Incorporating Intercultural Competence into EFL Classrooms: The Case of Japanese Higher Education Institutions

Abstract

As the world becomes increasingly interconnected, Japanese universities compete fiercely to foster globally competent human resources who are able to boost Japan’s economic competitiveness internationally. English proficiency, especially related to varieties from inner circle countries, is perceived as fundamental to building a bridge between Japan and other nations. As a result, English as a Foreign Language (EFL) education is placed at the center of internationalization policies at the tertiary level. Yet, while the relationship between language and culture is well-documented, intercultural competence development remains largely disconnected from the EFL curriculum at Japanese higher education institutions. This chapter will first discuss the impact of internationalization strategies on foreign language education at Japanese universities. Second, the author will explore various approaches to integrating intercultural competence into EFL classrooms, namely by moving beyond superficial content, integrating affective and behavioral components into classes, and developing a sense of global citizenship in students through UNESCO’s sustainable development goals. Finally, the author will discuss some of the internal and external challenges faced by this approach in Japan, including inflexible perceptions of national identity, a lack of intercultural training for teachers, and native-speakerism as a goal.