Competencia comunicativa intercultural: prácticas docentes inclusivas en contextos educativos de diversidad cultural y lingüística en Cataluña

This study aims at identifying pedagogical practices that demonstrate the intercultural communicative competence (ICC) of kindergarten and primary school teachers, who have worked in vulnerable educational contexts during the COVID-19 pandemic lockdown. A multiple case study was conducted with two public schools in Catalonia. In-depth semi-structured interviews were conducted with schools management teams (n=2), as well as with families (n=2); and a focus group was held with the teaching staff (n=18) for data collection. Thematic analysis in ATLAS.ti v9 revealed four key themes: personalizing teaching and understanding diversity, building an inclusive school culture, using technological and digital tools, and building positive relationships. It is proposed that a contextualized and planned training specifically oriented towards the development of ICC could be an appropriate and timely tool to address the needs of a culturally and linguistically diverse multicultural school.