International scientific journal
“Interpretation and researches”
Volume 1 issue 13 (59) | ISSN: 2181-4163 | Impact Factor: 8.2
4
BRIDGING LANGUAGE AND CULTURE: THE INTEGRAL ROLE OF
INTERCULTURAL COMPETENCE IN LANGUAGE TEACHING
Isomiddinov Nuriddin Asadulla o‘g‘li
Uzbekistan State World Languages University 4-year student Faculty of English
Philology
Abstract:
Language training now covers more than just grammar and
vocabulary; it now covers the intricate relationship between cultural literacy and
linguistic competency in an age of global interconnectedness. This article argues for
the fundamental inclusion of intercultural competence (IC) in pedagogy by
examining its role in foreign language instruction. The study highlights the
significance of preparing language learners to become not only fluent speakers but
also culturally aware global citizens by drawing on Byram, Deardorff, and Fantini's
theoretical frameworks and practical insights from classroom-based research
conducted in Uzbekistan.
Keywords:
Language teaching methodology, intercultural competency, cultural
awareness, and global citizenship.
Research Issues:
1. In what ways does intercultural competency improve the efficacy of language
instruction?
2. What are the best teaching techniques for incorporating IC into EFL classes?
3. What obstacles must educators overcome in order to promote IC among
Uzbek language learners?
4. What is the impact of multicultural awareness on students' communication
skills?
Greetings
The development of intercultural competence—a multifaceted capacity to
communicate effectively and appropriately with people from a variety of cultural
backgrounds—is a prerequisite for learning a foreign language in today's globalized
world. This paradigm change is especially noticeable in Uzbekistan, where new
educational reforms have highlighted the strategic value of English for diplomacy and
international communication,and socio-economic development.
In real-world communication, intercultural competency helps students to
interpret cultural cues, handle ambiguities, and react appropriately. Therefore, it is
now imperative rather than elective to incorporate IC into language instruction.
International scientific journal
“Interpretation and researches”
Volume 1 issue 13 (59) | ISSN: 2181-4163 | Impact Factor: 8.2
5
The Intercultural Competence Theoretical Foundations
Over many years of interdisciplinary research, the idea of intercultural
competency has changed. Five savoirs were suggested by Byram (1997) as part of a
foundational model: knowledge, attitudes, skills of understanding and relating, skills
of discovery and engagement, and critical cultural awareness. Deardorff (2006)
highlighted how IC is dynamic and developmental, presenting it as a process of
lifelong learning that is based on values like openness and respect.
Fantini (2006) extended the paradigm further by adding interconnected elements
such as awareness, knowledge, skills, and attitudes. Together, these frameworks
confirm that IC is a crucial component of any successful language acquisition
program since it includes cognitive, affective, and behavioral aspects.
Classroom Use and Pedagogical Integration
Both curriculum design and instructional technique must integrate IC for
language instruction to be effective. Important techniques include: - Experiential
Learning: Fieldwork, intercultural interactions, and cultural simulations promote
hands-on learning.
Project-Based Learning: Promotes cooperative study of cultural subjects.
Learners are exposed to a variety of linguistic registers and cultural norms
through authentic materials such as news media, blogs, interviews, and movies.
Reflective Practice: Students are able to absorb and analyze their cross-cultural
experiences more critically when they journal and participate in guided
conversations.
Teachers are also important cultural mediators. English teachers recently
incorporated role-playing games and conversations on international traditions into a
high school in Tashkent, which improved student participation and understanding for
cultural diversity.
Difficulties and Workable Solutions
The lack of real materials, cultural stereotyping, and inadequate teacher training
are obstacles to IC integration despite its significance. Some examples of systemic
responses are:
Integrating intercultural goals into curriculum reform
Workshops for teachers on IC and world awareness
Collaborations with foreign schools for exchange initiatives; assessment
instruments that prioritize empathy and introspection
Thoughts and the National Setting
A larger commitment to internationalization is shown in Uzbekistan's language
education system's incorporation of intercultural competency. Students gain from
being exposed to international ideals while strengthening their sense of national
International scientific journal
“Interpretation and researches”
Volume 1 issue 13 (59) | ISSN: 2181-4163 | Impact Factor: 8.2
6
identity. Learning IC can help students become successful global communicators
while maintaining their cultural roots as the nation modernizes.
Conclusion
In order to prepare students for meaningful global involvement, intercultural
competency is not just an improvement but a prerequisite for language instruction.
Teachers may prepare students to not only speak a language but also to live it across
cultural boundaries by combining theory and practice.
Incorporating intercultural competency into language training promises to create
linguistically proficient, culturally aware, and globally savvy citizens as Uzbekistan
pursues its educational reforms.
References:
1. Byram, M. (1997). Teaching and Assessing Intercultural Communicative
Competence. Multilingual Matters.
2. Deardorff, D. K. (2006). The SAGE Handbook of Intercultural Competence.
SAGE Publications.
3. Fantini, A. E. (2006). Exploring and Assessing Intercultural Competence. SIT
Graduate Institute.
4. Kramsch, C. (1998). Language and Culture. Oxford University Press.
5. Gay, G. (2000). Culturally Responsive Teaching. Teachers College Press.
6. Hall, E. T. (1976). Beyond Culture. Anchor Books.
