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<p style="text-align:justify;">Intercultural&nbsp;Communicative Competence constitutes one of the most burning issues in foreign&nbsp;Language education given the challenges cultural diversity poses to our&nbsp;formerly homogeneous classrooms. This article attempts to explore the&nbsp;intercultural practices of EFL teachers working in primary schools in Greece,&nbsp;as well as the extent to which Content and Language Integrated Learning (CLIL),&nbsp;which is still striving for recognition in the particular context, promotes the&nbsp;development of intercultural knowledge, attitudes and skills. Using the mixed&nbsp;method research model, the present study investigates the importance primary&nbsp;EFL teachers in Greece ascribe to intercultural objectives, the way the&nbsp;cultural dimension is articulated in professional praxis, the potential of a&nbsp;CLIL approach to foster intercultural sensitivity, as well as the perceived&nbsp;gains and challenges CLIL practitioners face in primary education. The analysis&nbsp;of the findings shed light on a number of constraining factors along with the&nbsp;potential of CLIL to circumvent obstacles and promote intercultural dialogue. It&nbsp;is hoped that the implications of the findings will pave the way for future&nbsp;full-scale research that will serve as a basis for the much-needed change in&nbsp;intercultural education and policy in Greece.&nbsp;</p>

Promoting Intercultural Communicative Competence through CLIL in Greek Primary Education

Original Research 

ltrq.2020.17.01.xml

Guest-editor: 
Isaak Papadopoulos, PhD, European University Cyprus, Cyprus

Thematic Issue: Interculturalism in Second Language Teaching