social and human sciences review مجلة العلوم الاجتماعية والانسانية
Volume 18, Numéro 36, Pages 309-338
Reconsidering the aims of English language teaching (ELT) has been a matter of great discussions during the last three decades. This has resulted in shifting emphasis from mere linguistic over communicative to intercultural competence. Various models and theories have been suggested to place new demands on language teachers and help them conceptualize and understand the intercultural dimension (henceforth, ID) in teaching to improve their practices regarding intercultural competence (IC) in English as a Foreign Language (EFL) classes. This study draws from Sercu et al. (2005) and seeks to contribute to knowledge based studies done internationally and brings to the fore perceptions and practices of IC teaching of EFL teachers in the Department of English and Literature at Batna 2 University during the first semester of the 2016-2017 academic year, a context in which intercultural approaches to language teaching and learning have not been widely considered. The findings of the study indicated that even though teachers support intercultural objectives, they did not appear to integrate culture related classroom activities.
culture objectives; intercultural competence in foreign language classes; foreign language education; teachers' perceptions