Cultural and Intercultural Tasks in the Language Classroom to Develop Intercultural Competence in International Business Administration Learners at a Colombian University

Abstract

This study explores the impact of implementing six cultural and intercultural tasks in the language classroom to develop intercultural competence in International Business Administration Learners at Universidad Libre. The participants of this study were 31 students who belonged to the fourth English level and who were willing to participate in the study for 9 weeks. A mixed methods approach was used, which involved questionnaires, learning journals, and observations to collect data. The findings, analyzed through Bennettos Developmental Model of Intercultural Sensitivity (DMIS) and the Ting-Toomey and Dorjeeos Cultural Iceberg, revealed that the students have started to learn inter/cultural knowledge and understanding of deep cultural aspects, which have helped them become more interculturally sensitive towards cultural ambiguities and cultural differences. Factors such the studentso English level, lack of training on critical thinking skills, lack of familiarity on the topic, and not having enough cultural and intercultural tasks that involve the development of self-awareness could have affected the lack of development of intercultural competence in some students. The detailed findings could help future studies on the development of intercultural competence in the language classroom.