The Integration of Intercultural Competence in English for General Education in a Thai University: A Document Analysis of Course Syllabi
(in progress)
DOI:
https://doi.org/10.62819/jel.2025.1175Keywords:
intercultural communication, intercultural competence, general English education, English curriculum development, the integration of ICC in teaching EnglishAbstract
The present study aims to explore the integration of Intercultural Competence in General English Education curricula of a private university in the North of Thailand based on a qualitative content analysis of course syllabi. Byram’s ICC model, which consists of cultural knowledge, skills of discovery/interaction, skills of interpreting/relating, attitudes (curiosity and openness), and critical cultural awareness, was employed to guide the design of the study. Findings reported that four IC components, including cultural knowledge, skills of discovery/interaction, skills of interpreting/relating, and critical cultural awareness, were integrated into the two curricula to a varying extent, while one IC component- attitudes (e.g., curiosity and openness) was missing from both curricula. The study emphasizes the need for General English instructors and curriculum developers to incorporate both Thai culture and its global perceptions into their courses. Also, the integration of real-time interaction skills into General English courses must be highlighted to prepare students for effective communication in a multicultural world. Lastly, a General English curriculum should focus on improving students' intercultural attitudes through activities that explore values and cultural practices of diverse backgrounds, fostering positive attitudes towards both interlocutors with different cultural backgrounds.
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