Study on the Permeation of Intercultural Communicative Competence in Secondary School English Reading Instruction

Abstract

In today’s interconnected world, fostering intercultural communicative competence (ICC) has become a critical goal of English education, with reading instruction serving as a key medium to achieve this aim. However, secondary school English curricula often prioritize linguistic skills over cultural understanding, leaving students underprepared for global communication. This study explores the integration of ICC into secondary school English reading instruction, addressing theoretical frameworks, existing challenges, and practical strategies for embedding cultural learning into reading practices. The research highlights the necessity of selecting culturally diverse reading materials, designing interactive and reflective tasks, and employing multidimensional assessment systems to cultivate students’ cultural awareness alongside language proficiency. By analyzing gaps in current practices, such as limited cultural representation in materials and insufficient teacher training, the study proposes actionable approaches tailored to the needs of secondary education. These strategies not only enhance students’ reading comprehension but also equip them to navigate complex intercultural interactions. This study concludes by emphasizing the importance of expanding cultural content, conducting empirical research to validate proposed methods, and exploring interdisciplinary approaches to strengthen ICC integration. The findings aim to provide educators, curriculum developers, and policymakers with practical guidance to foster globally competent learners capable of engaging in meaningful intercultural communication.