The path to reading comprehension through intercultural competence in the multicultural EFL classroomFootnote^*
* The data presented in this article were collected within the framework of the author’s doctoral studies and appear in her doctoral dissertation, which can be accessed at http://sro.sussex.ac.uk/44403/.

Devora Hellerstein-YehezkelDepartment of English Studies, The Academic College at Wingate, Netanya, IsraelCorrespondence[email protected]

http://orcid.org/0000-0001-7453-8442

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Mehmet Altin & Asuman Seda Saracaloğlu. (2018) Effect of reading comprehension instruction enriched with cultural materials on English learning. Cogent Education 5:1.
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Wen-Chi Vivian Wu, Jun Chen Hsieh & Jie Chi Yang. (2021) Effects of Flipped Reading–Writing Constructivist Instruction on EFL Learners’ Writing Performance and Intercultural Sensitivity. The Asia-Pacific Education Researcher 32:1, pages 123-139.
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Yuan-Cheng Chang, Anongkarat Bangsri, Chotikan Jabioon & Utumporn Pakdeewong. (2022) Effect of Thai Junior High Student Intercultural Competence on Resilience, Well-being, and Reading Attitudes. International Journal of Educational Methodology 8:2, pages 211-219.
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Sissil Lea Heggernes. (2021) A critical review of the role of texts in fostering Intercultural Communicative competence in the English Language classroom. Educational Research Review 33, pages 100390.
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Adina Mannes & Yaacov J Katz. (2020) The Professional Identity of EFL Teachers: The Complexity of Nativeness. Curriculum and Teaching 35:2, pages 5-24.
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Hamza R’boul. (2020) Re-imagining intercultural communication dynamics in TESOL: culture/interculturality. Journal for Multicultural Education 14:2, pages 177-188.
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