Structured Reflection Tasks for Transformative Language and Culture Learning

Abstract

Abstract Drawing on research at the intersection of adult transformative learning and language education, this article argues that by triggering metacognitive processes, language awareness, and perspective transformation, structured reflection (SR) tasks across language and culture curricula contribute to the development of learners as interculturally competent world citizens rather than global human capital. As their learning objectives align with the 2022 Council of Europe's recommendations on intercultural education, SR should be part and parcel of teachers’ training. This qualitative study seeks to offer a theoretical framework and a discussion of best practices to help educators implement SR tasks into the language curriculum.