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Teachers’ Perception towards Intercultural Competence

An Undergraduate Thesis Presented to

Professor Christian Jay Syting
College of Teachers Education
University of Mindanao,
Davao City

In Partial Fulfillment of the Requirements in

Language, Culture and Society – ELT 121
SY 2018-2019

Submitted by

Amabao, Jovelyn C.
Amad, Lyka Angela
Estrosas, Carmela R.
Luarez, Christine Jofel A.

March 2019
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CHAPTER 1

Introduction

Background of the Study

Globalization became an immense tool to widen the scope of

communication across cultures and nations. It literally brings people with

diverse culture and linguistic backgrounds together. This substantial interaction

give way to the development and the understanding of intercultural

communication which played an important role to the development of every

individual.

To this moment, it is a widely known fact that learning a language

requires knowing about the culture of that specific language without

compromising one’s identity. This is the sole reason why a lot of researchers

study the vast scope of intercultural communication. However, the integration

of intercultural competence to English Target language (ESL) learning is

becoming a challenge to the teachers and administrators when it comes to

smoothing the skills and competency development (Sharifian, 2010). This

differentiation affects the way learners engage and interact to people whose

cultural backgrounds differ from them. Hence, high gap between the groups

entail a bigger probability that communication among this people will not be

effectively facilitated. Aside from which, once intercultural competence will not

be properly integrated, it will lead to lapses and will possibly result to jeopardy

and abandonment of one’s culture.

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Intercultural competence is the ability that allow people to enhance and

mold skills and attitudes that will result to positive behavior and effective

communication which is appropriate to intercultural interactions (Deardorff,

2016). Aside from its effect on the behavior and communication of people,

incorporating intercultural competence to classroom instruction also allow

students to assess and determine their targeted knowledge, increase the level

of interaction, lower the gap between groups, and enhance motivation to

maintain effective communication. By which such instruction, emphasized that

communication which lacks accurate cultural content and understanding to the

context of other people’s culture leads to miscommunication.

Moreover, to facilitate learners’ development of their intercultural

competence, teachers, especially on English Target language, must be

competent intercultural communicators with sufficient knowledge and

experience. Enthusiasm for other cultures, sensitivity to cultural differences,

and willingness to assimilate other people’s language despite the cultural

differences are the keys for an effective integration of intercultural competence

in the classroom. The vital role of intercultural competence and the further

understanding of the concept allows the researcher to establish the current

study which intends to supplement new information to the body of knowledge

by scrutinizing the perception, roles and strategies of the teachers in

incorporating intercultural competence in the classroom.

Hence, the study improves teachers’ motivation in developing their

competency to raise students’ cultural understanding and respect for other

people from different culture, as well as formulating strategies to encourage

learning the target language without jeopardizing their own culture.

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Purpose of the Study

Intercultural competence in the classroom is an important tool to

heighten the understanding of the target language as well as increases the

motivation to acquire the target language without jeopardizing the identity of the

person. The study entitled “Teacher’s Perception towards Intercultural

Competence” sought to determine the specific strategies integrated by the

teachers in the classroom in order to introduce and practice intercultural

competence. It also distinguishes the ways in which such strategies are used.

The results of the study serve as threshold data for future studies about

culture and target language learning. This may also encourage the teachers

and the institution to formulate a new strategy in which the culture of the target

language is introduced in a deep manner. The study also sought to establish

an environment wherein people with diverse culture may communicate without

setting aside others’ culture and jeopardizing their own.

Research Questions

There is an understandable need to understand other peoples' culture in

order to effectively acquire the target language as well as to determine the

strategies formulated by the teachers. These strategies will be used to suffice

the need and the gap created by the diversity in culture. Moreover, the above-

mentioned statements and related research results, support the claim of the

researchers. Thus, the following research questions are formulated:

1. What are the strategies you use in teaching intercultural competence?

2. How do you use the strategies in teaching intercultural competence?

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Review of Related Literature

Different views on the importance of intercultural competence garner a

wide recognition among different researchers studying different context and

strategies in teaching. Hence, in this section, the researchers introduced set of

approaches from various research: what strategies are used by the teachers

and how they have been using it. Furthermore, this paper discussed the input

from different research implicating different perspectives for this approach

(intercultural competence).

Intercultural Competence

To acquire the target language, one must be able to firstly gain concrete

understanding of the corresponding culture of the target language. Hence,

allowing people to overcome language barriers and effectively communicate

with others, considering that the input added to the context is suitable to the

culture of the person being spoken with. Language is now not limited to the

definition of being the communication tool, rather it evolved and became the

carrier of one’s culture (Yu, 2014). According to Larzen (2005), the relationship

between language and culture is extremely complex. This is because language

is one of the core factors of culture and at the same time, language is a means

for cultural expression. Moreover, Byram (2009) as cited to the recent study of

Israelsson (2016) states that people’s culture and identity is needed when it

comes to even the slightest exchange of information or communication between

speakers whose culture differ. This implicate that understanding the culture of

the target language result to a more effective language acquisition.

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Intercultural competence is already practiced through a traditional

approach in teaching. However, it is important to emphasize that the

presentation of teachers of the cultural aspects and topics without including

reflection of any sort, may affect the student’s capacity and ability to effectively

enhance intercultural competence (Rodriguez, 2015). In addition, Tupas (2014)

explained that the way teachers teach culture is often focused on presenting

only the cultural topics whose boundaries often set to nationality. This study is

further supported by Tornberg (2009) which explains that the perspective and

the association of nationalities that take place resulted to a typical type of

behavior associated with it. Nevertheless, culture of any type allows people to

effectively communicate and readily adjust to the language of the person being

spoken with.

