Intercultural Communication, Competence, Teaching and Learning: An Analysis

Abstract

This paper examines several issues related to intercultural communication competence and shared reality or inter-subjectivity when teaching in multicultural classrooms in Australia. Using the research method of personal narratives and auto-ethnography, it examines the challenges faced by the lecturers and students in the classroom such as the use of different vocabulary, slang, idiom and keywords and the prior culture-specific knowledge required of both the lecturers and the students. The paper also discusses how these challenges can be identified and addressed and how to prepare for future situations more effectively and in advance. It will be examined within the contexts of culturally responsive teaching, communication competence, the hidden curriculum, instructional scaffolding, understanding and being open to other cultures and acknowledgement of the richness and relevance of the multicultural students’ varied experiences and social realities, from the point of view of the academic discipline of communication studies.