Understanding the representation of intercultural competence in EFL education: strategies among Vietnamese teachers

This qualitative study investigates the strategies employed by Vietnamese English as a Foreign Language (EFL) teachers to enhance students’ cultural sensitivity. Amidst the growing emphasis on intercultural competence in language education, this research provides valuable insights from a Vietnamese perspective. The study involved semi-structured interviews with nine EFL teachers, encompassing a range of experience levels: novice, mid-career, and near-end career. The thematic analysis of interview data revealed several key strategies: integration of cultural content and context in language instruction, balancing cultural sensitivity with language proficiency, incorporating interactive and reflective activities, and utilizing multimodal and technological resources. These strategies were found to vary in complexity across different career stages. The findings demonstrate the practical application of these theoretical models in the Vietnamese EFL context. This study contributes to the field of EFL education by highlighting the importance of culturally responsive teaching and offering a nuanced understanding of how these strategies are implemented in a specific cultural setting. It underscores the need for curricular flexibility, technological integration, and tailored professional development to support teachers in fostering cultural sensitivity in language education. The study’s insights are particularly relevant for educators, curriculum developers, and policymakers in similar non-Western contexts.