Interculturalizing ELT: Culture-based classes to enhance language skills and intercultural communicative competence dimensions

Abstract

Higher institutions in Jordan and Morocco prioritize intercultural communicative competence (ICC) in their educational system. This study aimed to analyze the impact of culture-based classes on ICC dimensions and language skills learning, examine English teachers' instructional strategies regarding culture and interculturality, and explore whether current pedagogy caters to ICC dimensions and language skills among EFL undergraduate learners. Using a sequential explanatory mixed methods design, data were collected from 40 university teachers through questionnaires and interviews. The study employed qualitative content analysis and descriptive statistics, with Byram's (1997) model of ICC serving as the theoretical framework. Findings revealed that ICC dimensions and language skills developed primarily in culture-based classes, though development was uneven across components. Teachers showed limited use of these classes for teaching both language skills and ICC, mainly due to restricted content variety and teaching methodologies. This limitation highlights the need for greater concentrated efforts to enhance these components within the educational framework. The study highlights the need for more diverse materials and methods to support ICC development and language skills within the Moroccan and Jordanian EFL contexts. It calls for reforms in teaching practices, curriculum design, and policy-making to enhance linguistic and intercultural competence. Recommendations include increased focus on curriculum development, course description design, and teacher training to better integrate culture-based classes in EFL teaching, ensuring equitable attention to all language skills and ICC dimensions.