THE ROLE OF INTERCULTURAL COMPETENCE IN ENGLISH LANGUAGE TEACHING

Khoiriya Latifah; Doston Pirnazarov; Tagayeva Umida; Ro’ziyeva Umida; Axmedova Dilora

Authors

Khoiriya Latifah Lecturer of Faculty of Informatics and Engineering, Persatuan Guru Republik Indonesia, Semarang, Indonesia
Doston Pirnazarov
Tagayeva Umida Teacher of Faculty of Narpay Foreign Languages, Samarkand Foreign Languages University, Samarkand, Uzbekistan
Ro’ziyeva Umida Teacher of Faculty of Narpay Foreign Languages, Samarkand Foreign Languages University, Samarkand, Uzbekistan
Axmedova Dilora Teacher of Faculty of Narpay Foreign Languages, Samarkand Foreign Languages University, Samarkand, Uzbekistan

Keywords:

Intercultural Communicative Competence (ICC), English as an International Language (EIL), Global Englishes, Cultural Awareness, Critical Pedagogy in ELT, Sociocultural Approach to Language Teaching, Symbolic Competence, Byram’s Model of ICC, Learner Identity in ELT, Contextualized Language Education, Reflective Teaching Practices, Comparative Cultural Education, Cross-Cultural Pragmatics, Uzbek ELT Research, Intercultural Dialogue in Language Classrooms.

Abstract

In the context of globalization, intercultural competence has emerged as an essential element of effective English language teaching. As learners engage with English not merely as a linguistic system but as a vehicle of cross-cultural communication, teachers must adopt approaches that integrate cultural awareness and sensitivity. This article explores the theoretical foundations, pedagogical implications, and practical applications of intercultural competence in ELT, supported by empirical studies, classroom examples, and critical insights.