The Role of Intercultural Competence in Target language Teaching

Cultural dimension is considered as a key component which brought in

significant changes in language teaching and learning. These changes created

a wide variety of strategies that impact the nature of language learning and

teaching (Atay, et.al, 2009). Instead of just considering the persons’ actions and

views in terms of linguistic, social and pragmatic ways towards the target

language, language learning is now defined based on the manner of flexibility

of a person in terms of attitudes, expectations and actions to the target

language (Meyer, 1991).

Such role on target language teaching allow Byram’s Model of

intercultural Communicative Competence to determine five varying factors that

affect one’s ability to interact. He identified knowledge, attitudes, skills of

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interpreting and relating, skills of discovery and interpretation, and cultural

awareness. These underlying factors allow people to interact and communicate

effectively. In such manner that knowledge involved the understanding of social

groups, practices, and processes of interaction. Attitude also inhibit the capacity

of the person to adapt, adjust, and to prepare oneself to revise cultural values

and belief to interact with others (openness). Skills of interpreting and relating,

on the other hand, signified the ability of an individual to function in new cultural

context through mediating in between and explaining the variety of cultural

perspectives.

Skills of discovery and interaction established one’s ability to monitor and

operate attitudes and skills in terms of its usage in communication. Lastly,

Byram (2009) identified cultural awareness as the ability of an individual to

evaluate and analyze the perspectives and practices of others whose culture

differ from them. Nonetheless, the above cited roles and practices all contribute

to the effectiveness of intercultural competence in teaching.

Approaches in teaching Intercultural Competence

Series of research took place as researchers find way to determine the

variety of approaches and strategies to incorporate intercultural competence in

the classroom. Atay et.al (2009) in his study on the role of intercultural

competence in foreign language teaching, highlighted the response of the

teachers when it comes to the strategies done to impart intercultural

competence in teaching and learning. The results showed that integrating

culture was ranked first and the teacher’s beliefs and attitudes comes last (Atay

et.al., 2009). The results implicated that once culture is integrated to learning a
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new language, the students’ motivation increases. This increase proved that

the approach by which culture is integrated is effective. On the other hand,

teacher’s belief and attitude does not really impact the learning of the target

language.

Liddicoat et.al (2003) as cited to the study of Ghanem (2017) stated that

to be able to effectively enhance intercultural competence, one must be able to

interact with people who are fluent to the target language. They will not only

enhance motivation to learn the target language, but they will also be able to

understand the depth of the context of that specific language. Furthermore,

teachers were being considered as the agents in honing the learner’s ability to

build connections with people from various culture and traditions. Educators,

for that matter, are expected to nurture student’s intercultural competence in

which it permitted the students to interact without prejudice and stereotypes in

order for the students to acquire intercultural competence in the classroom

setting.

Deardorff (2009) suggest that intercultural competence should be

included and be discussed in the class. The claim is supported by the study of

Villegas & Lucas (2002) that to be able to teach that competence to the

students, the teacher should be intercultural competent since there is a

connection between teacher’s intercultural competence and effectiveness. In

addition, the learning objectives of Intercultural competence should be broken

down into different values which is introduced by teachers. The claims of the

previous research are strengthened by the study of Dooly and Villanueva

(2006) which points out that teachers are needed to unfold their intercultural
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awareness in order to help learners understand their respective cultures and

be an aid to attain communicative competence as well.

In Belgium, Sercu (2005) explicitly stated that educators exploit certain

approaches that aid the learners in the acquisition of intercultural competence.

Several theories and models are being accustomed to help teachers inculcate

the language teaching dimensions and hone practices regarding intercultural

competence. Such strategies and approaches may vary depending upon the

type of learners involved, their level of competency, and their level of motivation

to learn the target language.

Issues raised on Intercultural Competence

Despite the number of proponents which supported the importance of

integrating intercultural competence in the classroom, opponents also hand in

the issues that are commonly experienced by the teachers. A study conducted

by Bergh (2016) emphasized the results in which teachers often face difficulties

when it comes to determining appropriate approach in teaching intercultural

competence. Firstly, presenting the culture as a concept which is bounded to

one’s nationality set forth stereotypical mind set which is not effective to learn

the target language, hence, the complexity of the term culture should be taken

into consideration (Tupas, 2014).

By the means of integrating culture to teaching, topics to be included is

also one of the problems identified. Teachers often face difficulty choosing

whether the topics to be included is appropriate to create effective intercultural

competence and does not promote stereotypical mind set instead. Rodriguez

(2015) stated in his study that a teacher must be able to distinguish between
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surface level category and deep level category of teaching intercultural

competence. He further argued that surface level topics, such as traditions, or

food and landmarks, may be topics easy for teachers to introduce to the

students, but as emphasized in his result, these topics mainly create

stereotypes which impacts students’ ability to develop cultural understanding.

In contrast, he reiterates that gender roles or politics which is under deep

level category are more appropriate topics to be included since these topics

required deeper understanding and reflection to understand the culture of the

target language, hence, enhancing student’s intercultural competence.

