ABSTRACT
This chapter focuses on key shifts identified by interviewees needed in the educational activities and attributes of the foreign language teacher with reference to the broader academic literature focusing on the rejection of nativeness as the pivotal concept. It discusses the consideration of Derivry-Plard's call for the establishment of a common professional stance based on inter-pluri perspectives by reconceptualizing language education within a multilingual paradigm, and Canagarajah's complementary call for a translingual orientation to language studies. Key shifts identified by interviewees needed in the educational activities and attributes of the foreign language teacher were reviewed and discussed with reference to the broader academic literature focusing on the rejection of nativeness as the pivotal concept. Although this transformative view of communication through languages in contact accords with Houghton's transformative view of intercultural dialogue between identities in contact, transformation does not necessarily characterize the academic literature on intercultural communication.
