An intercultural approach to foreign language teaching This paper focuses on an intercultural approach to the teaching of English as a foreign language (TEFL) in Swedish schools and its consequences for teacher education. The approach is described in the context of international and national policy documents and introduced in an age of internationalisation and growing local responsibility for curriculum development. I relate the approach to two theoretical concepts: intercultural communicative competence (Byram) and the intercultural speaker (Kramsch). My ongoing research aims to understanding the possibilities and problems for the above approach based on studies of relevant documents and interviews with teachers and teacher educators. The forthcoming findings may be used to interpret teaching/learning processes in teacher education and in curriculum and teacher development aimed at intercultural understanding. Background English as a foreign language in Swedish schools. English is a compulsory subject for all young Swedes from year 4 to year 12, in fact many childre
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