Troy McConachy is Senior Lecturer in TESOL Education at the University of New South Wales, Australia.

• Chapter 1. Introduction (Troy McConachy).- Chapter 2. Reframing intercultural understanding within a decolonial perspective: Addressing challenges faced by indigenous students in Colombian universities (José Aldemar Alvarez Valencia and Andrés Valencia).- Chapter 3. Exploring the role of interculturality in the Englishisation of Spanish higher education (Marta Aguilar-Pérez and Elisabet Arnó-Macià).- Chapter 4. Developing intercultural perspectives using creative arts-based methods in a medieval English literature course in higher education: An Argentinian case with language undergraduates (Melina Porto and Susana Company).- Chapter 5. Enhancing critical intercultural understanding in Japan: Telecollaboration and an arts-based approach to social activism (Noriko Ishihara).- Chapter 6. Critically engaging with cultural and ethnic stereotypes in an Algerian EFL classroom (Abir Drissat and Troy McConachy).- Chapter 7. Negotiating ideologies and identities in teaching for intercultural understanding in Saudi ELT (Tariq Elyas).- Chapter 8. English Language Learners’ intercultural citizenship development from an ELF-awareness perspective: Starting from Materials (Yasemin Bayyurt, Şebnem Yalçın and Benan Alahdab) Chapter 9. Promoting intercultural understanding in EFL teacher education in Iran: Engaging with materials through a semiotic lens (Ali Derakhshan and Mostafa Mehdizadeh).- Chapter 10. Supporting teachers to promote intercultural learning in tertiary EFL classrooms in Vietnam (Thi Phuong Thao Tran and Jonathan Newton).- Chapter 11. Teachers’ identity development from an intercultural citizenship perspective: Voices from ELT practitioners in China (Fan (Gabriel) Fang).- Chapter 12. Conclusion (Troy McConachy).

Troy McConachy is Senior Lecturer in TESOL Education at the University of New South Wales, Australia.

• Chapter 1. Introduction (Troy McConachy).- Chapter 2. Reframing intercultural understanding within a decolonial perspective: Addressing challenges faced by indigenous students in Colombian universities (José Aldemar Alvarez Valencia and Andrés Valencia).- Chapter 3. Exploring the role of interculturality in the Englishisation of Spanish higher education (Marta Aguilar-Pérez and Elisabet Arnó-Macià).- Chapter 4. Developing intercultural perspectives using creative arts-based methods in a medieval English literature course in higher education: An Argentinian case with language undergraduates (Melina Porto and Susana Company).- Chapter 5. Enhancing critical intercultural understanding in Japan: Telecollaboration and an arts-based approach to social activism (Noriko Ishihara).- Chapter 6. Critically engaging with cultural and ethnic stereotypes in an Algerian EFL classroom (Abir Drissat and Troy McConachy).- Chapter 7. Negotiating ideologies and identities in teaching for intercultural understanding in Saudi ELT (Tariq Elyas).- Chapter 8. English Language Learners’ intercultural citizenship development from an ELF-awareness perspective: Starting from Materials (Yasemin Bayyurt, Şebnem Yalçın and Benan Alahdab) Chapter 9. Promoting intercultural understanding in EFL teacher education in Iran: Engaging with materials through a semiotic lens (Ali Derakhshan and Mostafa Mehdizadeh).- Chapter 10. Supporting teachers to promote intercultural learning in tertiary EFL classrooms in Vietnam (Thi Phuong Thao Tran and Jonathan Newton).- Chapter 11. Teachers’ identity development from an intercultural citizenship perspective: Voices from ELT practitioners in China (Fan (Gabriel) Fang).- Chapter 12. Conclusion (Troy McConachy).

Troy McConachy is Senior Lecturer in TESOL Education at the University of New South Wales, Australia.

• Chapter 1. Introduction (Troy McConachy).- Chapter 2. Reframing intercultural understanding within a decolonial perspective: Addressing challenges faced by indigenous students in Colombian universities (José Aldemar Alvarez Valencia and Andrés Valencia).- Chapter 3. Exploring the role of interculturality in the Englishisation of Spanish higher education (Marta Aguilar-Pérez and Elisabet Arnó-Macià).- Chapter 4. Developing intercultural perspectives using creative arts-based methods in a medieval English literature course in higher education: An Argentinian case with language undergraduates (Melina Porto and Susana Company).- Chapter 5. Enhancing critical intercultural understanding in Japan: Telecollaboration and an arts-based approach to social activism (Noriko Ishihara).- Chapter 6. Critically engaging with cultural and ethnic stereotypes in an Algerian EFL classroom (Abir Drissat and Troy McConachy).- Chapter 7. Negotiating ideologies and identities in teaching for intercultural understanding in Saudi ELT (Tariq Elyas).- Chapter 8. English Language Learners’ intercultural citizenship development from an ELF-awareness perspective: Starting from Materials (Yasemin Bayyurt, Şebnem Yalçın and Benan Alahdab) Chapter 9. Promoting intercultural understanding in EFL teacher education in Iran: Engaging with materials through a semiotic lens (Ali Derakhshan and Mostafa Mehdizadeh).- Chapter 10. Supporting teachers to promote intercultural learning in tertiary EFL classrooms in Vietnam (Thi Phuong Thao Tran and Jonathan Newton).- Chapter 11. Teachers’ identity development from an intercultural citizenship perspective: Voices from ELT practitioners in China (Fan (Gabriel) Fang).- Chapter 12. Conclusion (Troy McConachy).