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Intercultural Communicative Competence: Obstacles Faced by NESTs, NNESTs and Learners

Group publication title:

Academic Journal of Modern Philology

Subject and Keywords:

Intercultural Communicative Competence   NEST   NNEST   ELT   ethnocentricism


Academic Journal of Modern Philology is a scientific journal oriented towards interdisciplinary studies. AJMP has been included in the register of journals published by The Polish Ministry of Science and Higher Education with 70 points awarded. The journal seeks original articles on linguistics with special focus on comparative studies, anthropological linguistics, science of cognition, social communication and literary studies. Since the founding of the journal in 2012, it has been our goal to foster the development of linguistic studies through an open exchange of ideas, while maintaining the highest standards of academic publishing. Contributions are subject to a double-blind peer reviews for authenticity, ethical issues and usefulness. The reviewing procedure is supervised by the International Advisory Board. The articles are published mainly in English, German, French and Polish. Academic Journal of Modern Philology is an open access journal published annually by the Committee for Philology of the Polish Academy of Sciences, Wrocław Branch and the College for Interdisciplinary Studies, University of Wrocław.


This paper looks at three possible actors in the ELT classroom: learners, non-native English speaking teachers(NNEST) and native English speaking teachers (NEST). Each particular group has a need to acquire the skill ofintercultural competence. For the learners, it is a necessary element alongside their knowledge of the language tobe effective in real-life intercultural communications. For the teachers, it is to be sensitive to their learners fromother cultures, to have a neutral bias to whichever of the L1 or L2 cultures is not their own, and also to enableincorporation of intercultural content effectively into the English lesson. The paper examines the obstacles toachieving Intercultural Communicative Competence (ICC) encountered by each group. Some are unique tothat group, such as the comparative disparity of the influence of the globally dominant culture of the NEST, andsome are common among two or all three, for example, culture shock whilst abroad. By understanding theseobstacles, it is possible to make suggestions on how to overcome them in each particular group. Some examples ofrecommendations are for ICC building skills to be included in teacher training courses as well as foreign exchangetrips for both learners and teacher trainees. Finally, some observations are made as to how L1 and interculturalaspects can be included in the lessons themselves.

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e-ISSN 2353-3218   ISSN 2299-7164





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Attribution, ShareAlike


Creative Commons - Attribution, ShareAlike (CC BY-SA 3.0)   click here to follow the link

Location of original object:

College for Interdisciplinary Studies, University of Wrocław