Abstract
ABSTRACT Recent theoretical debates in the field of intercultural language education reveal a “cosmopolitan turn”, which implies a glocal, critical, and transformative perspective of interculturality as praxis. This article explores the promotion and development of interculturality from a critical cosmopolitan perspective and reports on the results of an empirical study carried out in a Spanish language classroom for adult migrants in Barcelona through a didactic intervention based on emergent pedagogies. The results enrich the conception of a “cosmopolitan agenda” for language teaching and contribute to bridging the methodological gap between global theoretical debates and local practices of intercultural language education.
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