Ms THIEU Thi Hoang Oanh
Chair: Dr Xiao HAN Ivy
Abstract
The globalization of higher education has highlighted the value of intercultural competence (IC) in foreign language education. Accordingly, English language education needs to prepare learners with IC to achieve successful cross-cultural communication. This research employed a qualitative case study approach to examine how IC is rationalized by curriculum designers and addressed in EFL curriculum documents, how teachers perceive and implement IC, and what factors facilitate or hinder IC integration in EFL teaching at a university in Vietnam. Documentary reviews of the curriculum framework and course outlines, semi-structured interviews with eight curriculum designers and teachers, and class observations were conducted. The findings showed that IC was not adequately addressed in the EFL curriculum framework and it was only included in very few course outlines. Although the curriculum designers held positive attitudes towards embedding IC into the EFL curriculum, they had the propensity to place such onus on individual teachers. The findings also showed teachers’ diverge perspectives of IC inclusion and different IC teaching practices. The facilitators and hindrances of IC integration were listed and some implications were presented for enhancing IC integration in EFL teaching and learning.
