Intercultural Competence in the ESL Classroom: Challenges and Successes

Abstract

This action-based research study investigated the challenges and successes involved in the teaching of intercultural competence in the English as a Second Language (ESL) classroom. Most studies on intercultural competence take place in English as a foreign language classroom, and very few are centered on ESL instruction. It is this gap in the research that motivated the present study, in which the following research questions were posed: 1) How do targeted training practices in the classroom promote the development of intercultural competence as demonstrated by quantitative data?; 2) What challenges are associated with teaching intercultural competence to ESL learners?; 3) Which classroom practices are most effective in helping ESL learners develop intercultural competence? The study focused on eight ESL students at the Intensive English Program at West Virginia University in the United States between the summer and fall terms of 2022. The data collection tool utilized was a survey, which was conducted at the beginning and end of each semester. The survey included questions about participants’ personal backgrounds, a Likert scale where participants ranked statements about intercultural communication based on the NCSSFL-ACTFL Can-Do Statements, and two open-ended questions about intercultural interactions. Findings of the study were also based on participant observations and a reflective journal by the teacher-researcher. Results of the research indicated that targeted practices in the classroom helped learners to change their attitudes toward U.S. culture and become more aware of cultural differences and nuances. The reflections from the journal provided insights into the challenges and successes involved in developing intercultural competence among ESL learners. Implications for teaching and the ESL classroom moving forward include strategies for encouraging deep learning about intercultural competence and promoting critical reflections about culture. Finally, the thesis serves as a call for ESL teachers (domestic and international) to discuss and share their own experiences about teaching intercultural competence.