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 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.
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 consider necessary for integrating IC into EMI.
This study draws on data from an online questionnaire completed by 31 lecturers across multiple disciplinary fields. Closed-ended items generated descriptive statistics on language use and proficiency, while open-ended responses underwent qualitative content analysis, combining deductive and inductive coding procedures. The instrument was part of a larger project that collected comparable data in Brazil and Portugal.
EMI use was selective and concentrated in course materials, readings and slides rather than full English-medium course delivery. Lecturers identified insufficient English proficiency, lack of training, limited institutional policies and restricted opportunities for intercultural exposure as major barriers. They viewed IC as a multidimensional competence encompassing educational, social and professional dimensions. Participants emphasized the need for continuous pedagogical training, sustained language support and institutional recognition of EMI- and IC-related work.
Findings highlight the urgency of coordinated institutional policies, integrated EMI–IC professional development, expanded language support and opportunities for intercultural engagement to sustain EMI initiatives in Brazilian higher education.
This study provides one of the few empirical examinations of how Brazilian lecturers conceptualize IC within EMI practice. It offers context-specific insights into how structural inequalities and limited institutional frameworks shape EMI adoption in public, tuition-free systems.
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] tripartite classification of source, target, and international cultures, together with Byram’s [3] model of intercultural communicative competence (ICC), the study analyses both the cultural references contained in the textbooks and the learning opportunities through which those references are pedagogically addressed. The findings reveal contrasting cultural profiles. Target-culture content, particularly Anglo-American institutions and professional practices, predominates in the finance textbook, whereas international-culture references are more frequent in the logistics textbook. Both materials nevertheless display an almost complete absence of Vietnamese cultural perspectives. The two books also differ pedagogically. Whereas the finance textbook relies primarily on vocabulary-focused exercises, the logistics textbook includes a greater number of communicative tasks and a wider range of international settings. Even so, neither provides systematic support for all five components of Byram’s ICC model, and opportunities to develop critical cultural awareness remain particularly limited. These findings suggest that internationally published ESP textbooks cannot, by themselves, fully address the intercultural demands facing Vietnamese graduates. Locally relevant supplementary materials and tasks are therefore required to connect professional English with Vietnamese institutional contexts and the culturally diverse interactions characteristic of regional and international workplaces.
Thai Thi Thanh Tuyen, Vu Thi Phuong Thanh· 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 implementation and effectiveness remains limited. This study addresses this gap by conducting a systematic literature review following PRISMA guidelines. A total of 959 records were initially identified from Scopus, ERIC, and WOS. After screening and eligibility assessment, 15 studies published between 2021 and 2025 were included for analysis. The findings reveal that culture-based teaching approaches, such as culture comparison, task-based learning, and technology-enhanced practices (e.g. telecollaboration) play a positive role in promoting students’ intercultural awareness, communicative skills, and critical cultural reflection. However, these approaches are often constrained by four key challenges, including the marginalized ICC in curriculum design, limited teacher preparedness and practical guidance, learners’ low engagement and intercultural awareness, and insufficient technological support. In addition, the review highlights a predominance of quantitative and mixed-methods research designs, with a strong reliance on self-reported data and limited use of longitudinal and performance-based approaches. These findings provide practical implications for improving ICC-oriented teaching and suggest directions for future research.
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 and experiences regarding cultural learning and intercultural competence. Nine students from the BA Program in English Teaching were conveniently selected. They accomplished a cultural awareness project focused on researching an English-speaking community. Data were collected through students’ projects and semi-structured interviews. Findings: It was revealed that students developed a great awareness of linguistic and cultural diversity, improved motivation to learn English, and enhanced appreciation for foreign and Mexican cultures. Conclusion: Cultural competence should be integrated transversally throughout English Programs using authentic materials, technology, and intercultural projects that promote inclusion, empathy, critical thinking, and global communication skills.
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 between the participants’ intercultural competence (IC) and their opinions regarding different intercultural practices and use of different English varieties in English language teaching. The results also reveal that most of the participants do not have a liquid and dynamic understanding of culture, but rather a traditional one, with views like native standard English varieties and native target cultures are the only valid options in language classes.