ABSTRACT
Beyond theoretical and empirical commonalities, the merging of education on ‘language’ and on ‘intercultural communication’ through a focus on ‘pedagogy’ (teaching and learning) is perhaps even more recent. The literature on pedagogical approaches to the acquisition of ‘intercultural (communicative) competence’ and development of the ‘intercultural speaker’ through modern foreign languages (MFL) education, along with primers and textbooks focused on the role of language in intercultural communication, provide ample evidence of an increasingly established body of scholarship. 4 All of these developments attest to the burgeoning status of ‘language and intercultural communication pedagogy’ as a field in its own right.