Another misconception in teaching intercultural competence is that

language educators believed that once they teach the language, intercultural

awareness then automatically follows. This claim was opposed by Risager

(2006), he emphasized the results of the study by which it shows that the

integration of intercultural competence varies on the two views which are the

sociological point of view and the psychological point of view.

Importance of the Study

The study recognized the importance of understanding the perception of

teacher’s towards intercultural competence, and the role of intercultural

competence to target language acquisition. Hence, the study conducted may

be beneficial to the following:

School Heads. The results of this study provide handful of information

and credible data that may be used as a guide for the administrations’

implementation of new rules and process. It may also increase awareness of

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other peoples’ culture which will then create harmonious environment suitable

for an effective learning.

Teachers. They may generate information providing the most

appropriate teaching strategy to be used in the type of students in a classroom.

This study enables teachers to understand and further teach students in the

most effective way which will be helpful for the student’s engagement and

learning to the target language. It may also be of great significance to the

teachers when it comes to handling students with diverse culture and

maintaining harmony toward others.

Students. Students will be more encouraged to participate, interact and

learn through the strategies derived by the teachers in this study. Through the

recognition of their culture, students’ motivation in learning the target language

may increase, and sharing or understanding of other culture minimizes the gap

between groups. This will enable a more effective establishment and ground in

learning the target language. Aside from the above-mentioned significance,

students will also be able to understand the importance of enhancing

intercultural competence towards acquiring the target language.

Future Researchers. The study will serve as a threshold data that will

be of a great help in generating further researches and enhancing the study

itself. Through the recent study, future researchers may be able to generate a

more recent data which will suffice their need to understand the role of

intercultural competence in the profession of teaching. It may also answer

questions regarding the strategies of intercultural competence, which as of

today, still needs validity and credible source.

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Definition of Terms

To establish a common frame of reference of the terms used in this

research, the following terminologies are defined operationally.

Culture. Operationally defined as the beliefs, language, norms, etc.

which is commonly shared by a group of people in a certain community. It is an

aspect of life in which it affects one’s attitude, the way people act, and the way

people think. It is also dynamic, which means that culture is shaped through

certain changes that may take place within the society.

Communication. The term as it is used in the study refers to the process

of social interaction and expression of thoughts, sharing one’s ideas and

emotions etc. from one person to the other.

Competence. It is defined in the study as the ability or the capacity of

an individual to do something proficiently, effectively and successfully.

Cultural awareness. The term refers to the in depth understanding of

the culture of others. It is also characterized in terms of its specific role on the

understanding of the differences in values and beliefs. Cultural Awareness

allows effective interaction and increases learning motivation.

Intercultural Competence. It is the ability which results to positive

behavior and effective interaction among people despite their vast differences

in beliefs, norms and attitudes. Intercultural Competence may be achieved

through allowing enhancing and molding skills and attitudes necessary for all.

Target Language. The term is defined in the study as the foreign

language in which native speakers seeks to learn.

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Language Acquisition. It is an ability by which people understand,

comprehend the language, as well as use and produce words to create an

effective communication.
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CHAPTER II

Methodology

This chapter presented the methods and procedures employed in this

study. It specifically includes research design, participants, trustworthiness of

the study, role of the researchers and the ethical considerations.

Research Design

The researchers employed descriptive qualitative research design.

Since the researchers conducted an in-depth interview to the participants of the

study, descriptive qualitative research design is compatible to be used other

than other methods/design.

Arasaratman (2007) stated that the characteristic of descriptive

qualitative research design suits the study of intercultural competence. Hence,

allowing researchers to further broaden and explain the response of the

participants. The descriptive Qualitative research design is therein applicable

to be used in this research study.

Research Participants

Prior to the study, the researchers identified five (5) English teachers to

be the participants of the study. Teachers that were used as the participants of

the study all possess enough experience on the implementation and the

inclusion of strategies to enhance intercultural competence. Furthermore, the

participants were gathered according to availability.

To obtain a good qualitative research, the researchers opted to consider

number of participants with specifically five informants for the interview.

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Oltmann (2016) stated that the number of participants is considerable within the

range of 5-10. Hence, the participants considered in the study is therein reliable.

The researchers further ensure the reliability and the credibility of the study as

the researchers conducted the interview.

Data Analysis

There are number of ways in doing a qualitative data analysis. Hence,

Miles and Humberman (1994) addressed that there are three procedures

consisting a qualitative data analysis namely: data reduction, data display and

conclusion drawing/verification. Miles and Humberman (1994) further stressed

that data reduction is the process of organizing, summarizing and transforming

a meaningful and condensed data that is present in the manuscripts in order to

achieve an understandable term that is also appropriate for the respondents.

Moreover, during data reduction, the researchers decided on what

aspect of the formulated questions or data can be emphasized or minimized.

After the data is reduced, the researchers continued to the second procedure

which is the data display. The data display is defined as a diagram or a matrix

that offers a new way of analyzing and organizing the data into a systematic

form. Through data display, the researchers can identify the main thought and

formulate a theme from the response in the interview which leads the

researchers to formulate conclusions. On the other hand, conclusion drawing

and verification as the third procedure will not be possible if the researchers did

not complete the collection of data or if the researchers did not derive with an

accurate data. In this procedure, the emerging ideas from the data should be

tested and checked for verification and validation. Hence, the researchers
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during the course of data gathering, ensured that the formulation of questions

were accurate in order to also form an accurate results/conclusion.

