Bridging cultures: Interdisciplinary approaches to multicultural education in university programs
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Abstract
Multicultural and multilingual studies are essential for fostering intercultural understanding in EFL classrooms. As global interactions increase, students must develop cultural competence, yet there is a gap in how EFL literature educators integrate intangible cultural heritage (ICH) to enhance learning. This study explores the role of ICH in EFL literature education and its impact on student engagement and intercultural competence. Using a convergent parallel mixed-methods design, the research combines qualitative data from interviews, focus groups, case studies, and classroom observations with quantitative data from surveys and pre- and post-assessments. Participants include EFL teachers, students, curriculum designers, and administrators. Findings reveal that incorporating ICH enhances students’ cultural awareness and engagement but highlights challenges such as limited professional development and instructional resources. This study underscores the need for training programs and curriculum reforms to support culturally responsive teaching. By equipping educators with the necessary tools to integrate ICH, EFL education can foster deeper intercultural competence and engagement, contributing to a more inclusive learning environment.
Keywords: Culture; intangible cultural heritage; interdisciplinary studies; multicultural education
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