On didactic preparation of English language teachers for intercultural communicative competence development
Abstract
The study attempts to grasp the reality of how future English language teachers are didactically prepared to incorporate intercultural communicative competence (ICC) into their English language teaching. Specific focus is thus paid to the analysis of ELTE (English Language Teacher Education) projected curriculum.
Data were collected via a questionnaire which was distributed to departments at 13 faculties preparing English language teachers in the Czech Republic. Research results show that didactic preparation of English language teachers for teaching ICC is realized at four faculties in nine different study programmes.
Consequent qualitative analysis of curriculum, i.e. theoretical rationale, aims, content and processes applied, reveal that main trends to the teacher preparation in the area under question are applied. Mainly explicit systematic incorporation of preparation for ICC development, i.e. a competence approach, but also a thematic approach, which works with selected areas of intercultural education in the context of foreign language teaching.
We believe, that obtained outcomes brought some interesting results and may function as an inspiration for possible modifications of ELTE curriculum.