intercultural language education in an efl context: policymakers’ beliefs, knowledge, and planning

Although intercultural communicative competence (icc) has been foregrounded in l2 pedagogy, the status of intercultural pedagogy in the context of english as a foreign language (efl) education in terms of policymaking and planning stages has remained under-represented. against this backdrop, the present study used interviews as a data source to explore the intercultural beliefs, knowledge, and planning of language institute managers and supervisors as micro-level policymakers. the findings revealed that, in general, participants were in favor of intercultural pedagogy and held positive views; yet, they lacked sufficient knowledge and neglected icc in most aspects of their educational decisions and planning. in addition, their preference for considering learners’ l1 culture and the existence of restrictive macro-level language policies were among the factors that hindered intercultural practice. overall, the findings can enhance our understanding of icc practice in language institutes and policymaking for icc pedagogy.  

intercultural language education in an efl context: policymakers’ beliefs, knowledge, and planning

although intercultural communicative competence (icc) has been foregrounded in l2 pedagogy, the status of intercultural pedagogy in the context of english as a foreign language (efl) education in terms of policymaking and planning stages has remained under-represented. against this backdrop, the present study used interviews as a data source to explore the intercultural beliefs, knowledge, and planning of language institute managers and supervisors as micro-level policymakers. the findings revealed that, in general, participants were in favor of intercultural pedagogy and held positive views; yet, they lacked sufficient knowledge and neglected icc in most aspects of their educational decisions and planning. in addition, their preference for considering learners’ l1 culture and the existence of restrictive macro-level language policies were among the factors that hindered intercultural practice. overall, the findings can enhance our understanding of icc practice in language institutes and policymaking for icc pedagogy.