Rethinking foreign language teacher training: The role of intercultural competence in higher education

Abstract

This study examines the integration of intercultural competence (IC) in Foreign Language Teaching (FLT) programmes within higher education institutions in Spain. It explores how the internationalisation of higher education influences initial teacher education, particularly in fostering intercultural awareness. The analysis reveals that while IC is mentioned in many programmes, its integration is inconsistent and often peripheral. The study identifies four major trends in IC integration, with a prevalent transversal approach embedding IC within competences but not as a distinct focus. The findings highlight the need for more deliberate and systematic incorporation of IC into FLT curricula and pedagogy to better prepare students for global citizenship. The study underscores the importance of aligning educational strategies with frameworks like the Common European Framework of Reference for Languages (CEFR) and Reference Framework of Competences for Democratic Culture (RFCDC) to ensure comprehensive intercultural education. Recommendations include enhancing teacher training and curriculum design to prioritise intercultural competence as a core component of foreign language education in higher education. Additionally, the study suggests that geographical context plays a significant role in shaping intercultural approaches, with regions of greater cultural and linguistic diversity showing more robust integration of IC. Future research should explore classroom dynamics and the role of digital technologies in supporting IC development.