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Integration of intercultural learning into teaching foreign languages

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21.06.2025
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Библиографическое описание
Бекмуратова, А. Е. Integration of intercultural learning into teaching foreign languages / А. Е. Бекмуратова. — Текст : непосредственный // Молодой ученый. — 2025. — № 25 (576). — С. 385-387. — URL: https://moluch.ru/archive/576/126990/.


This paper discusses the integration of intercultural learning into foreign language education as a response to the increasing need for globally competent communicators. It highlights the theoretical foundations of intercultural competence and analyzes effective methodologies for embedding cultural content into language curricula. Through literature review and case studies, the article provides insights into how educators can cultivate intercultural sensitivity and communicative skills simultaneously. Special attention is given to the context of higher education in Kazakhstan and the adaptation of intercultural learning in English language teaching. The article concludes with recommendations for institutional development, teacher training, and digital strategies to sustain intercultural learning initiatives.

Keywords: intercultural learning, intercultural communicative competence, foreign language teaching, language education, global competence, teacher training, educational technology.

In the 21st century, language education must extend beyond grammar and vocabulary to include the ability to navigate diverse cultural contexts. Intercultural communicative competence (ICC) has become a central objective of foreign language instruction. By integrating intercultural learning into curricula, educators aim to prepare students for authentic interaction in multicultural settings. This paper explores the theoretical rationale and pedagogical strategies for embedding intercultural learning into foreign language teaching, drawing on international research and practices within Kazakhstani institutions.

Theoretical Foundations of Intercultural Learning

Intercultural learning is grounded in the concept of intercultural communicative competence (ICC), which encompasses knowledge, skills, attitudes, and critical cultural awareness (Byram, 1997). The goal is not only to understand another culture but also to reflect critically on one’s own cultural identity. ICC is increasingly recognized as essential in foreign language education, allowing learners to engage effectively with speakers from other cultures. Scholars such as Liddicoat and Scarino (2013) argue that teaching languages without addressing cultural dimensions limits the development of communicative competence.

Effective ICC involves the ability to interpret and relate cultural practices, demonstrate openness and curiosity, and operate flexibly across cultural situations. This multidimensional framework calls for deliberate integration into language curricula, teacher preparation, and assessment systems.

Pedagogical Approaches and Methods

Various instructional strategies have been developed to integrate intercultural learning into language education. These include project-based learning, use of authentic materials, critical incident analysis, role-playing, and virtual exchange. Such methods encourage learners to explore different cultural perspectives and question stereotypes. The CEFR Companion Volume (2020) emphasizes the importance of intercultural descriptors to assess learner progress in intercultural domains. In Kazakhstan, educators have adopted intercultural tasks in English courses to foster reflective dialogue and cultural comparisons.

Classroom activities may involve analyzing real-life cross-cultural interactions, engaging with international students through online platforms, or reflecting on cultural themes in literary texts. These practices enhance both language proficiency and intercultural awareness.

Case Study: Application in Kazakhstani Higher Education

At Sarsen Amanzholov East Kazakhstan University, intercultural learning has been systematically integrated into English language instruction. For example, students participated in international virtual exchanges and analyzed cultural case studies from multiple countries. Assignments were designed to promote interaction with peers from diverse backgrounds and to engage with global issues through the lens of intercultural understanding.

Qualitative feedback and reflective journals showed that learners developed greater awareness of cultural norms, improved communicative flexibility, and gained confidence in intercultural settings. Importantly, students began to challenge cultural assumptions and recognize implicit bias in communication.

Institutional Challenges and Strategic Approaches

Despite the pedagogical value of intercultural learning, its systematic implementation in higher education still faces several barriers. Many institutions lack a clear framework for integrating cultural objectives into language syllabi. This often results in superficial or sporadic inclusion of cultural content, disconnected from communicative goals. Additionally, some educators view intercultural topics as “extra” rather than integral, due to time constraints or lack of training.

To address these issues, a whole-institution approach is essential. This involves aligning curricula, teacher development, student assessment, and administrative support around intercultural learning outcomes. Departments of education should create interdisciplinary working groups to design cohesive programs, drawing from linguistics, cultural studies, psychology, and educational technology.

Technology-Enhanced Intercultural Learning

Digital technology opens new possibilities for embedding intercultural learning into daily instruction. Tools like virtual exchange platforms, simulation-based environments, and AI-assisted conversation partners can recreate authentic intercultural experiences in virtual space. For example, language learners can participate in role-plays simulating international job interviews or multicultural team meetings.

Moreover, virtual reality (VR) and immersive environments offer exciting frontiers. Students can explore cultural spaces, navigate social scenarios, or attend live events in different countries — all without leaving the classroom. These tools not only enhance engagement but also help visualize abstract cultural concepts.

Importantly, educators must critically assess the tools they use. Digital simulations should not reinforce stereotypes or present cultures as fixed. Instead, they should enable learners to explore the dynamic and multifaceted nature of culture.

Teacher Preparation and Professional Identity

Successful integration of intercultural learning depends heavily on the educator’s competence, beliefs, and confidence. Teacher training programs must include modules on intercultural theory, ethnographic observation, and reflective teaching. Preservice teachers should practice designing and delivering lessons with cultural components and receive feedback on their strategies.

Equally important is the reconstruction of teacher identity. Language teachers must see themselves not just as grammar instructors but as mediators between cultures. This requires a shift in mindset and the development of intercultural sensitivity in teachers themselves. Reflective journals, cross-cultural teaching practicums, and peer mentoring can support this identity development.

Intercultural Learning and Global Citizenship

Intercultural competence is more than a classroom skill — it is foundational to global citizenship. By developing the ability to understand, empathize, and collaborate across cultures, students are empowered to participate in global dialogues, navigate diverse workplaces, and contribute to pluralistic societies.

Educators should frame intercultural learning within broader global challenges: sustainability, migration, digital ethics, or social justice. This situates language learning in real-world contexts and makes it personally meaningful to students. Projects that involve global issues with local action (e.g., climate change and cultural attitudes toward nature) foster both civic engagement and cultural awareness.

Conclusion

Intercultural learning enriches foreign language education by preparing students for real-world communication across cultural boundaries. Its integration into language curricula fosters empathy, openness, and critical thinking-skills essential in today's globalized society. In the context of Kazakhstani higher education, the adoption of intercultural approaches demonstrates promising outcomes and highlights the need for sustained institutional support and research.

To achieve this, educators must be supported through professional development and digital innovation. Policymakers and academic leaders must ensure that intercultural learning becomes a central pillar of language education — not just an option, but a necessity.

References:

  1. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
  2. Liddicoat, A. J., & Scarino, A. (2013). Intercultural Language Teaching and Learning. Wiley-Blackwell.
  3. Council of Europe. (2020). Common European Framework of Reference for Languages: Companion Volume.
  4. Ennis, M. J. (2015). Integrating Intercultural Learning in English for Specific Academic Purposes. ERIC.
  5. Dervin, F. (2016). Interculturality in Education: A Theoretical and Methodological Toolbox. Palgrave Macmillan.
  6. Helm, F. (2020). Virtual Exchange for Intercultural Learning. Routledge.
  7. UNESCO. (2015). Global Citizenship Education: Topics and Learning Objectives. Paris.
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Ключевые слова
intercultural learning
intercultural communicative competence
foreign language teaching
language education
global competence
teacher training
educational technology
Молодой учёный №25 (576) июнь 2025 г.
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