In the modern world, English is not merely a subject of study — it is a global language of communication, connecting people from diverse cultural, social, and linguistic backgrounds. As a result, the ability to speak English fluently is no longer sufficient. True communicative competence today requires intercultural competence — the awareness, sensitivity, and adaptability needed to interact effectively and appropriately with people from other cultures.

When teaching speaking in English, educators must recognize that language is deeply embedded in culture. Every expression, idiom, gesture, or conversational norm carries cultural meaning. For example, what is considered polite, humorous, or assertive in one culture may be interpreted quite differently in another. Without understanding these nuances, students may struggle to express themselves naturally or may unintentionally cause misunderstanding, even if their grammar and vocabulary are correct.

Integrating intercultural communication into speaking instruction helps learners move from linguistic accuracy to pragmatic and cultural fluency. Through exposure to real-life communication styles, authentic materials, and cross-cultural dialogue, students learn to:

• interpret meaning beyond words;
• recognize the role of context, tone, and social conventions;
• negotiate meaning when cultural misunderstandings arise;
• and develop empathy and respect toward other perspectives.

Moreover, teaching intercultural communication transforms speaking classes into spaces of dialogue and discovery. Students do not only practice pronunciation or conversation — they explore identities, compare values, and reflect on their own cultural assumptions. This process fosters critical thinking, self-awareness, and open-mindedness, which are essential skills for global citizenship.

For future teachers of English, intercultural competence is particularly vital. They are mediators between cultures, helping students understand that learning English is not about abandoning one’s cultural identity, but about expanding one’s ability to connect with the world. Teachers who integrate intercultural principles into their speaking lessons prepare learners not only to “speak English”, but to communicate meaningfully, respectfully, and confidently across cultural boundaries.

Participation in intercultural communication projects and professional conferences is a crucial component of teacher development, especially for future teachers of English. Engaging in such initiatives allows educators to experience intercultural interaction firsthand, exchange teaching ideas, and observe how language functions in authentic global contexts. These experiences deepen teachers’ understanding of cultural diversity and communication styles, which they can then bring into the classroom.

Through international projects—such as virtual exchanges, Erasmus+ collaborations, or partnerships with schools abroad—teachers have the opportunity to collaborate with colleagues from different cultural and linguistic backgrounds. They learn to design joint lessons, share teaching strategies, and co-create materials that reflect real intercultural situations. This not only enriches their own intercultural competence but also provides models of authentic communication that they can later use with their students.

Participation in conferences and professional workshops on intercultural communication also plays a significant role. During these events, teachers engage in discussions, attend lectures by experts, and take part in simulations or cultural awareness training sessions. Such activities help them reflect on their teaching approaches, become more open to diverse perspectives, and develop innovative methods for integrating intercultural content into speaking lessons.

As a result, teachers return to their classrooms with renewed motivation and practical ideas—from role-playing intercultural dialogues and using authentic multimedia materials to designing classroom projects that connect students with peers around the world. This, in turn, enhances the process of teaching speaking: learners gain not only fluency but also the ability to express empathy, adapt to different communication styles, and interact respectfully with people from various cultures.

Ultimately, when teachers actively participate in intercultural projects and professional networks, they become global educators who prepare their students not merely to speak English, but to communicate as world citizens—with understanding, curiosity, and respect for cultural diversity.

The MOSAIC Project (Maximizing Opportunities for Shared Awareness and Intercultural Competence) stands as an exemplary initiative in promoting intercultural communication and global-mindedness among novice English language teachers. Sponsored by the Regional English Language Office of the U.S. Embassy in Türkiye, the project targets early-career educators from Türkiye, Georgia, and Ukraine — countries that are increasingly engaged in international academic collaboration. Its main goal is to help teachers integrate intercultural awareness, empathy, and inclusivity into their English language classrooms, transforming them into spaces of cultural understanding and respect.

MOSAIC project has come a key for Ukrainian teachers to develop own competence of cross-cultural communication through participation in 12-week online training program, a virtual mid-project conference, a mentorship phase, and a final project implementation.

Participants work closely with mentors and peers from different cultural backgrounds, which allows them to exchange perspectives, teaching strategies, and classroom experiences in a genuinely multicultural environment. This collaborative learning process not only develops teachers’ cultural competence but also strengthens their communication and leadership skills in diverse settings.

One of the key strengths of MOSAIC is its focus on practical application. Participants are encouraged to design and implement intercultural lessons in their own classrooms, experimenting with new approaches that promote socio-emotional learning, teamwork, and open communication among students. By doing so, they bring the principles of intercultural understanding directly into the teaching of English speaking, writing, and listening — showing learners how language functions as a bridge between people and cultures.

The project’s conferences and mentorship components create opportunities for professional networking and reflection. Teachers share their classroom experiences, discuss challenges, and learn from best practices presented by colleagues and experts. This interactive and supportive environment helps them gain confidence in addressing sensitive cultural topics and in creating inclusive, student-centered learning spaces.

For teachers in Ukraine, participation in MOSAIC is especially valuable. It provides a platform for international cooperation and contributes to the modernization of English teacher education by aligning it with global standards of intercultural competence. Ultimately, the MOSAIC Project demonstrates how cross-border professional development initiatives can enhance both teachers’ pedagogical skills and their ability to foster meaningful, respectful communication among learners. Through projects like MOSAIC, English language education becomes not just about linguistic proficiency, but about preparing students to engage thoughtfully and compassionately in our interconnected world.

In essence, the teaching of intercultural communication in English speaking instruction bridges the gap between language and humanity. It reminds us that effective speaking is not only about the right words — it is about understanding people, values, and the diverse ways we express what it means to be human.

Teaching cross-cultural communication in English classes is an essential part of modern language education. The goal is not only to develop linguistic competence, but also to help learners communicate appropriately, effectively, and respectfully with people from different cultural backgrounds. Below are key principles, approaches, and classroom strategies for integrating intercultural learning into English teaching.

Here you will find materials aimed at fostering cross-cultural communication competence within speaking activities in English as a Second Language (ESL) instruction.

by Maryna Shevchenko