Developing and sustaining critical intercultural competence through confronting hidden bias in children’s literature in EFL preservice teacher education

Abstract

ABSTRACT This study explored the gains of pedagogical practices of using critical multicultural analysis to confront hidden bias in children's literature in EFL preservice teacher education. Participants (N = 15) experienced a variety of instructional activities throughout the semester. Using a qualitative case study design, data showed that preservice teachers gained essential knowledge, theoretical and practical, and were, therefore, prepared to promote critical intercultural competence in their future classrooms. As a result, this study calls for institutional and curricular policies that support explicit teaching of critical intercultural competence through children's literature in EFL teacher preparation programs.