This edited volume explores the educational significance of intercultural experience. It offers a broader conception of interculturality than commonly found in the area of foreign language teaching. Contributors represent a diverse range of academic and professional interests. The aim of the book is to encourage dialogue and interchange across this range, and beyond, to stimulate thinking about the educational value of intercultural experience.

Contents Introduction Geof Alred, Mike Byram and Mike Fleming 1. Becoming a ‘better stranger’: A therapeutic perspective on intercultural experience as/and education Geof Alred 2. For a flexible model of intercultural understanding Lothar Bredella 3. On being ‘bicultural’ and ‘intercultural’ Mike Byram 4. Learning to be intercultural Leah Davcheva 5. Intercultural experience and drama Mike Fleming 6. An experience of interculturality: Student travellers abroad Elizabeth Murphy-Lejeune 7. Ethnography and cultural practice: Ways of learning during residence abroad Celia Roberts 8. Searching for the intercultural person Phyllis M Ryan 9. Changing the focus: A discussion of the dynamics of the intercultural experience Amita Sen Gupta 10. English for the English: An intercultural approach David Stevens 11. A framework for teaching and learning ‘intercultural competence’ Susanne Weber 12. The recognition of intercultural competences: From individual experience to certification Genevieve Zarate Afterword Lothar Bredella

Editor information The editors are all members of the School of Education, University of Durham, interested in interdisciplinary approaches to intercultural experience. Geof Alred is a counsellor and counsellor trainer. His research interests include language in therapy, mentoring, and intercultural experience, in particular student residence abroad. Mike Fleming is Director of Initial Teacher Training. His research interests include the teaching of English and drama and in particular the use of drama as a form of intercultural education. Mike Byram studied languages and literature before becoming interested in the intercultural dimension of language education and ultimately in educational experience beyond the classroom.