Authentic Intercultural Communicative Competence Practices in the International Classroom

Intercultural communicative competence (ICC) plays a critical role in the international classroom. However, it is widely assumed that effective ICC will be achieved effortlessly through contact with students from different linguistic and cultural backgrounds. Higher education teachers, who are generally of the understanding that their role is to teach only content, are often unaware of ICC or of how to apply it in pedagogical practice. Given the importance of ICC in the international classroom, and the paucity of research in the field, this study aimed to fill the gap by examining the international classroom and identifying examples of ICC best practice.
The data for this qualitative study were collected through classroom observation of thirty internationalized classes taught by thirty teachers across five European universities. Examples of best practice were identified using an observational schedule comprising twenty categories in two areas, course design and teaching methods, such as course accessibility, providing engaging activities, appropriate guidance, inclusive tasks, international examples, and clear context, anticipation of potential difficulties with activities, adjusting language and delivery, creating a safe environment, providing appropriate answers and feedback, and reassuring struggling students.