Aug 2026· Journal of International Students· 0 citations· 9 references
Abstract
In recent years, there has been an increasing demand to make students interculturally competent, preparing them to become global citizens. Individuals must have relevant intercultural and communicative competencies to function effectively in multicultural and multilingual environments. One common way to enhance intercultural competence (IC) is through teaching a foreign language (FL). FL teachers promote the acquisition of intercultural competence through a range of teaching materials and techniques; however, there is insufficient research documenting their experiences. This paper explores teachers’ beliefs and practices regarding the integration of intercultural communicative competence (ICC) among adult FL learners. 60 FL instructors from 17 countries, who taught 16 FLs at 29 universities and colleges across the USA, participated in this study. Data were collected through a questionnaire and semi-structured interviews with educators, which were analyzed using a mixed-methods approach. The Likert-scale items were analyzed using descriptive statistics, and the open-ended responses were analyzed using thematic analysis. Byram’s (2020) ICC framework was applied for analyzing the data, suggesting that educators explore all the ICC dimensions, including knowledge, discovery skills, interaction skills, interpreting and relating skills, and critical cultural awareness, to simulate conditions that encourage learners to practice communicating in multilingual and multicultural settings. Respondents reported that learners’ knowledge of the FL culture plays a significant role in their success in learning the target language. They also observed that the use of intercultural input enhanced FL learners’ pragmatic understanding, vocabulary, and speech production. Consequently, they frequently use cultural themes in instructional materials and assessments, which they believe have helped develop learners' overall FL skills.
This study examines how lecturers in a Brazilian public university perceive English-medium instruction (EMI) and the development of intercultural competence (IC) within their teaching. It aims to understand the importance they assign to IC, the challenges they encounter and the types of institutional support they consider necessary for integrating IC into EMI.
This study draws on data from an online questionnaire completed by 31 lecturers across multiple disciplinary fields. Closed-ended items generated descriptive statistics on language use and proficiency, while open-ended responses underwent qualitative content analysis, combining deductive and inductive coding procedures. The instrument was part of a larger project that collected comparable data in Brazil and Portugal.
EMI use was selective and concentrated in course materials, readings and slides rather than full English-medium course delivery. Lecturers identified insufficient English proficiency, lack of training, limited institutional policies and restricted opportunities for intercultural exposure as major barriers. They viewed IC as a multidimensional competence encompassing educational, social and professional dimensions. Participants emphasized the need for continuous pedagogical training, sustained language support and institutional recognition of EMI- and IC-related work.
Findings highlight the urgency of coordinated institutional policies, integrated EMI–IC professional development, expanded language support and opportunities for intercultural engagement to sustain EMI initiatives in Brazilian higher education.
This study provides one of the few empirical examinations of how Brazilian lecturers conceptualize IC within EMI practice. It offers context-specific insights into how structural inequalities and limited institutional frameworks shape EMI adoption in public, tuition-free systems.
Marcelo Kremer, Susana Pinto· Journal for Multicultural Ed...· 0 citations
Fostering international understanding in educational settings increasingly relies on effective cultural brokering, especially in regions experiencing growing multicultural interactions like Jazan, Saudi Arabia. In this context, culturally responsive teaching (CRT) plays a vital role in helping graduates navigate intercultural communication. This study investigates the perceptions of English graduates from Jazan University regarding cultural brokering and its impact on their intercultural communication skills. A mixed-methods approach was used to gather both numerical and descriptive insights. Quantitative data were collected through a structured questionnaire given to 117 English graduates, using a five-point Likert scale to assess students’ confidence in intercultural communication, perceptions of cultural brokering, and the level of institutional support for cultural awareness. To supplement the survey results, semi-structured interviews were conducted with a smaller group of participants to gain deeper understanding of their intercultural experiences. The results show that most participants reported moderate confidence in intercultural communication, recognizing cultural brokering as a crucial skill for engaging with diverse communities. However, graduates also noted several challenges, including limited opportunities for genuine intercultural interaction and insufficient curricular focus on cultural mediation skills. Participants also pointed out that while the university environment promotes cultural awareness, institutional support for formal intercultural training remains limited. The study highlights the importance of incorporating cultural brokering practices into English language and teacher-education programs to enhance students’ intercultural competence. These findings provide practical suggestions for curriculum developers, teacher educators, and policymakers, emphasizing the need for more structured initiatives that foster culturally responsive learning environments in Saudi higher education.
