Manifestations of Intercultural Competence in EFL Classrooms

Abstract

Intercultural Competence, as the ability to communicate effectively with individuals from different cultural backgrounds, has become a fundamental element of language education in today’s globalized world. This study investigates the manifestations of intercultural competence in EFL classrooms, based on teachers’ perspectives, strategies, and difficulties. Byram’s model of Intercultural Communicative Competence serves as a central framework for this study. A descriptive approach was implemented, using questionnaires and interviews with EFL teachers at Salahaddin University. The findings indicate a strong consensus among teachers regarding the importance of integrating cultural learning alongside language instruction. Teachers believe that encouraging intercultural competence helps students become more confident, open, and prepared for global communication, as well as improving their language proficiency. Teachers actively incorporate strategies such as authentic materials, group discussions, and digital tools to foster students’ intercultural skills, though integration varies by subject. The study concludes by emphasizing the need for curriculum reforms, targeted teacher training, improved resources, and institutional support to strengthen intercultural education. The findings offer valuable insights for curriculum developers and educators, aiming to better prepare students for communication in multicultural settings.