Cooperative Oral Reading in Foreign Language Education: A Pathway to Inclusive Intercultural Competence

This exploratory study analyzes the relationship between cooperative oral reading and intercultural competence within the field of teacher education (i.e., training of pre-service FL teachers in primary education) at the University of Cádiz (Spain), aiming to move beyond traditional, Eurocentric conceptions of interculturality, by aligning the framework with the United Nations Sustainable Development Goals (SDGs), particularly SDGs 4, 5, 10, and 16. A mixed-methods design is adopted, combining quantitative and qualitative approaches through cooperative oral reading activities based on selected literary texts in English, French, and German addressing diversity, identity, inclusion, among others. Data are collected via recording forms administered to language assistants and two focus groups involving students and language assistants. The quantitative indicators of the study suggest that cooperative oral reading may contribute to foreign language learning, strengthen engagement between students and assistants, promote collaborative dialogue, and provide opportunities to challenge stereotypes, while interaction with native speakers (i.e., assistants) deepens understandings of cultural diversity and identity. Overall, the research proposes that cooperative oral reading is an illustrative pedagogical strategy for fostering inclusive intercultural competence and that linking classroom practices to the SDGs can contribute not only to language development but also to broader goals of equity, inclusion, and social justice.