HIGHLIGHTS
SUMMARY
Over the last 20 years the main orientation of language education has expanded from communicative competence to intercultural communicative competence, and language teachers are now expected to enable learners to become interculturally competent (Bennett, 2004; Feng et_al, 2009; Tolosa et_al, 2018). Few studies on the issue of language teacher cognition have explored teachers of non-English courses or in non-European language countries (Gong et_al, 2018a; Ghavamnia, 2020). Specifically in terms of language teachers` frontiersin.org 10.3389/fpsyg.2022.939516 account of students` holistic intercultural development (e_g, Gong et_al, 2018a; Agostinetto and Bugno . . .
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