Arrieta Carrascal, AdolfoGalindo Torres, Yeraldin Yohana2024-09-172025-08-312024-09-172024-08-30https://repositorio.unicordoba.edu.co/handle/ucordoba/8660Eng: Many scholars have underscored the pivotal role of culture in language education, regarding it as an indispensable facet of language instruction and acquisition. Despite extensive research into interculturality within the realm of foreign language instruction, scant attention has been devoted in Colombia by Bilingual Policies to comprehending the perceptions and assimilation of opportunities for cultural awareness by English instructors across varying educational levels and socio-cultural contexts in Colombian secondary education. This study endeavors to scrutinize English teachers’ conceptualizations of Intercultural Communicative Competence within their pedagogical practices and the extent of its integration within the language classroom. Employing an exploratory case study research design, the study engaged in interviews with two English teachers operating in disparate educational milieus—urban and rural public schools. Envisaged outcomes of this study encompass novel insights into extant literature on interculturality, shedding light on the cultural perspectives held by Colombian language educators within diverse educational settings and illustrating the integration of interculturality within specific educational strata. Drawing upon the implications of these findings, the study proffers recommendations to fortify ICC practices for prospective language educators in Colombia.1. IntroductionResearch questionSignificance of the study2. Theoretical frameworkIntercultural CompetenceIntercultural Communicative CompetenceDimensions of ICCUnderstanding Interculturality in Language PedagogyTeaching resources and materialsAssessment and EvaluationColombian context: exploring challenges and opportunities.Literature Review3. MethodoloogyResearch ApproachResearch DesignResearch ContextParticipantsData Gathering ProceduresData Analysis Criteria4. FindingsTeachers´ perceptions and meanings on ICCTeachers' missconceptions on ICCFactor hindering the incorporation on ICC in the urban and rural schools5. Discussion6. Conclusions7. ReferencesAppendixesapplication/pdfengCopyright Universidad de Córdoba, 2024Trabajo de grado - MaestríaAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/embargoedAccessInterculturalidadCompetenciasDocentesHabilidadesInterculturalityCompetencesTeachersSkillsUniversidad de CórdobaRepositorio Universidad de Córdobahttps://repositorio.unicordoba.edu.co/http://purl.org/coar/access_right/c_f1cf