Jul 2026· Revista Gênero e Interdisciplinaridade· Vol 7, pp. 807-825· 0 citations· 2 references
Abstract
This article presents an experience report on integrating the intercultural dimension into English language teaching in Brazilian public high schools, based on practices at CEFET-RJ, Valença campus, with a focus on interdisciplinarity and citizenship education. Based on Morin (2000), Byram (2008), and the National Common Curricular Base (BRASIL, 2018), the study emphasizes the need to move beyond traditional grammar-centered instruction by incorporating cultural and critical approaches that promote respect for diversity and global competencies. Using a qualitative methodology, a questionnaire was shared with second-year students at the Integrated Technical High School program, revealing that both classes and the Nations Fair project serve as important contexts for fostering intercultural understanding, creativity, and teamwork. The findings suggest that embedding the intercultural dimension in English teaching is crucial for enhancing student agency and addressing the demands of holistic education in Brazilian public schools.
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 c...
Marcelo Kremer, Susana Pinto· Journal for Multicultural Ed...· 0 citations
This study analyzes ICC representation in the Global Success - Grade 11 English textbook, an official resource widely used in Vietnamese high schools. Drawing on Byram’s (1997) ICC framework, a systematic content analysis was conducted to examine all tasks across ten units, focusing on eight ICC dimensions. The finding...
Thành Ha Cong, Giang Dang Ngan· Tạp chí Khoa học Ngoại ngữ· 0 citations
Objective: Analyze how integrative cultural tasks can improve students’ intercultural awareness, digital competence, and understanding of the “world of English” in the United States, the United Kingdom, and other English-speaking countries. Methods: A thematic analysis was conducted to identify recurring perceptions an...
Isaí Alí Guevara Bazán· Revista Iberoamericana de In...· 0 citations
Intercultural communicative competence (ICC) is increasingly recognized as a key competence in Chinese higher education, making it an essential component of global citizenship. Culture-based teaching is widely regarded as an important pathway for fostering ICC in College English education; however, research on its impl...
Hongyan Liao, Hanita Hanim Ismail, Nur Ainil Binti Sulaiman· World Journal of English Lan...· 0 citations
Over its 40 years, the Erasmus program has significantly shaped the European Higher Education Area. However, many students show limited integration into host languages and cultures, often socializing mainly with other exchange students and relying on English. As international relations offices play a key role in foster...
F. D. Rubio-Alcalá, J. Molka-Danielsen, E. J. Delgado-Algarra· Journal of International Stu...· 0 citations
This research shows that the integration of neo-humanistic principles and local knowledge turns digital English language teaching into a full learning experience beyond the simple mastery of the language.
I. N. Mantra, I. M. Suyasa, I. N. Susrawan et al.· Social Science Academic· 0 citations
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