This edited book contributes to the ongoing scholarly discourse on intercultural competence in higher education within the global landscape of English language education, specifically focusing on non-English speaking countries. Grounded in the foundational role of intercultural competence for effective communication in diverse contexts, this work draws inspiration from leading scholars. Interdisciplinary contributors have developed educational and non-educational approaches to support English language teaching and learning, fostering interculturality. The collection underscores the significance of intercultural engagement, culminating in cognitive, attitudinal, and behavioral shifts among teachers and learners in higher education. By integrating intercultural competence with linguistic competence, the book addresses desired outcomes in English language education, preparing learners for proficiency in multilingual and multicultural environments and enhancing their employability in the global workforce.
This book responds to the pressing need to address the gaps in literature concerning the critical and manageable aspects of developing intercultural competence among English learners in higher education. It emphasizes the importance of repositioning intercultural competence in relation to national and international methodologies and approaches. The term "intercultural competence" is recognized as varying across contexts, prompting the exploration of its diverse applications in educational settings. The inclusion of voices from policy-makers, school leaders, language educators, program managers, curriculum designers, assessment developers, and other stakeholders, alongside language teachers and learners, is considered essential for a comprehensive examination of the subject.
Positioned within a reasonable yet sufficiently broad scope, this edited book serves as a valuable guide for a diverse range of stakeholders. Higher education professionals worldwide will find it particularly relevant, aiding their navigation of the challenges posed by the globalization of intercultural education. National policy-makers and school leaders are also addressed, offering insights into macro- and meso-level decisions in language and education. Additionally, educators, curriculum designers, assessment developers, language trainers, teachers, and practitioners at the micro-level of research stand to benefit, gaining updated information on defining and implementing sustainable, quality intercultural teaching and learning in English language education.