Crossing Cultures: Exploring Intercultural Communicative Competence Among English Language Teachers

This study explores the Intercultural Communicative Competence (ICC) of English language teachers in a subset of junior and senior high schools in the Philippines, a multicultural educational setting. The study examines teachers’ attitudes, knowledge, and adaptability toward ICC in light of the growing significance of cultural sensitivity in language instruction. Data were collected from 58 English teachers using a quantitative research design and validated survey instruments that were modified from well-known ICC frameworks. Findings indicate that teachers are, on the whole, positively inclined towards ICC (grand mean = 3.58, interpreted as “Always”), more so in the awareness of cultural differences and appreciation of cultural diversity. Teachers are, however, moderately knowledgeable (grand mean = 2.75, interpreted as “Knowledgeable”), with significant lacunas in comprehending cross-cultural adjustment phases (mean = 2.54) and socio-political environments. For adaptability, the teachers scored highest in Social Confirmation (grand mean = 3.35) and lowest in Social Composure (grand mean = 2.86), reflecting difficulties in dealing with tense or uneasy intercultural encounters. Statistical analysis showed that attitudes and knowledge strongly predict teachers’ adaptability (F = 18.748, p < .001). The study emphasizes the necessity of focused educational programs that promote theoretical knowledge as well as useful tactics for negotiating cultural complexities in multicultural classrooms. In order to support culturally responsive teaching, the findings have implications for curriculum design, teacher education, and policy formation.