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Intercultural Dimension in Foreign Language Teaching (FLT)
Submission DeadlineMar. 10, 2020

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Lead Guest Editor
Olsa Pema
Department of Foreign Languages, Faculty of Education and Philology, “Fan S. Noli” University, Korce, Albania
Guest Editors
  • Ervin Xhinaku
    Department of Foreign Languages, Faculty of Education and Philology, “Fan S. Noli” University, Korce, Albania
  • Anxhela Starja
    Department of English, Faculty of Foreign Languages, University of Tirana, Tirana, Albania
  • Erjon Agolli
    Department of English, Faculty of Foreign Languages, University of Tirana, Tirana, Albania
  • Manjola Nasi
    Department of English, Faculty of Foreign Languages, University of Tirana, Tirana, Albania
  • Lindita Kacani
    Department of Foreign Languages, Faculty of Education and Philology, “Fan S. Noli” University, Korce, Albania
  • Elona Ziu
    Department of Foreign Languages, Faculty of Education and Philology, “Fan S. Noli” University, Korce, Albania
Introduction
The intended special issue focuses on cultural and intercultural dimension and its immersion into Foreign Language Teaching (FLT) in diverse contemporary contexts. More specifically, firstly, it aims at unraveling by argument the concept of Intercultural Competence and its components, as well as their relevance to foreign language acquisition, as part of a larger framework of inherent bounds between language and culture. Secondly, it examines the importance of its pedagogical integration during FLT, seen as interlaced with other competences, in a variety of curricular classes responding to different goals and structures.
The papers accepted for publication are expected to respond to a number of scientific questions, which consider the intercultural dimension as crucial and innate to the processes of foreign language acquisition, as follows:
What are the conceptualization as well as the trend of development of Intercultural Competence in FLT at different educational levels? In different cultures? In various teaching environments, respectively, traditional classes vs. virtual environments? How is it interrelated with other competences, such as writing, reading, speaking and listening, and how does it stimulate their improvement? How does Intercultural Competence pedagogically integrate in the curricula and how does it further advance in more complex contexts, such as project works, translation modules, literature, history and civilization classes? What are the mechanisms of critically evaluating the degree of development of Intercultural Competence at diverse teaching stages and contexts in the age of globalization?
From a micro perspective, the scientific papers published in this issue will all contribute to greater awareness of a broad pedagogical body regarding the integration of this dimension into FLT observing language and culture as a single indivisible unit, as well as to fostering its development by introducing and analyzing the most successful models; furthermore, from a macro perspective, they will certainly stimulate further research in this field of study and contribute to the overall growth and development of students’ personality, as social beings in an ever-changing and dynamic world.
Aims and Scope:
  1. Intercultural Competence
  2. Linguistic Competence
  3. Integration
  4. Virtual Environment
  5. Literature
  6. Civilization
Guidelines for Submission
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(see: http://www.sciencepublishinggroup.com/journal/guideforauthors?journalid=214).

Please download the template to format your manuscript.

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