Intercultural Communicative Competence for TESL Instructors

Working with the project lead, the Alberta Teachers of English as a Second Language (ATESL), the Colbourne Institute for Inclusive Leadership conducted a research project focused on understanding current practices to integrate intercultural communicative competence (ICC) into ESL instruction, curriculum and professional development in Alberta. This project used the ATESL Adult ESL Curriculum Framework on Intercultural Communicative Competence to research ICC instructional practice in Alberta. The research included both full-time and part-time ESL programs in urban and rural centers across Alberta.  Results were shared through consultation meetings with ESL stakeholders to generate recommendations for future activities related to the integration of ICC into ESL practices in Alberta. 

Annual immigration to Alberta is steadily increasing from 2006 to 2010 (Alberta Immigration Progress Report, 2011). The top ten countries of origin for immigrant coming to Alberta in 2010 included Philippines, India, China, UK, USA, Nigeria, Pakistan, Germany, Mexico and South Korea. (Alberta Enterprise and Advanced Education, 2011). The increasing cultural diversity in Alberta is reflected in an increased need for ESL instructors to develop intercultural communicative competence themselves and to develop expertise to teach intercultural communicative competence to learners. Language is a key gateway to integration for immigrants. Historically ESL instruction has not necessarily included content and instruction on how culture and language influence each other or how they influence effective communication in a multicultural context like the Canadian workplace. 

Deliverables

Research report with recommendations