Assessing Intercultural Competence: The Case of EFL Pre-Service Teachers in The Mexican Context

Abstract

This research explores the intercultural competence of Mexican pre-service English language teachers, focusing on the dimensions of attitude, knowledge, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. Using a comprehensive model of intercultural competence as a theoretical framework, the study adapted a self-report questionnaire to assess these dimensions within a non-multicultural Mexican context. Data were collected from a sample of 137 pre-service teachers. The results indicate that among the five dimensions, attitude emerged as the most developed, while knowledge was the least developed. Although the comparative analysis did not reveal significant differences, it highlights relevant issues regarding gender and language proficiency that warrant further exploration. Additionally, the study examines the impact of studying abroad—a variable found to be significant but not essential for developing intercultural competence. This study contributes to the limited body of research on intercultural competence in Mexico, particularly within the context of English language teaching. The findings underscore the need for targeted interventions to enhance pre-service teachers' intercultural knowledge, which is crucial for their professional development and effective teaching in increasingly diverse classrooms. Future research should investigate the long-term impact of such interventions on teachers' intercultural competence.