Data Source

In research, there are approaches used in collecting data that falls into

two types namely: primary and secondary data (Douglas, 2015). Primary data

is collected to get an appropriate source of answers to a certain problem while

secondary data is being gathered with an aim to analyze and interpret the

collected primary data. Mesly (2015) asserted that collecting of data can be

obtained through a primary source in which the researcher is the first one to

gain the data or it can be collected through a secondary source in which it

pertains to the collected data of the researchers from other sources such as

journals.

In this study, the researchers used the two methods in gathering the

data. Primary data are collected from English Teachers through an in-depth

interview which helped the researchers to gain understanding of the underlying

reasons and perceptions in teaching intercultural competence. Meanwhile, the

researchers gathered the secondary data on the internet in which they seek to

find reliable sources that will support the response of the respondents. The

researchers utilized different scholarly published researches from the internet

to help them in analyzing and interpreting the collected primary data.

The researchers upon gathering secondary source, ensured that the

sources are up to date and is still existing. Hence, the research credibility and

reliability are further strengthened.

Data Collection Procedures

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Before the actual implementation and gathering of the data, the

researchers properly noted and executed the ethics that should be

implemented to secure the safety of both the researchers and the participants,

and to ensure the credibility of the results. The ethics cited by Parveen and

Showkat (2017) are herein considered by the researchers. Hence, informed

consent, safety, and confidentiality are strictly noted.

The researchers ensure that the participants shall be in their utmost

comfort during the conduct of the interviews. No participant is subjected to

participate in the interview without their full consent and will. Rapport as part of

an important component in an interview is thereby endowed by the researchers

(Bloom and Crabtree, 2006). During the conduct of the interview, the

researchers reiterate the purpose/objectives of the research, the scope and the

major factor why there is a need to conduct the study (urgency). In this way,

participants shall garner comfort and background information as to why this

study shall be considered.

Online in-depth interview was undertaken by the researchers as the

primary source of data collection. Mack et.al (2005) stated that in-depth

interview/discourse is helpful when it comes to obtaining a more evocative

image of the participants mindset on the topic presented. Moreover, this is

helpful in terms of understanding the participants’ thoughts and behavior

towards the topic, follow-up questions also help to further generate answers to

specific questions. Aside from which, the process conducted will be of a great

help in reviewing and analyzing the participants’ answer/s.

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Furthermore, themes that were derived from the study were carefully

organized and analyzed without integrating conclusion during the interview.

This removed biases and misconception that affect the research result.

Trustworthiness of the Study

Burton (2013) stated that validity and reliability are fundamental need to

be included in a qualitative research. Researchers shall be able to emphasize

the dependability of the study as well as state the underlying proof which will

help serve the credibility of the research study. Hence, to observe and establish

the dependability of the study, the following are observed:

Conformability. It is a degree in which the study’s' result shall be

embodied and substantiated by others. In this case, the researchers conducted

an online interview to the participants of the study. Despite the limited area of

the data collection, the researchers are able to maximize the space and

garnered substantial result through queries which supported the study’s'

objective. The analysis was carefully documented and arranged in an organized

manner. Furthermore, results of this study are kept transparent to confirm the

conclusion of the research findings.

Credibility. Participants' perspective is herein considered in this

research. Researchers formulated questions with an utmost consciousness of

the participants’ nature. To assure the credibility of the research, researchers

restrict the drawing of conclusion during the interview conducted, instead, the

researchers interpreted the data based on factual data and cited studies which

support the result. The researchers noted the course of the interview and

provide each with raw data to interpret, after which, to secure the research
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result, the researchers then conducted a group discussion on the individual

interpretation, thus, proving that the results as stated all were derived

accurately.

Transferability. To address the transferability of the research findings,

the researchers exemplified and clearly elaborated the research purpose. The

data collected, are made transparent as much as possible to prevent any

irregularities or uncertainties towards the study. All findings are enriched with

descriptions and is made easier for the future researchers to understand. This

all to prevent misconception to the points created by the researchers.

As stated by Ramsey (2010) the level of transferability depends upon

how well and concise the similarities between two settings are. The more the

data and point were connected, the easier it is to transfer the material. The

detailed narrations presented by the researchers allow the readers to

accordingly transfer the material from one setting to the other and to assess

whether which part is needed or can be conveyed.

Dependability. A criterion often considered as like reliability and stability

of the result over time. Dependability is characterized on how the study could

be repeatedly used by other researchers. The dependability of the study is also

shown to the stability or consistency of the result presented. Moreover, the

study showed an immense level of consistency to its result which is therein

emphasized to the other chapters of the study.

Role of the Researcher

It is an underlying fact that people nowadays, find it difficult to further

interact and communicate without understanding another peoples' culture.

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Given the diversity of people, their culture and practices, the researchers find

the urgency to study intercultural communication. At present, the variation of

culture entails somewhat the variation of language, which if not understood and

comprehend results to a more complex problem. This concern has enlightened

the researchers to conduct the research study and provide credible result to

serve as threshold data for future research and the present.

The researchers personally partake to the progress of the study, hence,

the researchers interviewed five participants to suffice the data needed to

enable the construction of credible data source. The researchers also seek

professional help to analyze the data collected and undertake group analysis

and discussion to see whether the data interpreted showed consistency.

