Abstract:
Developing students' intercultural capability has become an increasingly important learning goal in New Zealand, as reflected in the values and key competencies which underpin New Zealand's national curriculum (Ministry of Education, 2007). The 'Learning Languages' learning area, with its three‐strand model of communication, language knowledge and cultural knowledge, is well placed to facilitate and enhance learners' development of this capability. However, many non‐specialist language teachers are still developing their understandings of effective language programmes, and specialist and nonspecialist teachers alike often struggle to incorporate intercultural learning opportunities. This article reports on the first phase of a two year Ministryfunded project designed to explore how teachers in New Zealand intermediate schools can be supported to help students develop intercultural capability through language learning. Drawing on interview and questionnaire data, the article documents five teachers' existing beliefs and practices regarding language teaching and learning, including their engagement with ten principles for effective instructed language learning (Ellis, 2005) and six principles for intercultural language teaching and learning (Newton, Yates, Shearn, and Nowitzki, 2010). The purpose of the article is to provide a largely descriptive account of where these teachers are currently at in their understanding of Newton et al. with a view to identifying gaps in knowledge. The article concludes by outlining how these teachers will be supported to further develop their understandings of intercultural capability and intercultural reflection, and to facilitate further exploration of these with their students.