This article traces my development as both a teacher and researcher of language and culture. It examines the develop-ment of my doctoral thesis through my interaction with notions of language and culture, grounded in professional practitioner experience. My doctoral research, which examined the nature of intercultural competence in young immersion language learn-ers, has provided useful illustration of classroom intercultural development. Models developed from research findings have contributed to teacher understanding of both complex student outcomes and the teacher’s role, in intercultural language pedagogy.
|Number of pages
|University of Sydney papers in TESOL
|Published - 2009