IALIC bridging across languages and cultures in everyday lives : new roles for changing scenarios

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_{This paper presentation isbased on the results of a doctoral study, which  purpose was to explore and develop atheoretical and pedagogical foundation for the teaching of interculturality inEnglish as a foreign language in lower secondary school. The study explored theknowledge dimension and skills dimension of teaching interculturality (Byram, 1997; Dervin & Risager, 2015). Theaim of the study was dual: the empirical aim was to identify teachers’perceptions and practices of interculturality in comparison to students’perceptions and engagement in interculturality  in two Danish schools. The theoretical aim was tore-interpret the knowledge- and skills dimensions of teaching interculturality.The empirical study employed a critical participatory action researchmethodology (Brydon-Miller,Greenwood, & Maguire, 2003; Given, 2008; Kemmis & McTaggart, 2005), in which three teachers’perceptions and practices of interculturality were explored throughout theschool year 2013/2014 in a pre-intervention phase, two explorativeinterventions and a post-intervention phase. For comparison, students’ perceptionsand engagement in interculturality were also explored. The empirical data iscomprised of three teachers of English and three year 8 classes. The studycomprises 66[N1] observations of English lessons, two professional development seminars, sixinterviews with teacher participants and two reflection meetings. It alsocomprises focus group interviews with four students from each class prior tothe explorative interventions, and follow-up interviews after the explorativeinterventions. Finally, the study investigated students’ productions, such asnotes in Autobiographies explorativeinterventions. Finally, the study investigated students’ productions, such asnotes in Autobiographies of InterculturalEncounters (Council of Europe. Education department.Language policy unit, 2013), blogs and essays. The analyticalframework is based on Critical Theory: Cultural Studies and intersectionality (Dhamoon,2011; Grossberg, 2010; Hall, 1992; Hall, Evans, & Nixon, 2013), Critical interculturalcommunication and Othering (Dervin,2014; Holliday, 2011; Martin, Nakayama, & Carbaugh, 2012) as well as critical media literacyand subtextuality (Luke,2012; Macedo & Steinberg, 2007,2009).}