conte#ts. Conclusion .n a culturally pluralistic world, $&E can only share the concerns of other educational innovations, such as intercultural or citi!enship education, and aim at students) personal empowerment, moral development and the realisation of democratic ideals. .nterculturalism is present in the academic discourse which increasingly recogni!es the need to go eyond the instrumental and purely performative in order to prepare students to e active citi!ens and participate fully in a diverse and democratic society. *owever, educational systems hardly follow and linguistic competence prevails in teaching practices. E#isting approaches need therefore to e revisited and theory has to e translated into practice in order to respond to glo al developments of increased intercultural interactions and interdependence. ;eferences [lred, G. %XYYc' ]ecoming a `]etter /tranger): [ "herapeutic kerspective on .ntercultural E#perience and e as Education. .n [lred, G., ]yram, M. and $leming, M. %eds' XYYc. Intercultural Experience and Education. Vlevedon: Multilingual Matters: al+cY [lred, G., ]yram, M. and $leming, M. %eds' %XYYc' Intercultural Experience and Education. Vlevedon: Multilingual Matters [lred, G., ]yram, M. and $leming, M. %eds' %XYY\' Education for Intercultural Citizenship. Concepts and Comparisons. Vlevedon: Multilingual Matters. ]eacco, m+V. and ]yram, M. %XYYc' Guide for the Development of Language Education Policies in Europe from linguistic diversit! to Plurilingual education. E#ecutive nersion. /tras ourg: Vouncil of Europe &anguage kolicy oivision ]enesch, /. %ajjc' E/&, .deology, and the kolitics of kragmatism. "E#$L %uarterl!, Xi.l: iYZ+ iai ]erlin, m. %ajbb' (hetoric and ideology in the writing class. College English ZY.Z: lii+ljl ]utt0es and ]yram M. %eds' %ajja' &ediating Languages and Cultures. Vlevedon: Multilingual Matters ]yram, M. %ajji' "eaching and 'ssessing Intercultural Communicative Competence. Vlevedon: Multilingual Matters.

]yram M. %XYYX' $oreign language education as political and moral education t an essay. Language Learning (ournal X\: lc+li ]yram M. %XYYb' )rom )oreign Language Education to Education for Intercultural Citizenship. Essa!s and reflections. Vlevedon: Multilingual Matters ]yram M. and $eng [. %XYYZ' "eaching and (esearching .ntercultural Vompetence. .n *in-el, E. %ed.' XYYZ. *and+oo, of -esearch in #econd Language "eaching and Learning. Mahwah, Nm: &aurence Erl aum [ssociates: jaa+jcY ]yram M. and Morgan V. and Volleagues %ajjl' "eaching.and.Learning.Language.and. Culture. Vlevedon: Multilingual Matters ]yram M. and rarate G. %ajji' oefining and [ssessing .ntercultural Vompetence: some principles and proposals for the European Vonte#t. Language "eaching Xj: Xcj+Xlc Vandlin, V.N. %ajbl' /ylla us design as a critical process. Language Learning and Communication c.X: aXj+alZ Vates, K. %XYYZ' "eaching for a etter world: language education in mapan. .n Wsler, [., /tar-ey, *. XYYZ. Citizenship and Language Learning: International Perspectives < /to-e on "rent: "re tham ]oo-s: Zj+ic Vor ett, m. %XYYc' 'n Intercultural 'pproach to English Language "eaching. Vlevedon: Multilingual Matters Vorona, o. %XYYZ' .nterdisciplinary and humanistic learning: a case study from Vu a. .n Wsler, [., /tar-ey, *. XYYZ. Citizenship and Language Learning: International Perspectives < /to-e on "rent: "re tham ]oo-s: jZ+aYX Vorta!!i, M. and min, &. %ajjj' Vultural mirrors. Materials and methods in the E$& classrooms. .n *in-el, E. %ed.' ajjj. Culture in #econd Language "eaching and Learning. Vam ridge: Vam ridge University kress: aj\+Xaj Vouncil of Europe %XYYZ' Plurilingual Education in Europe /0 !ear of International Cooperation. /tras ourg: Vouncil of Europe http:eewww.coe.intetedglelinguistice/ourceeklurinlingalEducationuEN.pdf %March Xbth XYYj' oamen, &. %XYYc' Vlosing the &anguage and Vulture Gap. .n &ange, o.&. and kaige, (.M. %eds.' XYYc. Culture as the Core Perspectives on Culture in #econd Language Learning. Greenwich, V": .[k: ia+bb oarder, [., ]altodano, M., and "orres, (.o. %XYYc' "he Critical Pedagog! -eader. New vorand &ondon: (outledge$almer

