The world Englishes framework gravitating around many recent models of English has initiated sharp interest in adopting intercultural awareness and its teaching/learning in English language instruction. This is because English has become ‘a heterogeneous language with multiple norms and grammars’ (Canagarajah, 2006) and no longer an international language but an ‘intercultural language’ (Sifakis, 2004). Intercultural English language teaching (IcELT) aims to create interculturally multidialectical English users among world Englishes by not only developing cultural tolerance and linguistic and cultural diversity but abating the so-called native-speakers’ linguistic and cultural dominances. For this, this article suggests eight workable IcELT guidelines which could facilitate users’ IcELT competence. This article, for its organization, first addresses why IcELT in relation to the world Englishes framework should be dealt in the contemporary ELT arena. Secondly, it suggests the eight IcELT guidelines along with some classroom techniques; thus, teachers of English language will benefit in his/her future lesson plans.

This study is to discuss the characteristics of Korean by which English passives are translated into Korean actives. Cho (2005) suggests the three major characteristics of Korean responsible for the voice modulation found in English-Korean translations: i) free word order, ii) a non-subject topic in the sentence-initial position, and iii) ellipsis of subject. This statistical study, however, reveals that the first two features play no role and the third one plays a limited role. It shows that the voice modulation is significantly affected by other typological characteristics of Korean such as BECOME-language (Ikegami 1991) and high-context language (Hall 1976), and also by the use of the combination of ‘noun + delexicalized verb’ caused by lexical gaps between the two languages.