From pragmatic competence to intercultural competence: Pakistani ESL teachers perspectives of teaching interculturality in ESL classroom

Abstract

In recent years, the areas of intercultural pragmatics and transcultural pragmatics under the phenomenon of “interculturality” have been investigated by linguists and language scholars because interculturality has a deep-rooted connection with the language and second language teaching and learning. This data-oriented study follows a quantitative research design. The data is collected through a survey questionnaire from 75 English teachers who are teaching at the university level in five different public and private sector universities in Pakistan. The overall results encourage embedding the knowledge of interculturality in ESL/EFL classes. There is a need to organize training sessions for teachers because many teachers reported that they do not utilize such skills in their ESL/EFL classrooms. In addition, the majority of teachers also believed in employing new approaches for teaching transcultural pragmatics to their students. This study further highlights that teacher/educators could also benefit from working together to develop the teaching of interculturality and transcultural competence, and to make this development happen in relation to teacher professional development.