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Recent theoretical debates in the field of intercultural language education reveal a “cosmopolitan turn”, which implies a  glocal , critical, and transformative perspective of interculturality as praxis. This article explores the promotion and development of interculturality from a critical cosmopolitan perspective and reports on the results of an empirical study carried out in a Spanish language classroom for adult migrants in Barcelona through a didactic intervention based on  emergent pedagogies . The results enrich the conception of a “cosmopolitan agenda” for language teaching and contribute to bridging the methodological gap between global theoretical debates and local practices of intercultural language education.

language and intercultural communication

De los debates globales a las prácticas locales: pedagogías emergentes para el fomento de la interculturalidad en el aula de español para adultos migrantes