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ISSN : 1017-7108(Print)
ISSN : (Online)
English Teaching Vol.73 No.4 pp.125-147

Intercultural Competence and Critical English Language Teacher Education

Hyunjung Shin**,Mihyon Jeon
University of Saskatchewan, Canada
York University, Canada
** Hyunjung Shin: First author; Mihyon Jeon: Corresponding author


In this paper, we explore how English language teacher education could be envisioned in different ways if one were to adopt a ‘social’ approach toward English language education. More specifically, drawing on our experience, which we gathered as Korean faculty members of two Canadian universities, with the help of reflexive inquiry, we highlighted the importance of fostering critical intercultural competence among language teachers. Focusing on a small-scale case study of Korean teacher candidates who participated in a short-term community-based service learning in Canada, our analysis examines how to train English teachers to develop their own intercultural understanding through experiential learning activities, so they can better develop intercultural competence among their students. We argue that a critical understanding of linguistic and cultural diversity is an essential component of English language teacher education in increasingly diverse EFL classrooms across South Korea in the era of globalization, transnationalism, and multilingual/ multiculturalism.