Ethical Considerations

In conducting a research, researchers must be able to determine the

ethics that should be applied during the study. Privacy, safety and preferences

should be considered. In accordance to the consideration of these ethics, the

researchers used the study of Parveen and Showkat (2017) as the core

reference to the following ethics:

Informed Consent. Researchers obtained and secured informed

consent from the participants of the study. The consent protects and secure the

participants as well as provide credibility to the study. The consent provides the

important details in the implementation of the study and emphasized points that

may be considered by the participants.

Avoid Deception/Exaggeration. In the process of data collection,

researchers should avoid deception or exaggeration of the research aims,

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objectives, nature of the study, the length or duration of the study, and the

totality of the research procedures. It is the researcher’s obligation to maintain

equilibrium as well as accord honesty towards the participants.

Privacy, Anonymity, and Confidentiality. The safety of the participant

is the prime concern in every research study to be conducted. It is the

researcher’s responsibility to take good care of the result of the study, as well

as maintaining the confidentiality of the participant’s information. Furthermore,

under this ethics, the participants were given the option to reject or withdraw

from the study.

Data findings must be presented with honesty and transparency.

Misleading information, as well as the representation of data findings should be

avoided and should not be presented in a biased manner. In this way,

researchers can ensure the trustworthiness and credibility of the study.

All throughout the study, the researchers safeguard that these ethics

were carefully followed in accordance to its conduct. Details were carefully

considered during the data gathering process which emphasized the specific

consideration for the participants’ anonymity and the confidentiality of the data

gathered. The researchers ensured that during the conduct of the data

collection, participants were not held up against their will, and is given the

utmost option provided in the study.

CHAPTER III

Results

This chapter presented the reports of the findings from the current study.

Results are organized in accordance to the research questions that were

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obtained and is used as a guide to derive and collect data from the participants.

In-depth interview was used by the researchers to further determine the

strategies, implementation, and as well as the difficulties often experienced by

the teachers in integrating intercultural competence. Finally, the interpretations

of these findings were further discussed in the next chapter of this research

paper.

Research Question No. 1: What are the strategies you use in teaching

intercultural competence?

The researchers upon completion of the in-depth interview, garnered

four major themes that will suffice the problem statement. The themes garnered

helped the researchers to further draw a precise conclusion towards the above-

mentioned problem statement. Hence, cultural awareness, role playing,

learning materials, and backgrounding were the themes derived during the

interpretation.

Cultural Awareness

The responses of the questions asked by the researchers towards the

participants revealed that cultural awareness is one of the strategies

incorporated to enhance teaching of intercultural competence. Cultural

Awareness is the persons’ ability to deeply understand other people’s culture,

beliefs and values.

The theme presented is evident to the response of teacher 3 which state

that along with the understanding of one’s culture, belief, affiliations and

thoughts, enrichment of strategies and provision of reinforcement activities

shall also be given. Furthermore, cultural awareness among teachers derive a

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more genuine and effective teaching strategy which enable effective language

acquisition. The result, as seen below, is derived to the response of teacher 3:

…teachers need to have an adequate understanding

and information of different cultural backgrounds and
ability to facilitate it among students…

Teacher 3 further explained that in order to partake cultural awareness,

teachers are also expected to allow students to represent their own culture.

Furthermore, activities that portray interaction is also necessary. The

statement below showed the response of Teacher 3.

…Teachers are also expected to enrich strategies and

provide reinforcement activities such as giving a
chance to students with different cultures to represent
their own cultures, beliefs and thoughts. We should
also be able to establish welfare in the classroom and
create activities which allows students to participate
and to associate with others.

Role playing

Role playing is an exercise which gives a student an opportunity to

express themselves by acting out a given situation. Usually it is spontaneous

and performed shortly. The theme is observed in the response of teacher 2 as

seen below.

The strategies I use in teaching intercultural

competence are simulation and literary reportage.

This asserts that in teaching intercultural competence, teachers use role

playing to let the students express themselves and to furtherly explain their

understanding towards a certain lesson through acting out a given scenario.

When teachers use role playing in classroom setting, students can learn to know

and respond on his/her involvement about the issues presented. Aside from
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that, through role playing, teachers can observe realistic behavior of a student

while they are performing.

Learning Materials

Since the technology has been widely used and is proven influential,

students and teachers find ways to use it in its maximum capacity. People have

variety of culture that it is often impossible to absorb everything, however, due

to advancement, technology has provided information we need.

These learning materials, as stated above, is visible to the response of

teacher 4 and 5. Wherein teacher 4 emphasized that interviews and video

presentation is the most common strategy to effectively incorporate better

understanding towards another people’s culture.

The strategies that I use in teaching intercultural

competence are interviews and video presentation.

Likewise, teacher 5 explained that videos and magazines is one helpful

way to let the students see the cultural diversity of people. These learning

materials posit promotion of positive attitude and behavior which can be closely

knitted to one’s own.

My strategies include introduction of foreign words

related to lesson, promotion of foreign positive
attitudes and behavior which can apply to our own,
introduce learning materials produced by people with a
different cultural background such as videos and
magazines.

Backgrounding

Backgrounding is a teaching strategy in which students are given the

time and the opportunity to research and do background check on the topic
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presented. This strategy allows students to be ready, and at the same time, be

able to understand abstract ideas, make connections, and comprehend easily.

The theme mentioned above, is dominant to the response of teacher 6.

Wherein he let his students conduct research on the topic consisting of its

culture, origin etc. For the students to effectively acquire new concept, he

managed to introduce the culture through geographical facts. In this way,

students garner a better view and understanding of the target topic/language.

