Teaching Foreign Languages in Multicultural and Intercultural Settings

TANITIM YAZISI

In foreign language education, individuals do not merely acquire

linguistic knowledge; they develop ways of understanding themselves,

others, and the social world. This book investigates beyond

the conventional boundaries of grammar, vocabulary, pronunciation,

and communicative competence. It approaches language

learning and teaching through the interrelated dimensions

of identity, culture, migration, multilingualism, intercultural

communication, social justice, and educational equity.

The book offers a comprehensive framework for understanding

foreign language classrooms as socially, culturally, and affectively

complex learning environments. It emphasizes the importance

of recognizing learners’ diverse linguistic repertoires, lived

experiences, cultural backgrounds, and forms of participation.

Designed for foreign language teachers, teacher educators,

researchers, graduate students, and curriculum developers, this

book provides both conceptual insight and practical direction for

developing more inclusive, critical, and responsive approaches

to foreign language education in multicultural societies.

The book contributes to current discussions on intercultural

language education by highlighting the ethical responsibility of

educators to create learning spaces in which learners’ voices are

acknowledged, differences are respected, and participation is

supported with dignity.

İÇİNDEKİLER

PREFACE

PART I

FUNDAMENTALS

CHAPTER 1

GLOBALITY, LANGUAGE, AND INTERCULTURAL

CLASSROOMS

1.1. Multicultural and Intercultural Classrooms

1.2. Language Ideologies and Power Dynamics

1.3. Globality in Multicultural and Intercultural Classrooms

1.4. Learner Backgrounds in Multicultural and Intercultural Classrooms

CHAPTER 2

THEORETICAL PERSPECTIVES ON LANGUAGE AND CULTURE

2.1. Sociocultural Theory and Language Learning

2.2. Intercultural Communicative Competence and Multilingualism

2.3. Plurilingualism and Translanguaging

2.4. Multiculturalism and Decolonial Language Learning

CHAPTER 3

IDENTITY, LEARNERS, AND DIVERSITY CLASSROOMS

3.1. Identity Construction in Language Learning

3.2. Heritage Learners and Translanguaging in Language Learning

3.3 Cultural Representation, Stereotypes, and Bias in Language Education

3.4. Building Belonging in Diverse Classrooms

PART II

METHODOLOGIES AND APPROACHES

CHAPTER 4

METHODOLOGIES FOR INTERCULTURAL LANGUAGE TEACHING

4.1. Communicative Language Teaching in Multicultural and Intercultural Classrooms

4.2. Intercultural Task-Based Language Teaching

4.3. CLIL, Disciplinary Inquiry, and Intercultural Learning

4.4. Experiential Learning and Project-Based Learning in Intercultural Language Education

CHAPTER 5

APPROACHES TO INTERCULTURAL PEDAGOGY

5.1. Critical Incidents and Case-Based Learning in Intercultural Pedagogy

5.2 Narration, Voice, and Identity in Intercultural Language Pedagogy

5.3. Mediation and Conflict in Intercultural Classrooms

5.4. Telecollaboration and Virtual Exchange in Intercultural Pedagogy

CHAPTER 6

INCLUSIVE AND CULTURALLY RESPONSIVE PEDAGOGY

6.1. Teaching Diverse Learners

6.2. Emotional Dimension and Trauma-Informed Language Pedagogy

6.3. Equity-oriented and Racial Equity Language Teaching

6.4. Classroom Climate and Community Building

CHAPTER 7

CEFR, AND MEDIATION IN INTERCULTURAL CLASSROOMS

7.1. CEFR Mediation Descriptors

7.2. Translanguaging as a Learning Strategy

7.3. Mediation in Multilingual Group Work

7.4. Designing Mediation Focused Tasks

REFERENCES