Languages curricula are an important, yet underutilized, site
for students’ development of intercultural knowledge, awareness and skills in
higher education, though there has been little related empirical research. Given
the key role teachers play in student learning, in the context of two Australian
universities, this study explores language teaching academics’ perspectives on
language, culture and intercultural communication, and how these are reflected
in their teaching approaches. As part of a larger needs analysis project into
the teaching of languages and intercultural communication, this article reports
on semi-structured interviews with ten academic staff engaged in teaching and/or
researching languages, and one study abroad coordinator with a language teaching
background. Interpretations of the key concepts varied, as did participants’
reported approaches to teaching, from critical to instrumental. Teachers’
interpretations and approaches were influenced by their teaching and learning
histories, and while there were a range of approaches to the incorporation of
the (inter)cultural in the teaching of languages, this was approached more
critically than reported in previous studies. Contextual features which may
limit such integration of language and culture are discussed, as is the
contribution of languages teachers to students’ development of intercultural
competence.
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