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The Role of Intercultural Competence in English Language Teaching: A Synthesis of Contemporary Theories
Abstract
This chapter explores the integration of Intercultural Competence (IC) into English Language Teaching (ELT) as a transformative response to global citizenship imperatives. While English has become a conduit for intercultural communication, traditional ELT often overlooks the ethical, affective, and reflective dimensions essential for navigating cultural diversity. Drawing on theoretical models such as Byram's five savoirs, Deardorff's Pyramid Model, and Kramsch's symbolic competence, the chapter critiques Western-centric approaches and proposes pedagogies rooted in local epistemologies, including Ubuntu and Southeast Asian communal values. Practical strategies ranging from virtual exchanges to intercultural storytelling—are discussed alongside challenges in assessment and teacher training. The chapter argues for systemic alignment across policy, curriculum, and classroom practice to embed IC meaningfully into ESL education, thereby cultivating learners who are not only linguistically proficient but also ethically engaged global citizens.
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