INTERCULTURAL COMMUNICATION COMPETENCE IN TEACHING FOREIGN LANGUAGES

In the context of globalization, intercultural communication competence (ICC) has emerged as a central objective of foreign language education. Contemporary language pedagogy increasingly recognizes that linguistic proficiency alone is insufficient for effective communication in culturally diverse settings. Drawing on sociocultural theory and the principles of Communicative Language Teaching (CLT), this article argues that ICC constitutes a crucial mediational resource enabling learners to negotiate meaning appropriately across cultural boundaries. The paper examines the theoretical foundations of ICC, its pedagogical relevance, and its implications for curriculum design, instructional practices, and assessment. Furthermore, it reviews empirical evidence demonstrating that explicit ICC-focused instruction enhances learners’ intercultural sensitivity, pragmatic awareness, and overall communicative effectiveness. The article concludes by addressing current challenges in ICC implementation and outlining directions for future research.