Multimodal Pedagogy Tasks and Projects to Foster Intercultural Communicative Competence in an EFL Intermediate English Skills Course

Abstract

ABSTRACT: This case study aims to describe the impact of multimodal pedagogies on the development of intercultural communicative competence. It is a relevant study because intercultural encounters can take place in person, in virtual environments or in interaction with other texts (literature, movies, etc.). The study aimed to inquire the question about the impact of multimodal pedagogies on students’ development of intercultural communicative competence in an EFL Intermediate English Skills class. Likewise, it explored what elements of intercultural communicative competence students deployed when engaged in multimodal tasks and projects. Most importantly, the study examined how multimodal tasks and projects enhance or not the development of intercultural communicative competence. A qualitative case study was conducted and data collection tools such as a survey, a teacher-researcher’s journal, interviews, and student’s artifacts were considered. The data shows that multimodal tasks and projects have potential to foster and enhance intercultural skills such as cultural knowledge, development of attitudes towards other cultural groups, and intercultural awareness of areas of misunderstanding in interactions. The conclusions of this study are useful for EFL/ESL teachers that look for novel pedagogical proposals that expand students' communication potential.