Analyzing the Models of Intercultural Communicative Competence (ICC) and Constructivist EFL Pedagogy: A Review Study

Abstract

In recent years, the importance of developing intercultural communicative competence (ICC) has gained significant traction. Since language teachers are expected to play a crucial role in helping students to develop their ICC, this review article aims to analyze the research available about this construct to understand its implications for teaching English as a Foreign Language (EFL) in academic settings. It begins by examining the current understanding of ICC and its importance in language learning. It then looks at how an ICC-based curriculum can be paired with a constructivist pedagogical approach to create a learning environment that promotes the exploration, experience, and comprehension of intercultural communication opportunities and challenges. Finally, it concludes with a discussion of the potential implications of incorporating ICC into English language instruction in Pakistan and other similar EFL contexts. This includes its impact on teacher education as well as its wider social implications for promoting interculturality in EFL learning environments.

Keywords

• constructivist pedagogy
• culture
• English as a Foreign Language (EFL)
• intercultural communicative competence (ICC)
• language teaching
• savoirs