Document Type : Original Article


Dhofar University, Oman


One of the influences of globalized English in recent years on the English language teaching (ELT) practice is the rise of the significance of intercultural teaching and learning. Such a development has made teaching intercultural competence a compelling requirement. This study investigates (N = 16) English language teachers’ perceptions of intercultural teaching and learning and their actual classroom practices in Oman. Data were collected from a survey administered to the participants. Results showed differences in the teachers’ opinions concerning intercultural teaching. While only a small minority of teachers believed that EFL classrooms should adopt intercultural teaching, nearly half supported teaching culture in foreign language classes but cited concerns about cultural clashes that might occur. The study also revealed that the participants favored avoiding teaching culture in language classrooms, especially in contexts that lack support for interculturality. The study draws on the significance of addressing the challenges that occur in the absence of intercultural teaching.