Abstract
A reflective assessment of teaching praxis’ notions and beliefs becomes essential in instructing learners to effectively interact in intercultural encounters. Arguments in favor of teaching the intercultural component have been promoted for years but have not fully reached systematic incorporation in foreign language education in Latin American countries. This paper examines the concept of the intercultural mediator, approaching key questions (why, what, and how) that emerge when integrating intercultural objectives in the language classroom supported on theoretical frameworks and insights from the authors’ teaching experience. The methodology used was an exploratory qualitative document review. Scientific articles published in reliable databases were consulted to answer the questions targeting intercultural communicative competence teaching. The main objective is to invigorate the discussion regarding the intercultural component in the classroom while exploring practical ideas to teach it. Findings suggest that there is a growing body of literature and interest on approaching theoretical and practical standpoints toward ICC guiding teachers to become intercultural educators willing to integrate and enable learners with the crucial ICC competence. Educators can make a difference in the classroom by utilizing different Latin American resources and material to mediate intercultural matters in the foreign language classroom.
Highlights
Over the last three decades, there have been efforts, especially in Europe, to promote education at all levels, a shift in their prioritized visions, objectives, and practices towards the inclusion of intercultural awareness
Articles that did not address the role of the educator, specific reporting about how to teach the intercultural component in the foreign/second language class, and unsupported articles platforms were excluded from the analysis
Foreign language educators are to acknowledge that more than coping with current demands to respond effectively to an interconnected and intercultural world, language learning’s primary objective is to develop in learners their communicative ability, which is linked to the development of cultural knowledge, skills, attitudes, and awareness
Summary
Over the last three decades, there have been efforts, especially in Europe, to promote education at all levels, a shift in their prioritized visions, objectives, and practices towards the inclusion of intercultural awareness. Learners are required to develop intercultural communicative competence to comply with the demands of the interconnected, challenging globalized world. The need to reassess traditional notions in educating future generations has reached a point of no return where language teachers acknowledge their role in mediating and guiding learners to become competent intercultural communicators in a foreign language. These objective invites teachers to reassess their traditional views and teaching beliefs. Intercultural competence requires training and awareness; it does not evolve naturally
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