Developing Intercultural Communicative Competence
ESL 631 – Second Language Acquisition and Culture
Dr. María I. Ortiz Rosado
Thiara Pagán Borrero
September 14, 2025.
Syllabus Summary
The syllabus for Second Language Acquisition and Culture (ESL 631) introduces
participants to the study of language acquisition and language learning as they apply to English
language learners from diverse cultural backgrounds. It highlights the principles of second
language acquisition, the impact of language levels on academic proficiency, and the relationship
between language and culture in educational settings. The course also covers educational theories
of language development, strategies for supporting English learners in content classrooms, and
the importance of culturally relevant pedagogy. Additionally, pre-practicum field-based training
is required
Topic Description
English as a Lingua Franca (ELF) and ELF refers to the use of English as a
Understanding Culture common means of communication among
speakers of different native languages. It
emphasizes intelligibility over native-like
accuracy and highlights the importance of
cultural awareness in communication.
Culture, in this context, is dynamic and
fluid, shaping how speakers negotiate
meaning (Seidlhofer, 2011).
Role of ELF in Europe and Intercultural In Europe, ELF has become central in
Communication education, business, and political contexts.
Its role extends beyond linguistic
proficiency to fostering intercultural
understanding. Teaching ELF in Europe
challenges traditional focuses on native
norms and instead promotes
communication strategies, flexibility, and
respect for cultural diversity (Byram,
1997; Kramsch, 1993).
Theoretical SLA Background to ELF Use From a theoretical perspective, ELF use
can be analyzed through Sociocultural
SLA theory, which highlights the role of
interaction, context, and mediation in
language learning (Vygotsky, 1978).
Krashen’s Input Hypothesis (1982) also
supports ELF learning, as comprehensible
input in intercultural contexts promotes
acquisition and language development.
Foreign Language Teachers’ Perspectives Research shows that teachers recognize
on Teaching Culture the significance of integrating culture into
language learning, but their approaches
vary. Some focus on cultural facts, while
others emphasize intercultural
communicative competence and learner
reflection. Teachers’ perspectives
highlight the need for culturally relevant
pedagogy to prepare students for global
communication (Kramsch, 1993; Byram,
1997).
References
Byram, M. (1997). Teaching and assessing intercultural communicative competence.
Multilingual Matters. [Link]
Teaching_and_Assessing_Intercultural_Communicative_Competence_Revisited
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
[Link]
Teaching-
Claire Krashen, S. D. (1982). Principles and practice in second language acquisition. Pergamon
Press. [Link]
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
[Link]
Lingua_Franca_-_By_B_Seidlhofer
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press. [Link]