Speaker
Description
As Vietnam is becoming more globalized, the importance of English language education on intercultural communicative competence (ICC) has been increasingly emphasized, especially at lower secondary level. This small-scale study investigates the ways in which English teachers in Thot Not District, Can Tho City, embed cultural content into their English lessons in order to develop their students’ ICC. It also examines the challenges they face and their suggestions for improving intercultural teaching practices. Based on the 3P model of culture (Perspectives, Practices and Products) and Byram’s model of International Cultural Competence (ICC), this study aims to explore if teachers teach cultural practices and perspectives other than teaching visible cultural products such as food and festivals. Data were collected through questionnaires from 15 lower secondary English teachers and semi-structured interviews with 8 teachers in Thot Not District.
The findings reveal a gap between teachers’ positive perceptions of ICC and their actual classroom practices. In most cases, cultural teaching remains limited to surface-level cultural products, often referred to as the “4-F approach” (food, fairs, festivals, and folk dances). The integration of cultural practices and perspectives is less common due to curriculum pressure, limited class time, lack of suitable materials, insufficient professional training, and students’ low motivation and limited exposure to foreign cultures. Some teachers also reported low confidence in their intercultural knowledge. The study offers practical implications for teachers, school administrators, and policymakers in promoting more effective ICC development in Vietnamese lower secondary schools.
Keywords: Intercultural Communicative Competence (ICC), 3P model of culture, English teaching, lower secondary teachers, teacher cognition.
Biography
My name is LE THI NGOC DUNG. I am an English teacher with more than 25 years of dedication and contribution to the field of English language education. Throughout my teaching career, I have consistently demonstrated a strong passion for improving the quality of English teaching and learning. My professional interests focus on English language teaching methodology, classroom management strategies, and curriculum development. With many years of practical experience in secondary education, I have gained a deep understanding of learners’ needs as well as effective teaching approaches within the Vietnamese educational context.
Currently, I am pursuing a postgraduate program in English Language Teaching Methodology in order to further enhance my academic and research competencies. Pursuing this academic path reflects my commitment to lifelong learning and professional development. I am particularly interested in researching innovative teaching methods and teachers’ interpretations of curriculum policies in English language education. Through both teaching and research, I aspire to contribute to the improvement of English language teaching quality in Vietnam.
| Affiliate type | Vietnamese public school |
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