…in teaching intercultural competence, I let students

read or research something about a certain culture
where the topic originates from. Backgrounding is my
technique since there are episodes in a certain
literature that us quite different from our local setting.

Research Question #2: How do you use the strategies in teaching

intercultural competence?

During the course of the interview, researchers also gathered the

participants’ response towards the usage or application of the strategies they

presented. The strategies were used to suffice the research objectives and is

used as a threshold data which shall be used effectively. Hence, the themes as

follows were identified: Openness, Interactive Communication, Learning

Support, and Age/level appropriateness.

Openness

In teaching intercultural competence, one must be able to possess the

ability to be open to people with diverse culture. Teachers should be able to

understand the depth of initiating openness to strengthen interaction. Hence,

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openness allows teachers to understand and accept another peoples’ view.

This theme is often characterized to one’s improvement in bilingualism. One

may be able to learn and speak the language once there is openness and

acceptance involved. Moreover, the theme is associated with the response of

Teacher 3. The participant herein stated that curiosity, as part of openness,

allow better communication, and suspend judgement towards the person. Aside

from his response on question one which stated that cultural awareness is one

of the strategies, openness then became a tool to strengthen the teaching of

the competence.

We can use these strategies by having an attitude of

openness which will initiate and develop interactions
with students from different cultural backgrounds.
Curiosity means that you are interested in different
cultural perspectives and that you can communicate
with students from other cultures with an ‘open mind’.
Initiate and develop interactions with students of
another culture and suspend judgment in valuing your
interaction with other students…

Interactive communication

Another theme derived from the interview is the implementation of

interactive communication. Interactive communication is the two-way discourse

between the sender and the receiver. As stated by Teacher 2, through imitation,

relation to actuality, and active interaction, which are ways of interactive

communication, teachers can incorporate intercultural competence in the

classroom. Thus, beneficial to the process of interaction.

The strategies I use in teaching intercultural

competence are simulation, literary reportage, and
real-life interaction with people of different culture and
race.

Learning Support
 26

One of the most fundamental factors that shows upon the result of the

study is the provision of good learning support to students. Such learning

support may be in a form of scaffolding, providing feedback, or counselling. This

may heighten one’s preposition to learn. Consequently, the theme presented is

associated with the response of teacher 1, 4, and 5.

Teacher 1 explicitly explained that the learning support in the classroom

must be free from any cultural biases to have a good communication as well as

interaction among learners. Good learning support in such manner that the

teachers can provide effective strategy and appropriate activities which allow

students to learn efficiently, and at the same time, develop their motivation to

learn the target language.

…the strategies of teacher in teaching intercultural

competence can be achieved through a good learning
support which aims to maintain the human relationship
contextualizing just treatment and free cultural biases,
to engage into interpersonal or reciprocal
communication as well as to work on collaborative
action plan and activities.

Subsequently, teacher 4 explained that guidelines in an interview (rubric)

is important in understanding the cultural practices of people with varying

culture. Moreover, the following statement emphasized that teacher 4 provide

learning support specifically guidelines and overview of the topic which most

likely introduce the differences of peoples’ culture.

I use those strategies in teaching intercultural

competence by providing guidelines as to how the
interview will be conducted. For video presentation, I
give the students an overview about the content of
which most are different cultural practices across the
globe.
 27

The same as the previous participants’ response, the statement of

teacher 5 coincide with the other 2 participants which also highlight the use of

learning support in teaching intercultural competence. Thus, storytelling is his

way of integrating the strategy.

…my most way is through story telling.

Age/level appropriateness

In general, the development of teaching strategy varies according to the

students’ level of competency. Teachers shall also consider one’s age,

understanding that all strategies require certain level of age appropriateness.

The statement of Teacher 6 below coincides with the theme derived in the study.

Moreover, the participant explained that the strategy implemented vary

according to the age and level of the student. Hence, students in lower grade

level were provided with colorful and interactive visual aids. In contrast, students

in higher level which requires higher order thinking were presented with a more

complicated questions and activities. This strategy allows learners to strengthen

their knowledge of cultural differences.

The usage of strategies depends on the kind of class I

handle. I give lessons according to the propriety of age.
For example, when I teach culture to younger children
there is always this reservation and colorful visual aids
enough for their young minds to understand and follow,
but with the more advanced levels, I incorporate
rhetorical questions, questions of morality, acceptance,
and tolerance, how near is a situation to reality and
even make them compare and contrast one's culture
from their own. Through this, I can strengthen my
students' knowledge of cultural differences.
 28

The themes derived from both two questions asked by the researchers

during the in-depth interview where further discussed in the succeeding

chapter.

CHAPTER IV

Discussions
 29

This chapter presented the discussion, implication for educational

practice, recommendations for future research, and the concluding remarks.

The discussions of the study were derived from the results and responses of

the respondents to the in-depth interview conducted by the researchers. As the

study progress, its aims were also clearly indicated, hence, the aim to further

understand the teachers perception (esp.strategy) towards the integration of

intercultural competence bring forth roles of intercultural competence to the

language acquisition.

The result garnered was strongly supported by the study of Ludwikowska

(2018) which stated that in order to enhance intercultural competence and

effectively regulate the acquisition of the target language, teachers must be

able to facilitate the incorporation of other cultural contexts in teaching. Hence,

providing sensitivity to the variation of culture and its background, and the

constant dialogue between people with varying culture effectively signify one’s

growth in language acquisition.

