Abstract
ABSTRACT To facilitate intercultural communicative competence, language learners are invited into the triadic capacity of Thirdness, where the social and critical interpretations of intercultural dialogue are explored. Little is known of the specific pedagogical stages to create such a terrain for the development of students’ sustainable intercultural competence. Situated within a tertiary-level English classroom in China, this study reveals how teachers can employ five pedagogical stages and humanised pedagogy to decentre cultural imperialism and promote plural values, behaviours and ways of knowing, and how students relativise their own beliefs to those of the target language culture.
Published Version
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