Developing teachers’ intercultural communicative competences for task-supported language classrooms

Andreas Müller–Hartmann · Marita Schocker-von Ditfurth

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EFL/ESL Teaching and Learning Linguistic Education and Pedagogy Language, Communication, and Linguistic Studies

Abstract

This study first illustrates how intercultural communicative competences (ICC) may be modelled through tasks and then focuses on the question of how teachers of English may develop the process competences needed to support ICC with their learners. For this, we draw on data from a three-year collaboration with secondary EFL teachers and their classrooms who have developed, taught and reflected the competences needed to do so. Classrooms cover all types of school and our experiences highlight the challenges of developing ICC with heterogeneous groups. We will exemplify teachers’ competences with the case study of one teacher and will refer to a recent publication for a structured survey of teaching competences needed to introduce, support and evaluate ICC.

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