Abstract

This study discussed English teachers’ intercultural communicative competence, the teachers’ cognition of intercultural communicative competence and how they assimilate this competence into their language teaching practices in English for foreign languages classroom. This study used a mixed method research. The participants were 35 English teachers. Instruments for collecting data were a questionnaire and structured interviews. The finding revealed that the English teacher had a high Intercultural Communicative Competence, perceived the Intercultural communicative competence as being important in language teaching. However, teachers have not fully integrated ICC into student activities. The implication of this study is to make English teachers aware of their willingness to always try to integrate cultural learning into language teaching that is packaged through the students’ activities.

Key words: intercultural communicative competence, teacher’s cognition, EFL