AbstractThe profession has generated many theories of intercultural competence as well
as curricular models and practical guidelines aimed at cultivating it in modern
language classrooms, and yet we do not see significant shifts in classroom practice
with regard to intercultural dimensions of language teaching or widespread adoption
of innovative curricular models and approaches. To better understand this
overall stasis in the face of available alternatives, this chapter introduces the theory
of professional vision and its tools for analyzing professional practice. The theory
simultaneously supplies the analytic means for examining why desired change
in the practice of language education has not transpired while also suggesting
paths forward. Specifically, professional vision has inspired an approach to teacher
preparation called a core practices pedagogy; examples from the implementation
of this approach in one institution are shared to illustrate the potential of the
approach and what it might yield in terms of tools for the profession, more meaningful
teacher learning and possibly broader scale change.
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