Intercultural Communicative Competence in Adolescents in Multicultural Contexts
The International Journal of Diversity in Education
The purpose of this paper is to investigate how teachers at the International Primary School of Sarajevo in Bosnia and Herzegovina facilitate Intercultural Communicative Competence (ICC) among students from different cultural backgrounds to establish welfare in the classroom environment. It is an obvious fact that Bosnia and Herzegovina is a multicultural country. The school population of the International Primary School of Sarajevo consists of students from different countries and geographical
... es and geographical regions being 74% Bosnia and Herzegovina, 12% Turkey, 7% Middle East, 3% Europe, %3 Asia and 1% other. This diversity causes challenges for both teachers and students. For students from different ethnic groups the major challenge is to understand and respect the identity and beliefs of others. For foreign students, adaptation to a new environment brings many psychological and sociocultural challenges. For teachers teaching in a multicultural setting having substantial knowledge without bias of each and every student's cultural affiliations, religions, identities, customs, beliefs and thoughts is challenging. These teachers need to have adequate understanding/ information of different cultural backgrounds and ability to facilitate ICC among students. Teachers are also expected to enrich strategies and provide reinforcement activities such as giving a chance to both local and foreign students to represent their own cultures, beliefs and thoughts in a way that gets students involved in lessons without any hesitation or awareness of otherness. For teachers to be able to establish welfare in the classroom these kinds of activities are a must; they need to have a curriculum, which allows them to turn strategies and approaches into action.