In this paper, we explore how English language teacher education could be envisioned in different ways if one were to adopt a ‘social’ approach toward English language education. More specifically, drawing on our experience, which we gathered as Korean faculty members of two Canadian universities, with the help of reflexive inquiry, we highlighted the importance of fostering critical intercultural competence among language teachers. Focusing on a small-scale case study of Korean teacher candidates who participated in a short-term community-based service learning in Canada, our analysis examines how to train English teachers to develop their own intercultural understanding through experiential learning activities, so they can better develop intercultural competence among their students. We argue that a critical understanding of linguistic and cultural diversity is an essential component of English language teacher education in increasingly diverse EFL classrooms across South Korea in the era of globalization, transnationalism, and multilingual/ multiculturalism.

1. INTRODUCTION
 2. THEORETICAL FRAMEWORK AND LITERATURE REVIEW
  2.1. The ‘Social’ and ‘Cultural’ Turns in L2 Education
  2.2. Critical Intercultural Competence for Teacher Education
 3. THE CASE STUDY: COMMUNITY-BASED SERVICELEARNING IN TORONTO
  3.1. Community-Based Service Learning
  3.2. Participants, Data Collection, and Setting
  3.3. Intercultural Experiences in the Service-Learning
 4. REFLEXIVE INQUIRY: FOSTERING CRITICAL INTERCULTURALCOMPETENCE
  4.1. Emerging Intercultural Awareness of the Participants
  4.2. Critical Reflections on Participants’ Intercultural Awareness
  4.3. Nacirema: An In-class Experiential Learning Activity for CriticalIntercultural Competence
 5. CONCLUSION: ENGLISH TEACHER EDUCATION IN THE21ST CENTURY KOREA
 REFERENCES

• Hyunjung Shin(University of Saskatchewan, Canada)
• Mihyon Jeon(York University, Canada) Corresponding author