Abstract:

In a growing globalized world, learning how to work in multicultural working environments has become an important skill. Higher education students are expected to not only develop technical skills but also be able to develop soft skills that allow them to interact with people from different parts of the world (Deardorff & Jones, 2022).

English, as a language of international communication and having a privileged position in the language curriculum, represents a unique opportunity for the development of the plurilingual and intercultural competence (Galloway, 2017).

Set within the context of English for Specific Purposes, we conducted a case study with the following research goals:
i) design and implement a plurilingual educational program in the English for Specific Purposes classroom;
ii) identify signs of the development of plurilingual and intercultural competence in higher education students.

In order to achieved our research goals, we included activities to the educational program where students were expected to: reflect on their personal and professional linguistic and cultural path; work with and listen to different languages; learn about the world of languages and cultures; reflect on stereotypes and critically think about the way students see themselves and others; act out business multicultural scenarios; and solve a business case of intercultural misunderstanding. At the end of the project, students were also involved on a research project where they had to present a case-study entitled: “Elevating Business through Language and Diversity”. These strategies aim to expose students to diverse cultural perspectives, enhance their understanding of language and cultural differences, and prepare them to effectively communicate and collaborate in diverse professional settings.

Within the framework of a qualitative approach, this case study adopted an interpretative and interactive content analysis (Bardin, 2019). Data were collected during the implementation of the educational program, through observation of classes, analysis of students' portfolios and final interviews.

The findings indicate that developing students' plurilingual and intercultural competence within the English for Specific Purposes (ESP) classroom is important to prepare them to effectively communicate and collaborate in diverse professional settings. At the end of the semester, the data provided evidence of the development of students' intercultural competence in different dimensions.

References:
[1] Bardin, L. (2019). Content analysis. 19th Ed. Lisbon: Edition 70.
[2] Galloway, A. (2017.) Preparing teachers to teach English as an international language. Bristol: Multilingual Matters.
[3] Deardorff, D., Jones, E. (2022). Intercultural Competence as a Core Focus in International Higher Education. The Handbook of International Higher Education. London: Routledge.

Keywords:

Plurilingual Education, Plurilingual and Intercultural Competence, Teaching English for Specific Purposes.