Teaching intercultural communicative competence in degree programmes in English as a foreign language: Stakeholders’ views

Talbi, Maroua (2021) Teaching intercultural communicative competence in degree programmes in English as a foreign language: Stakeholders’ views. In: Doktoranduszok tanulmányai az alkalmazott nyelvészet köréből 2021. Nyelvtudományi Kutatóközpont, Budapest, pp. 368-392. ISBN 9789639074941

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Abstract

This exploratory case study examines programme leaders and EFL tutors’ views towards integrating intercultural communicative competence (ICC) in their courses in the framework of English major programmes at university. The definition of ICC proposed by Byram (1997) and the model suggested by Barrett et al. (2014) were used. The study was carried out at a prestigious university in Hungary. Semi-structured interviews were carried out with 21 tutors; 12 of them are programme leaders. The findings indicated that culture and interculturality were not taught in all departments; this depends on the course’s aim and the importance the tutors attached to teaching ICC. Also, the tutors maintained that culture was taught implicitly in some courses.

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