INTERCULTURAL COMMUNICATIVE COMPETENCE IN ENGLISH TEACHING: CHALLENGES AND STRATEGIES FOR INCLUSIVE EDUCATION
DOI:
https://doi.org/10.56219/lneaimaginaria.v2i25.5908Keywords:
Intercultural communicative competence, English teaching, intercultural education, cultural diversity, inclusive curriculum, intercultural methodologies, foreign language learningAbstract
Analyzing the relationship between intercultural communicative competence (ICC) and academic performance in foreign language learning, considering its integration into the school curriculum, is the purpose of this essay. In today’s global context, learning a language involves not only mastering linguistic structures but also developing the ability to interact with speakers from diverse cultures. Research has indicated links between ICC and academic performance, although this relationship can be considered weak and mediated by contextual and methodological factors. It is argued that interculturality continues to be addressed superficially in many curricular proposals, which is reflected in the prevalence of folkloric content, limited teacher training, the use of decontextualized materials, and the persistence of traditional grammar-focused models. Consequently, there is a need for teaching that integrates communicative competence with critical formation, so that students not only learn a foreign language but also acquire tools to act responsibly in a culturally diverse world.
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