Volume 15, Issue 1 (2024)
LRR 2024, 15(1): 1-31 |
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1- Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran , tajeddinz@modares.ac.ir
2- Associate Professor of Applied Linguistics, Allameh Tabataba’i University, Tehran, Iran
3- PhD Candidate in Applied Linguistics at Allameh Tabataba'i University, Tehran, Iran
2- Associate Professor of Applied Linguistics, Allameh Tabataba’i University, Tehran, Iran
3- PhD Candidate in Applied Linguistics at Allameh Tabataba'i University, Tehran, Iran
Abstract: (2682 Views)
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.
Keywords: intercultural communicative competence (ICC), intercultural language teaching, language teaching policies, micro-level policymakers
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