INTERCULTURAL COMMUNICATION IN THE UNIVERSITY-LEVEL BUSINESS ENGLISH CLASSROOM IN POLAND: STUDY, PERCEPTION, AND PRACTICE

In the contemporary globalized world, Business English classrooms at the university level have evolved into dynamic spaces where language acquisition is integrated with the development of cultural competence. Teachers need to be ready to develop not only language skills but also facilitate the acquisition of competencies for navigating cultural complexity. To be future-ready, students must be equipped with the ability to communicate effectively across cultures, in addition to being proficient in English. This study investigates how intercultural communication is currently approached in Business English courses at several Polish universities. Drawing upon Deardorff’s model of intercultural competence, in conjunction with the cultural frameworks developed by Hofstede, Hall, Trompenaars, and Boski, the research provides a nuanced perspective on the integration of intercultural learning within the broader context of language education. Using a mixed-methods design, including surveys, focus group interviews, and classroom observations, the study explores both teaching practices and perceptions held by students and lecturers. The findings suggest the value of intercultural competence, yet also reveal practical challenges, such as limited curricular space, inconsistent institutional support, and varying levels of teacher readiness. It is crucial to emphasize that, despite the challenges identified, the study also underscores significant opportunities to enhance the role of intercultural education within Business English curricula. The study concludes with a set of pedagogical strategies and recommendations for more integrated, culturally responsive instruction. Furthermore, it advocates comprehensive curriculum reform to ensure that students are adequately prepared to meet the demands of a progressively interconnected professional landscape.