Bridging the Intercultural Divide: Sensitivity and Competence in Moroccan EFL Classrooms

Abstract

Globalisation has thrust English into the spotlight as a lingua franca and amplified ELT calls to prioritise intercultural communication. Still, there is a crucial gap when it comes to giving teachers the Intercultural Communication Sensitivity (ICS) they need to help their students develop Intercultural Communicative Competence (ICC).This study examines the Intercultural Communication Sensitivity (ICS) of Moroccan English as Foreign Language (EFL) teachers. The research investigates the gap between language proficiency and Intercultural Communicative Competence (ICC). The study surveyed 39 EFL teachers using the AISS. Key results reveal that they possess robust ICS, which enable them to engage respectfully and openly with people from different cultures. The study also explored potential factors influencing ICS, such as age, gender, and experience in English-speaking countries. More importantly, no significant correlation was found between Total Sensitivity and Socio-demographic Factors. The results send a clear message to stakeholders that the Moroccan context is conducive to developing Intercultural Competence Sensitivity.