Songul Dogan Ger: Developing Students’ Cultural Diversity Awareness and Intercultural Communicative Competence in English Classes
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12 Implications
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12.6 Implications for Teacher Training Programmes in English as a Second or Foreign Language

12.6 Implications for Teacher Training Programmes in English as a Second or Foreign Language

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A central implication arising from this research is the need for teacher education programmes in English as a second or foreign language to incorporate dedicated intercultural education components, distinct from traditional culture-related courses. While cultural studies courses typically focus on factual knowledge of English-speaking countries, standalone intercultural courses are essential for nurturing pre-service teachers’ critical intercultural awareness and communicative competence. As evidenced in this study, such courses should strike a careful balance between theoretical input and practical application, equipping prospective teachers to integrate intercultural knowledge and skills into both their professional teaching practices and wider social interactions.

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Although the content of teacher education programmes already includes elements of culture and ICC development, greater emphasis should be placed on the teaching of controversial cultural issues—those associated with deep culture. This monograph has shown that pre-service teachers require structured guidance on how to approach such issues pedagogically. Moreover, practical teaching placements should, where possible, be arranged in culturally diverse schools—whether locally or abroad—to give trainees authentic exposure to intercultural encounters and allow them to apply their training in real-world settings before entering the profession.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

The autonomy of teacher educators in designing their syllabuses and materials should be maintained, as they are best positioned to tailor content to the needs and interests of their students, as highlighted in this research. While language development may require standardised assessment tools, the evaluation of intercultural growth should rely on formative methods such as teacher observations and learner self-assessment. In this regard, the self-evaluation tool developed by Lázár et al. (2007) serves as an exemplary model. However, as this research recommends, such tools should be used directly by students to reflect on their own progress.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Finally, international schools awarding globally recognised diplomas should consider seeking partnerships with universities or intercultural education specialists to provide targeted professional development for their staff. While university-based teacher training may be limited to enrolled students, lecturers with expertise in cultural studies or intercultural education could deliver in-service courses that address teachers’ professional gaps in this area and provide practical strategies for navigating culturally diverse classrooms.
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