Teachers’ practices on teaching intercultural competence in higher education ELT classrooms

Abstract

This study investigates the difficulties faced by English language teachers in Indonesian higher education as well as the contextual elements influencing their methods for implementing intercultural competence in the classroom. Eight English language teachers from various backgrounds participated in the semi-structured interviews using narrative inquiry. The results show that teachers use interactive pedagogical approaches, include cultural subjects in the curriculum, and use real resources to introduce students to different viewpoints in order to develop intercultural competence. But issues like students' lack of prior knowledge, their lack of involvement, and the language and cultural complexity of intercultural competence continue to exist. Teachers' behaviors are also influenced by contextual factors, such as the cultural diversity of their students, their own intercultural experiences, and the use of English as the medium of teaching. The study emphasizes the necessity of institutional support, including professional development programs, in order to provide teachers with tools that are culturally appropriate and successful practices. It emphasizes the significance of creating inclusive learning settings in the classroom that strike a balance between intercultural and linguistic aims. The results add to the body of knowledge on intercultural competence in non-Western settings by providing perspectives on how English language teaching could be modified in fostering intercultural understanding on a global scale.