R. Ibrahim, Kama Shafeei· Muallim Journal of Social Sc...· 0 citations
The globalization of the Indonesian language has precipitated a highly heterogeneous demographic of learners in Bahasa Indonesia for Speakers of Other Languages (BIPA) programs. In multinational international school settings, learners often face significant socio-cultural barriers that hinder their functional communication. This qualitative exploratory study investigates the impact of transcultural multimedia integration on the development of learners' intercultural competence. In contrast to conventional monocultural approaches, transcultural pedagogy facilitates a dialogic comparison between the target culture and the learners' native cultures. Researchers conducted this three-month study at a Cooperative Education Unit (SPK) in Jakarta, involving 40 multinational expatriate learners (with no dual citizenship) and 10 BIPA educators. The researchers collected data through eight participatory classroom observations, semi-structured interviews, and reflective logs. To ensure trustworthiness, the study validated the data through methodological triangulation and member checking. The findings reveal three dominant themes: (1) the emergence of cultural relativism and pragmatic adaptability among learners; (2) a significant reduction in communicative hesitation due to the creation of a psychologically safe, transculturally reflective environment; and (3) a fundamental shift in the pedagogical role of teachers from static information transmitters to dynamic learning experience designers. This study concludes that the integration of authentic, transculturally reflective multimedia serves as a vital catalyst in transforming linguistic beginners into culturally empathetic global communicators, offering a new paradigm for BIPA curriculum development.
Hani Herawati, Ade Hikmat, Herri Mulyono· International Journal of Lea...· 0 citations
The growing integration of artificial intelligence (AI) into higher education has prompted renewed attention to its pedagogical role in intercultural communication education. Guided by Byram's (2021) model of intercultural communicative competence (ICC), this study explores Saudi EFL university students' perceptions and experiences of AI-mediated learning as a resource for developing intercultural awareness and understanding and intercultural communication styles. Adopting a mixed-methods approach, data were collected from 76 Saudi EFL university students through a questionnaire comprising Likert-scale items and open-ended questions. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative responses were examined through thematic analysis. The findings indicate generally positive evaluations of AI-supported tools for intercultural learning. Although differences between intercultural dimensions were not statistically significant, students tended to perceive AI-supported tools as particularly helpful for interaction-oriented aspects of intercultural competence, including pragmatic awareness, communicative confidence, and adaptability. Qualitative findings further show that learners valued AI for facilitating perspective-taking, judgments of communicative appropriateness, and low-risk intercultural practice, while also recognizing limitations related to emotional depth and spontaneity. By foregrounding learners' perceptions and experiences, this study contributes to intercultural communication education by positioning AI-supported tools as complementary pedagogical mediators that can scaffold intercultural reflection and communicative development when embedded within guided and theory-informed learning practices.
Reema Alghimlas, S. Abdelhalim· Intercultural Communication...· 0 citations
Globalization and increasing international mobility have led to a proliferation of international schools worldwide, including international school teachers. This trend has presented numerous multicultural challenges and issues, particularly for those who experience difficulties adapting to multicultural environments. Implementing respect for cultural differences can be crucial and may serve as a key indicator in successful intercultural interactions. The purpose of this phenomenological study is to investigate the experiences of eight international school teachers in practicing respect for cultural differences at international schools. Data collection was conducted through semi-structured interviews and the study employed thematic analysis to address research questions systematically. The study highlighted that each international school teacher has unique experiences in practicing respect for cultural differences according to their perspectives, personal experiences, and individual backgrounds. However, the findings of the study showed that there were several values that can be summarized as an interconnected circle in practicing respect for cultural differences, including self-awareness, open-mindedness, empathy, being non-judgmental, and always learning. The study suggested that school support, ongoing professional development, and a collaborative school culture are essential to equip international school teachers with the necessary tools to practice respect for cultural differences effectively.
Diana Trisnawati, Dyah Kumalasari, Azni Yati Binti Kamaruddin et al.· Journal of Research in Inter...· 0 citations
This research explores how both students and teachers perceive the influence of intercultural podcasts on fostering identity awareness among learners of English as a Foreign Language (EFL). In an era marked by increasing global interconnectedness, developing intercultural understanding and a reflective sense of identity has become essential within language education. Podcasts, recognized for their authenticity, accessibility, and diversity of cultural content, expose learners to multiple viewpoints, potentially shaping their understanding of their own identities as well as others’. To gain a fuller picture of these perceptions, the study employs a mixed-methods design. Data were collected through a structured questionnaire administered to (30) EFL students from various academic levels and through interviews conducted with 8 English language teachers at the Department of English, Abbes Laghrour University, Khenchela. Results reveal generally positive perceptions of intercultural podcast use. Students noted improvements in motivation, participation, and personal reflection about cultural and linguistic identity. Teachers highlighted podcasts as valuable tools for encouraging critical thinking and promoting intercultural dialogue, while also noting difficulties related to choosing suitable content and integrating it effectively into lessons. Overall, the study suggests that intercultural podcasts can play a meaningful role in enhancing identity development and language learning. The paper concludes with recommendations for structured incorporation of podcasts to support learners’ intercultural awareness and overall educational development.
Amel Boumaraf, Noura Boumaraf· Workshop on Evaluation of On...· 0 citations