Abstract
This study examined the co-construction of an in-house model for the promotion and assessment of Intercultural Communicative Competence (ICC) within a Foreign Language Teacher Education Program (FLTEP) at Universidad del Valle, Colombia. In a global context marked by polarization and cultural complexity, ICC development is both an educational and civic imperative. In Colombia’s post-conflict context, integrating intercultural perspectives in higher education remains a national priority, yet ICC continues to be marginal in FLTEPs. To address this gap, the study adopted a qualitative single case study design informed by Professional Learning (PL) theory (Timperley, 2011), engaging teacher educators in collaborative curriculum design and reflection. The research unfolded across four stages: (1) analysis of 53 institutional documents and interviews with 12 teacher educators to identify opportunities and challenges for ICC integration; (2) design of a Professional Learning Program (PLP) based on these findings; (3) implementation of a semester-long PLP involving seven dialogic workshops to co-construct a referential ICC framework; and (4) classroom observations to evaluate the framework’s application. Data were analyzed using Reflective Thematic Analysis (Braun & Clarke, 2024). Findings revealed that while teacher educators held critical views of interculturality, essentialist notions of culture persisted. The PLP fostered shared understanding, collaborative leadership, and the creation of the ARKS Model—a locally grounded framework for ICC development and assessment. Classroom evidence showed its transformative impact on teaching practices. The study contributes a context-responsive ICC model, aligns with national policy goals, and demonstrates how participatory professional learning can enable sustainable curricular change in FLTEPs
Presenters
Alexander Ramirez EspinosaProfessor, School of Language Sciences, Universidad del Valle, Valle del Cauca, Colombia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Communications and Linguistic Studies
KEYWORDS
Intercultural Competence, Curriculum Design, ICC, Assessment
