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Uswatun Qoyyimah, Parlo Singh, Beryl Exley, Catherine Doherty & Yosi Agustiawan. (2023) Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools. Journal of Language, Identity & Education 22:2, pages 121-136.
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Kostas Magos & Kanella Georgopapadakou. (2023) When Greeks learn Turkish: developing intercultural competence through learning the language of the ‘enemy’. Intercultural Education 34:2, pages 101-117.
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Ashley Simpson, Fred Dervin & Jian Tao. (2022) Business English students’ multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University. International Journal of Bilingual Education and Bilingualism 25:6, pages 2041-2057.
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Mohammad Ahmadi Safa & Somayeh Tofighi. (2022) Intercultural communicative competence beliefs and practices of Iranian pre-service and in-service EFL teachers. Innovation in Language Learning and Teaching 16:2, pages 164-175.
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Christopher Weilage & Gabriella Maráz. (2022) Online Study’s Influence on International Student Employability Factors in Germany: Germany Vs. Overseas Based Students. Journal of Teaching in International Business 33:1, pages 7-30.
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Mahsa Vajak, Siros Izadpanah & Javad Naserian. (2021) The Assessment of Intercultural Competence in Iranian EFL and Non-EFL Leaners: Knowledge, skill, awareness, and attitude. Cogent Education 8:1.
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Juliet Kennedy. (2020) Intercultural pedagogies in Chinese as a foreign language (CFL). Intercultural Education 31:4, pages 427-446.
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Kate Naidu. (2020) Attending to ‘culture’ in intercultural language learning: a study of Indonesian language teachers in Australia. Discourse: Studies in the Cultural Politics of Education 41:4, pages 653-665.
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Amparo Lallana & Pilar Salamanca. (2020) Intercultural communicative competence in L2 Spanish: guidelines for teacher training programmes. Journal of Spanish Language Teaching 7:2, pages 178-192.
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Kristen L. Nugent. (2020) Exploring the teaching of culture in the foreign language classroom within the context of collaborative professional development: a critical participatory action research study. Educational Action Research 28:3, pages 497-517.
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Maedeh Ghavamnia. (2020) Iranian EFL teachers’ beliefs and perspectives on incorporating culture in EFL classes. Intercultural Education 31:3, pages 314-329.
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So-Yeon Ahn. (2019) Decoding “Good Language Teacher” (GLT) Identity of Native-English Speakers in South Korea. Journal of Language, Identity & Education 18:5, pages 297-310.
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Hannah Carson Baggett. (2018) “We’re Here to Learn to Speak French”: An Exploration of World Language Teachers’ Beliefs About Students and Teaching. Educational Studies 54:6, pages 641-667.
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Mahnaz Mostafaei Alaei & Fatemeh Nosrati. (2018) Research into EFL Teachers’ Intercultural Communicative Competence and Intercultural Sensitivity. Journal of Intercultural Communication Research 47:2, pages 73-86.
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Lisa Gonzalves. (2018) Identity, Gender and Teaching English in Japan, by Nagatomo, D.. Journal of Language, Identity & Education 17:2, pages 131-133.
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Tinghe Jin. (2017) Moving beyond ‘intercultural competence’: interculturality in the learning of Mandarin in UK universities. Language and Intercultural Communication 17:3, pages 306-322.
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Ariadna Strugielska & Katarzyna Piątkowska. (2016) Developing intercultural competence of teachers of English as a foreign language through an international project. Intercultural Education 27:6, pages 534-545.
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Anna Czura. (2016) Major field of study and student teachers’ views on intercultural communicative competence. Language and Intercultural Communication 16:1, pages 83-98.
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Evgenia Lavrenteva & Lily Orland-Barak. (2015) The treatment of culture in the foreign language curriculum: an analysis of national curriculum documents. Journal of Curriculum Studies 47:5, pages 653-684.
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Robyn Moloney & Susan Oguro. (2015) The effect of intercultural narrative reflection in shaping pre-service teachers’ future practice. Reflective Practice 16:1, pages 96-108.
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Robyn Moloney. (2013) The role of teacher communication in online collaborative language learning between a Chinese and an Australian school: a cautionary tale. Language and Intercultural Communication 13:4, pages 400-415.
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Robyn Anne Moloney. (2013) Providing a bridge to intercultural pedagogy for native speaker teachers of Chinese in Australia. Language, Culture and Curriculum 26:3, pages 213-228.
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Franziska Trede, Wendy Bowles & Donna Bridges. (2013) Developing intercultural competence and global citizenship through international experiences: academics’ perceptions. Intercultural Education 24:5, pages 442-455.
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Changkee Min & Hyunduk Kim. (2013) Relationship between cross-cultural attitudes and attitudes toward the foreign language study of tourism majors: the South Korean Case. Journal of Tourism and Cultural Change 11:1-2, pages 109-125.
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Soraya García-Sánchez & Sol Rojas-Lizana. (2012) Bridging the language and cultural gaps: the use of blogs. Technology, Pedagogy and Education 21:3, pages 361-381.
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Melina Porto. (2011) Bringing languages and cultures into contact: why lexical phrases may build bridges between native and foreign/second languages in the classroom, and between native/heritage and other cultures. Education 3-13 39:2, pages 171-185.
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Clare Conway, Heather Richards, Sharon Harvey & Annelies Roskvist. (2010) Teacher provision of opportunities for learners to develop language knowledge and cultural knowledge. Asia Pacific Journal of Education 30:4, pages 449-462.
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Kostas Magos & George Simopoulos. (2009) ‘Do you know Naomi?’: researching the intercultural competence of teachers who teach Greek as a second language in immigrant classes. Intercultural Education 20:3, pages 255-265.
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Robyn Moloney. (2009) Forty per cent French: intercultural competence and identity in an Australian language classroom. Intercultural Education 20:1, pages 71-81.
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Shiao‐Yun Chiang & Han‐Fu Mi. (2008) Reformulation as a strategy for managing ‘understanding uncertainty’ in office hour interactions between international teaching assistants and American college students. Intercultural Education 19:3, pages 269-281.
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