Aspect of integrating intercultural competence into English as a foreign language instruction

Abstract

In the changing context of global language learning and teaching, there has been a notable recognition of the substantial importance of intercultural communicative competence (ICC) in education. This acknowledgment arises from the expanding use of English as a global means of communication, emphasizing the crucial link between language and culture in modern language instruction. Intercultural communication has become increasingly important and unavoidable as people from different cultures and nations interact. To achieve intercultural understanding, it is imperative to reshape educational framework, emphasizing the significance of intercultural competence – the ability to understand the emotions, thoughts, perspectives, and behaviors of others. As learners encounter a variety of global cultures in their foreign language studies, foreign language education places a strong emphasis on the development of intercultural competence. The main objective of the article is to discuss the significance of integrating intercultural competence into the realm of English as a Foreign Language (EFL) teaching. The authors describe the diverse perspectives and lack of a universally agreed-upon definition of ICC, which can lead to confusion among educators regarding what ICC entails and how to teach it effectively. In addition, EFL instructors may have varying levels of understanding and preparedness in teaching ICC. The work emphasizes that some teachers might focus more on transmitting cultural facts rather than fostering intercultural reflective skills among students. There is a need to align teacher perceptions and practices with the goals of ICC education. The research also discusses the challenge of assessing ICC, which encompasses knowledge, skills, attitudes, and cultural awareness. Finding appropriate assessment methods that comprehensively evaluate these aspects is essential for monitoring students’ progress. Integrating ICC into EFL instruction requires equipping teachers with the necessary knowledge and pedagogical approaches. Pre-service teacher education and ongoing professional development programs should include ICC training to address classroom challenges effectively.