Classroom Techniques For Integrating Intercultural Skills Into Foreign Language Teaching
Abstract
This article investigates classroom techniques for integrating intercultural skills into foreign language teaching, following the IMRAD research structure. The study reviews existing theoretical frameworks and empirical evidence concerning effective intercultural pedagogy, reports findings from an observational study of language classroom practice across three institutions, and discusses implications for language teachers and curriculum designers. The findings indicate that task-based intercultural activities, critical incident analysis, digital storytelling, and structured reflective practice are among the most effective classroom techniques for developing learners' intercultural communicative competence. The article concludes with recommendations for systematic integration of these techniques into language teaching programmes.