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Teaching Global Issues for Intercultural Citizenship in a Tunisian EFL Textbook: “Skills for Life”issues. This chapter argues for the importance of teaching global issues for the development of intercultural citizenship values and skills through the evaluation of the content and activities of a Tunisian EFL textbook “Skills for Life”. The evaluation demonstrated that the textbook included an ess

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Intercultural Competence in the Curriculum and in Textbooks—Which Lessons Can Be Learnt from EFL Texirst part of this chapter will look briefly at theories relating to intercultural competence, and how its influence can be seen in the Norwegian curriculum. In the second part of this chapter, extracts from a selection of textbooks used in English language teaching at secondary schools in Norway are

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Cultivating Critical Interculturality in Adult ESOLrom adult ESOL literature. This chapter recommends that adult educators integrate the theory and language of critical interculturality. Critical interculturality incorporates insights from critical pedagogy and the decolonial turn, which force us to problematise the assumption that culture is a thin

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Moving from Cultural Ethnocentrism to Enthnorelativism Through the Affordance of English Language Les. This chapter begins with the definitions and models of intercultural competence and cultural ethnocentrism. It critically outlines the main body of research on ethnocentrism and the impact of learning experience on students’ ethnorelativism. The chapter proceeds with a report on a mixed-methods s

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Using ‘Interculturality’ to Increase the Value of ELT in Academic Contextsnd pedagogy. It then argues that the practices and processes of a range of subjects are informed by cultures where the written text is often used, but that it is underpinned by different ideologies and psychologies, and that often the written text is not important. Finally, it argues that ‘intercult