From Surface-Level to Structural Change: Integrating Critical Interculturality in English Language Education

This qualitative research, situated within a constructivist paradigm, examines how educators integrate and understand interculturality in English language teaching. It investigates the incorporation of intercultural concepts, focusing on cultural attributes and traditions, and evaluates their impact on student engagement and comprehension. The findings reveal that although interculturality is frequently addressed, its application often remains superficial, focusing on cultural celebrations rather than deeper issues such as structural, colonial, and racial dynamics. This approach may reinforce stereotypes and overlook power structures. Following the introduction of curricular principles emphasizing a critical exploration of interculturality including power dynamics, racialization, and historical marginalization, teachers shifted their approaches. They began guiding students toward more profound engagement through research, argumentation, and problem-solving, rather than rote memorization. An analysis of class discussions and student writings demonstrated that students developed a deeper understanding of critical interculturality, articulating complex ideas about power dynamics and historical injustices. This shift underscores the effectiveness of the curricular intervention in promoting a more critical approach to interculturality. The conclusion drawn is that while progress is evident, further development is needed. Recommendations include expanding research to address broader social, political, and cultural issues, providing concrete teaching examples, and developing methods to assess the impact of intercultural education. Schools and policies should support these efforts through professional development and inclusive curricula that address global issues and diverse perspectives. Implementing these recommendations can enhance English language teaching and better prepare students for an interconnected world.