Intercultural language instruction as a stimulus for teacher investigation
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This study aimed to see how two language instructors evolved their multicultural language teaching techniques with the help of university academics. Using a qualitative case study technique, gathered information from classroom interviews, debriefing sessions, observations, and instructor-created guided reflection pieces. The findings show that chances for instructors to reflect on their practices modified their techniques to language instruction. The research provides important insights into how teachers' inquiries might enhance teachers' reactions to curricular change, which is beneficial for teacher education. To suit a curricular expectation, learners acquire intercultural communicative competence in plurilingual circumstances.