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Foreign Language Teachers and Intercultural Communication: An International Investigation reports on a study that focused on teachers’ beliefs regarding intercultural competence teaching in foreign language education. Its conclusions are based on data collected in a quantitative comparative study that comprises questionnaire answers received from teachers in seven countries: Belgium, Bulgaria, Poland, Mexico, Greece, Spain and Sweden. It not only creates new knowledge on the variability, and relative consistency, of today’s foreign language teachers’ views regarding intercultural competence teaching in a number of countries, but also gives us a picture that is both more concrete and more comprehensive than previously known.

Didactics of languages --- Sociolinguistics --- Language and languages - Study and teaching. --- Language and languages --- Intercultural communication --- Multicultural education --- Communicative competence --- Languages & Literatures --- Philology & Linguistics --- Study and teaching --- Interculturele competentie --- Taal en talen --- Vreemdetalenonderwijs --- Vreemdetalenonderwijs en interculturele communicatie --- onderwijs --- didactiek --- Vreemdetalenonderwijs en interculturele communicatie. --- onderwijs. --- didactiek. --- Onderwijs. --- Didactiek. --- Competence, Communicative --- Intercultural education --- Cross-cultural communication --- Foreign language study --- Education --- Culturally relevant pedagogy --- Language and education --- Language schools --- Communication --- Culture --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Competence and performance (Linguistics) --- Psycholinguistics --- Anthropological aspects --- Culturally sustaining pedagogy --- Language and languages Study and teaching --- Foreign Language Teaching. --- intercultural competence. --- intercultural learning.

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The development of intercultural competence is the avowed purpose of teachers/trainers in commercial training and further and higher education, and yet the approaches are often seen as different and even in opposition. This book shows that there is complementarity in ‘education’ and ‘training’ in theory and in practice. The first group of chapters focuses on analysis of intercultural experience and the competence needed to be successful in that experience. The following chapters describe the practice of courses in both commercial and educational contexts where it becomes evident that ‘education’ and ‘training’ are indeed complementary without denying the tensions which exist and the expectations different learner groups may have. This book is thus not simply another discussion of the theory of interculturality but a juxtaposition of theory and practice to the benefit of both.

Multicultural education --- Intercultural communication --- Diversity in the workplace --- Cultural diversity in the workplace --- Cultural diversity in workforce --- Diversity in the workforce --- Diversity in the work place --- Multicultural diversity in the workplace --- Multicultural workforce --- Workforce diversity --- Multiculturalism --- Personnel management --- Cross-cultural communication --- Communication --- Culture --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Intercultural education --- Education --- Culturally relevant pedagogy --- Economic aspects --- Anthropological aspects --- Culturally sustaining pedagogy --- Sociology of minorities --- Educational sciences --- Sociolinguistics --- didactiek --- opvoeding --- intercultureel onderwijs --- culturele diversiteit --- sociolinguïstiek --- education. --- intercultural learning. --- training.