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In Karaman & Tochon (in press), we focused on the intercultural communication experiences of a group of U.S. prospective teachers. The participants were student teaching in Ecuador. They experienced two types of ideological and cultural conflicts. These were (1) conflicts that were pedagogical in nature; and (2) conflicts in their visions of reality when their worldviews differed from those of the host community. Their ideologies about pedagogy and day-to-day worldviews were challenged. These included their ways of perceiving how a teacher should behave in a classroom situation or in society and how activities should be planned. Student teachers' clashes inside a new cultural reality signalled the complex dynamics in intercultural communication. Through living with host families and working with foreign mentors at schools abroad, the prospective teachers had access to several contexts that could be deemed conducive to intercultural development. One primary goal of their program was to prepare them for future cross-cultural encounters with this cultural immersion experience. By posing guiding questions devised from critical systems theory, we were able to explore whether particular intercultural communication patterns could lead to intercultural reasoning.

Karaman, A. C., & Tochon, F. V. (in press). International Student Teaching in World Language Education: Critical Criteria for Global Teacherhood. Critical Inquiry in Language Studies.

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