Moreover, in the beginning of the process which requires reflection of

one’s own identity development, as well as the teacher’s perception towards

the competence, the process influenced teaching and students’ learning with

varying culture. Byram and Wagner (2018) stated that the complex identity of a

child with the different linguistic and cultural backgrounds helps in further

understanding one’s self and one’s own society.

On the cultural awareness, teacher 3 expressed his perception towards

cultural awareness which emphasized that there is an unending need to

understand other peoples’ culture in order to impart effective intercultural

competence. Al-Sofi (2015) supports the result of this findings. He highlights

 30

that for the intercultural competence to be enhanced and as well as be used to

enrich one’s motivation to learn the target language, a person must first be able

to provide utmost importance in raising cultural awareness. In this manner,

people may communicate effectively and as well as avoid misunderstanding

and tension in all sort.

In the context of cultural awareness, Meyers’ model of intercultural

competence established eleven points/themes in which reflection of one’s own

cultural background and awareness of the effects of knowing others’ culture is

stated. However, despite the themes presented, the model does not express

the inclusion of second language as a tool or a factor in improving competence

(Xiao and Cai, 2015). Thus, Byram (1997) model of intercultural competence

proved that cultural awareness indeed impact one’s acquisition of language, as

well as improve intercultural awareness.

Role playing as an integral strategy stated by the participants, coincide

with the result of Henri and Jain (2017). The result of their study showed that

seventy-eight percent of the participant answered that role-playing motivates

them to learn and practice English language. This goes to show that students

with their varying style preferred the use of role playing to enhance their

motivation and explicitly improve their intercultural competence. Moreover, two-

thirds of the population answered that they learned about the cultural diversity

as well as enhance their capacity to interact and be involved in an effective

communication or interaction. The findings of their study then coincide with the

statement of teacher 2.
 31

Moreover, the application of role playing posit experiences which

students described as “meaningful and reality-based” for them to become

culturally competent (Nealy, 2014). Thus, research findings showed one

hundred percent of participants respond to role playing as a strategy effective,

useful and meaningful in teaching intercultural competence and language

acquisition. This result then coincides with the current result of the study which

emphasized that role playing allow effective interaction through motivation

derived by students and as well as understanding of another peoples’ culture.

The provision of learning materials as stated by teacher 4 and 5 is

supported by the result of the study findings of Euler (2017) which stated that

Projects 1 and 2 which mainly consist of deep cultural analysis and materials such as

ads/ presentations. In the study, students responded to be motivated, hence, further

analysis showed that students develop intercultural competence.

The implementation of strategies specifically learning materials towards the

students, allow teachers to effectively introduce the intercultural competence. This

strategy according to Xiao and Cai (2015) provides multiple advantages of

opportunities for the students to foster and maximize their motivation and learning

towards target language through integrating and enhancing intercultural competence.

The applied strategy aids the goal of intercultural competence can be achieved by

teachers in an enjoyable and effective manner.

The theme to conduct backgrounding as a teaching strategy to integrate

intercultural awareness to students is supported by the study of Xu (2016)

which stated that backgrounding through a form of research or reporting allow

students engagement towards the topic presented as well as develop their

understanding to one’s culture. This strategy will broaden the knowledge which
 32

the students know, and by broadening such knowledge, students ameliorate

from the basic to the most complex, thereby providing effective usage of

communication with people of diverse culture.

Furthermore, the theme openness which is derived from the result of the

current study showed that Openness of teachers to the different cultures and

views, give way to a more effective communication and interaction. Curiosity as

a factor included in the result, also became a vital factor to heighten students’

motivation to learn and understand the target language. William (2005) as cited

to the study of Davis and Cho (2005) expressed that openness is one of the

traits which is often related to intercultural competence. Once an individual

develops openness to other’s culture, flexibility then follows. Openness to

other’s culture tend to be able to easily adjust and cope up with the varying

differences. They are most likely permeable to accept new ideas and as well as

develop willingness to change.

In terms, of interaction, openness is helpful as people partake actively in

a different environment which without the skill establishes conflict among

people (Kelly and Mayers, 1995). Moreover, the application allows teachers to

effectively increase learner’s knowledge about another people’s culture.

Interactive Communication as stated by Park (1924) as cited in the study

of Liu and Gallois (2014) that the concept of communication and the way it is

affected is dependent on how people develop certain concept of gap or social

distance with other people whose culture differ. In his study, he further stated

that when a person is not too familiar with the others’ culture or views, one may

develop lack of intimacy or interaction towards that person. Which simply

 33

exemplified the result that cultural interaction is of a vital strategy to enhance

one’s learning of the target language and improves interaction/competence.

On the other hand, the theme pointed on the importance of learning

support to implement the strategy in teaching intercultural competence.

Wherein Zapata (2014) emphasized that technological tools such as video

presentations and interviews or documentaries allows students to develop their

competence and understanding towards others culture. Hence, the above-

mentioned research result, was further supported by the study of Fereira-

Lopes, et. Al (2018) which showed that through innovative learning approach

in communication and enhancing interaction, allows students to develop in-

depth connection towards the culture and the target language.

Ghanem (2017) highlighted that materials which are integrated in the

classroom affects the way students learn. He further simplified that the concept

of intercultural competence or communication established rapport and as well

as harmony among people. However, in this study, after the interview was

conducted, he found out that teachers’ prior concern to the teaching or

integration of intercultural competence is the topic which is introduced to the

students. He stated that enable for the teachers’ to effectively integrate the

topic, one should be able to understand and be aware first of the culture.