oarder, [., ]altodano, M., and "orres, (.o. %XYYc' Vritical kedagogy: [n .ntroduction. .n oarder [., ]altodano, M., and "orres, (.o. %eds' XYYc. "he Critical Pedagog! -eader. New vor- and &ondon: (outledge$almer: a+Xa $enner, [. %XYY\' .ntercultural awareness as an integral part of foreign language learning. .n $enner, [. and New y, o. %eds.' %XYY\' Coherence of principles, cohesion of competences exploring theories and designing materials for teacher education. /tras ourg+Gra!: Vouncil of Europe+European Ventre for Modern &anguages: lY+Zb $enner, [. and New y, o. %eds.' %XYY\' Coherence of principles, cohesion of competences exploring theories and designing materials for teacher education. /tras ourg+Gra!: Vouncil of Europe+European Ventre for Modern &anguages $ennes, *. and *apgood, K. %ajji' Intercultural Learning in the Classroom. Crossing 1orders. &ondon and dashington: Vassell Vouncil of Europe /eries $reire, k. %ajiY' Pedagog! of the $ppressed. "ranslated y Myra ]ergman (amos in ajj\. *armondsworth: kenguin ]oo-s Gay, G. %ajjZ' Mirror images on common issues: karallels etween multicultural education and critical pedagogy. .n /leeter, V. and Mc&aren, k. ajjZ. &ulticultural Education, Critical Pedagog!, and the Politics of Difference. [l any, Nv: /UNv kress: aZZ+ajY Girou# *. [. %XYYZ' 1order Crossings. Cultural 2or,ers and the Politics of Education. %Xnd ed.'. New vor-: (outledge Guilherme M. %XYYX' Critical Citizens for an Intercultural 2orld )oreign Language Education as Cultural Politics. Vlevedon: Multilingual Matters *ernande! /heets, (. and *ollins E. (. %eds' %ajjj' -acial and Ethnic Identit! In #chool Practices. 'spects of *uman Development. Mahwah, Nm: &aurence Erl aum [ssociates *in-el, E. %ed.' %ajjj' Culture in #econd Language "eaching and Learning. Vam ridge: Vam ridge University kress *in-el, E. %ed.' %XYYZ' *and+oo, of -esearch in #econd Language "eaching and Learning. Mahwah, Nm: &aurence Erl aum [ssociates hoo-s, ell %ajjc' "ransformative pedagogy and Multiculturalism. .n kerry, ". and $raser, m. d. %eds' ajjc. )reedoms Plo3 "eaching in the &ulticultural Classroom. New vor-: (outledge: ja+jb Kramsch, V. m. %ajjc' Context and Culture in Language "eaching. W#ford: W#ford University kress

