Fostering Intercultural Communicative Competence in Secondary-School EFL Classes: Findings from Classroom Observations of Instructional Strategies

Abstract

Intercultural Communicative Competence (ICC), conceptualized both as a competence model in language education and as an intended learning outcome of language teaching, is gaining prominence in the context of globalisation as learners must also acquire the ability to communicate effectively and sensitively in the target language within culturally diverse situations. This paper presents the methodology, findings, and pedagogical implications of an empirical study based on classroom observations conducted in secondary English as a Foreign Language (EFL) lessons. The study highlights how the participating EFL teachers integrate cultural content in alignment with language skill development and what opportunities they create for fostering learners’ critical thinking, empathy and cultural awareness. The observations aimed to identify instructional strategies that foster the development of ICC, examined through classroom interaction patterns, activities and instructional materials including print-based and ICT-mediated materials. The results enable the systematisation of observed practices and a discussion of their implications for the development of learners’ English-language skills, ELT teachers’ instructional practices and material design.