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 findings reveal that despite improvements over earlier materials, the textbook prioritizes linguistic competence and intercultural knowledge over the comprehensive development of ICC. The cultural content mainly conveys factual information rather than promoting active engagement and meaningful intercultural interaction. Besides, critical cultural awareness and intercultural attitudes are underdeveloped. These findings point out a gap between educational policy and textbook development, thereby providing methodological and pedagogical recommendations for teachers using this textbook.
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 Comm...
Tamires Huguenin Corrêa· Revista Gênero e Interdiscip...· 0 citations
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 examines how culture is represented in two internationally published English for Specific Purposes (ESP) textbooks used in Vietnamese higher education, Professional English in Use: Finance (Cambridge University Press) and English for Logistics (Oxford University Press). Drawing on Cortazzi and Jin’s [15] tri...
Thai Thi Thanh Tuyen, Thanh Thi Vu· World Journal of Advanced Re...· 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
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
This study reports on pre-service English teachers’ opinions about cultural and linguistic diversity as important components of intercultural competence. It also investigates the extent to which their opinions are reflective of their intercultural competence levels. The results indicate a noteworthy relationship betwee...
Mustafa Tekin· ELT research journal· 0 citations
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