Furthermore, such materials help in materializing and organizing one’s

capacity to think and view intercultural competence and culture itself.

Age/ level appropriateness as stated by teacher 6, shows that the

strategies used and implemented by the teachers varies depending upon the

students’ age/level. The categorizing of strategies in teaching must be

 34

appropriate to the student’s interest. Hence, this helps in developing their

motivation which will further enable them to learn and understand the target

language as well as strengthen their intercultural competence.

Implications for Educational Practice

Based on the findings, the following implications for educational practice

are herein presented:

On the cultural awareness. Since teachers view cultural awareness as a

fundamental factor to learn the target language as well as incorporate

intercultural awareness (p. 21), teachers may use tools such as learning

materials or provide learning support, in such manner that it includes not only

the shallow part but will also allow cognitively challenging activities. Teachers

try to incorporate intercultural awareness in the classroom, however, the

implementation of such is not totally focused to the extent that most often than

not, teachers tend to provide topics which do not always help in enhancing

students’ cultural awareness.

On the learning materials. One strategy derived from the results is the

provision of learning materials. Today, such provision is already accompanied

with materials such as projector, laptop and etc. As the result of the usage of

such strategy, the researchers implicate that from time to time, teachers may

provide learning materials such as documentaries, video presentations and

interviews which highlight the different cultural backgrounds of people. In this

way, students will not only understand the way people behave and think, but

they will also be able to adapt to another peoples’ culture.

 35

On Backgrounding. In the new curriculum, the system shifted from the

traditional teacher-centered approach to student-centered approach. Hence, it

is of a great advantage once teachers will allow their students to be open for

backgrounding or researching. Despite the hesitancy whether students will take

the activity seriously or will take it for granted instead, one of the effective

strategy teachers may use is to provide follow-up activity such as role playing

or video making. Such activity does not only highlight the activeness of the

students, but they will also be exposed to real-life interaction with people which

have culture/s varying from them.

On role-playing. Participants specifically stated that role playing is one

of the strategies that they are using to incorporate intercultural competence.

Despite the commonality of the activity, teachers should focus and deliberate

as to what topics shall be integrated with such activity. Cognitively challenging

topics such as politics or culture-related topics may heighten ones’ thinking

skills. Hidayati and Parjono (2018) supported that role-playing has flexibility that

accelerated students’ motivation to understand the materials or topics

presented. It also served as the preparation in which students develop

independence and awareness of culture, thereby enhancing intercultural

competence and language acquisition.

Using Openness, Interactive Communication, Learning Support, and

Age/level appropriateness of the materials, teachers and the institution will

effectively integrate intercultural competence to the students, as well as derive

to the main point of further learning the target language through the

understanding of its culture.

Recommendations for Future Research

 36

The following recommendation are thereby presented by the

researchers to improve the study:

Researchers suggest that future researchers may increase their number

of participants or respondents in order to add additional support to the study,

and as well as derive to a greater result.

Since the research only took weeks to finish, the researchers then

suggest that such study be allotted more time. Hence, progress will be

measured more thoroughly.

The researchers also suggest that future researchers may add

quantitative research design, thereby making it mixed method. In this way,

researchers may add more questions and garner more answers which will

make this study more reliable and dependable in the future.

Concluding Remarks

The investigation on teacher’s perception towards intercultural

competence has accentuated the relevance and essential of such study. The

researchers conducted the study with the main point of knowing the strategies

implemented by the participants and how such strategies are used. Hence, as

the results were analyzed and interpreted, the researchers find out that culture

affects one’s ability to interact and learn the target language. Giving of attention

to such strategies, improves the well-being of the person and as well as

enhance the medium of communication.

The results of the study clearly substantiated the role of intercultural

competence to teaching which shows that teachers’ strategy and integration of

 37

such strategy affect the students understanding and development in terms of

intercultural competence.

Moreover, the results of the study proved that in order to facilitate

learners’ development of their intercultural competence, teachers, especially on

English Target language, must be competent intercultural communicators with

enough knowledge and experience in order to provide accurate strategy to

effectively integrate intercultural competence. Furthermore, teachers should

not only focus on their own competence, instead they should hone the students

to become interculturally competent. Thus, the teacher must consider the

student’s capability in acquiring knowledge using those strategies.

Teachers’ sensitivity and openness to culture allow for the creation of

activities which are cognitively challenging to the students. Through the study

conducted, researchers can unveil the perception of teachers towards

intercultural competence and second language acquisition, by which results will

serve as a threshold data for the improvement of the research, the lengthening

of its scope and as well as the variety of focused. Thus, the above-mentioned

results and conclusion, suffice the research objectives.

 38

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TABLE OF CONTENTS

INTRODUCTION Page

Background of the Study 1

Purpose of the Study 3

Research Questions 3

Review of Related Literature 4

Importance of the Study 9

Definition of Terms 11

METHODOLOGY

Research Design 13

Research Participants 13

Data Gathering Procedures 14

Trustworthiness of the Study 15

Role of the Researchers 16

Ethical Consideration 19

RESULTS 21

DISCUSSIONS 29

Implications for Educational Practice 34

Recommendations for future research 36

Concluding Remarks 36

REFERENCES 38