Development of Intercultural Communication Competence of Future Teachers in Speaking Classes as an Important Lingvodidactic Problem: Evidence From Uzbekistan’s Higher Education Context
DOI:
https://doi.org/10.5281/zenodo.19372742Ключевые слова:
intercultural communicative competence, lingvodidactics, speaking classes, higher education, CLIL, virtual exchange, pedagogical approachesАннотация
The development of intercultural communicative competence (ICC) among future teachers constitutes a significant
lingvodidactic issue in the context of Uzbekistan’s rapidly globalizing higher education system. This study analyzes
the theoretical foundations, methodological approaches, and practical challenges associated with fostering ICC within
speaking classes in teacher education programs. Based on evidence from both national and international research, the
findings reveal methodological inconsistencies, implementation gaps, and resource limitations that hinder effective ICC
development. Although contemporary curricula emphasize multilingualism and intercultural education, their practical realization
remains incomplete. Pedagogical approaches such as case-based learning, project-based learning, CLIL, and virtual
exchange are identified as effective tools for enhancing ICC. The study proposes evidence-based recommendations
for the systematic integration of ICC into teacher training programs
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