Ku ota, (. %XYYl' Vritical multiculturalism and second language education. .n Norton, ]. and "oohey, K. %eds.' XYYl. Critical Pedagogies and Language Learning. Vam ridge: Vam ridge University kress: cY+ZX Kumaravadivelu ]. %XYYi' Cultural Glo+alization and Language Education. New *aven, V": vale University kress &am ert (. o. and /hohamy, E. %eds' %XYYY' Language Polic! and Pedagog! Essa!s in *onor of '. -onald 2atson. N$&V, dashington e "el [viv University: mohn ]en0amin)s ku lishing *ouse &ange, o.& %XYYc' .mplications of "heory and (esearch in /econd &anguage Vlassrooms. .n &ange, o.&. and kaige, (.M. %eds.' XYYc. Culture as the Core Perspectives on Culture in #econd Language Learning. Greenwich, V": .[k: Xia+cc\ &ange, o.&. and kaige, (.M. %eds.' %XYYc' Culture as the Core Perspectives on Culture in #econd Language Learning. Greenwich, V": .[k &antolf m. k. %ajjj' /econd culture ac,uisition. Vognitive considerations. .n *in-el, E. %ed.' ajjj. Culture in #econd Language "eaching and Learning. Vam ridge: Vam ridge University kress: Xb+l\ &h!hr .., *u er+Kriegler M., &ussier o., Matei G. /., kec- V. %eds' %XYYi' Developing and assessing intercultural communicative competence. ' guide for language teachers and teacher educators. Gra!: European Ventre for Modern &anguages. Vouncil of Europe McKay, &. /. %XYYX' "eaching English as an International Language. "eaching and Learning in the Language Classroom. W#ford: W#ford University kress Mc&aren, k. %XYYc ' (evolutionary kedagogy in kost+(evolutionary "imes: (ethin-ing the kolitical Economy of Vritical Education. .n oarder et al. %eds.' XYYc. "he Critical Pedagog! -eader. New vor- and &ondon: (outledge$almer: aZa+abl Meyer M. %ajja' Developing "ranscultural Competence Case #tudies of 'dvanced )oreign Language Learners. .n ]utt0es and ]yram %eds' ajja. &ediating Languages and Cultures. Vlevedon: Multilingual Matters: ac\+aZb Nieto, /. %XYYl' 'ffirming Identit!. "he #ociopolitical Context of &ulticultural Education. %lth ed.' ]oston: kearson Education Norton, ]. and "oohey, K. %eds.' %XYYl' Critical Pedagogies and Language Learning. Vam ridge: Vam ridge University kress Wsler, [. %XYYZ' Education for democratic citi!enship: new challenges in a glo alised world. .n Wsler, [., /tar-ey, *. XYYZ. Citizenship and Language Learning: international perspectives< /to-e on "rent: "re tham ]oo-s: c+XX

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Wsler, [., /tar-ey, *. %XYYZ' Citizenship and Language Learning: international perspectives< /to-e on "rent: "re tham ]oo-s kennycoo-, [. %ajjl' "he Cultural Politics of English as an International Language. *arlow: kearson Education kerry, ". and $raser, m. d. %eds' ajjc. )reedoms Plo3 "eaching in the &ulticultural Classroom. New vor-: (outledge khipps, [. w Gon!ale!, M. %XYYl' &odern Languages. Learning 4 "eaching in an Intercultural )ield. &ondon: /age (eynolds, [. &. %ajjj' dor-ing with Vhildren and [dolescents in the /chools: Multicultural Vounseling .mplications. .n *ernande! /heets, (. and *ollins E. (. %eds' ajjj. -acial and Ethnic Identit! In #chool Practices. 'spects of *uman Development. Mahwah, Nm: &aurence Erl aum [ssociates : Xac+XcY (isager, K. %XYYi' Language and Culture Pedagog!. Vlevedon: Multilingual Matters /ercu, &. et al. %XYYZ' )oreign Language "eachers and Intercultural Competence. 'n International Investigation. Vlevedon: Multilingual Matters /hor .. %ajjc' Empo3ering Education Critical "eaching for #ocial Change. Vhicago: Vhicago University kress /leeter, V. and Mc&aren, k. %ajjZ' &ulticultural Education, Critical Pedagog!, and the Politics of Difference. [l any, Nv: /UNv kress /tar-ey, *. %XYYZ' &anguage teaching for democratic citi!enship. 6n =sler> A<> ?tar@eA> B< CDDE< Citizenship and Language Learning: international perspectives< /to-e on "rent: "re tham ]oo-s: Xc+cj /teele, ( %XYYY' &anguage &earning and .ntercultural Vompetence. .n &am ert, (.o. and /hohamy, E. %eds.' XYYY. Language Polic! and Pedagog!. Essa!s in honor of '. -onald 2alton. [msterdam: ]en0amins: ajc+XY\ Usq+muan E. and Martxne!+$lor, E. %XYY\' Current "rends in the Development and "eaching of the )our Language #,ills. New vor-: dalter de Gruyter naldes, m. %ajb\' Culture 1ound 1ridging the Cultural Gap in Language "eaching. Vam ridge: Vam ridge University kress non *um oldt, d. %abc\eajbb' $n Language. Vam ridge: Vam ridge University kress Fiographical details: Mary Georgiou has studied &inguistics %M[' at the University &yon X, $rance. /he has een a foreign language educator for aZ years, teaching $rench and English languages at secondary and
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tertiary levels of education. /he currently teaches at the University of Nicosia, Vyprus while underta-ing doctoral studies in "eacher Education at the University of Nottingham, UK. *er research interests include language teachers and learners) intercultural competence, antiracist education, and culture teaching.

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