Paper Title
ENHANCING INTERCULTURAL COMPETENCE THROUGH CRITICAL PEDAGOGY AND DIALOGISM: INTEGRATING LITERARY TEXTS IN FOREIGN LANGUAGE CLASSROOM

Abstract
This talkinvestigates the multifaceted process of developing intercultural competence (IC) in the foreign language classroom by integrating literary texts through critical and dialogic pedagogical approaches. Recognizing literature as a medium that encapsulates diverse cultural narratives and perspectives, the study positions literary texts as key tools for fostering IC among language learners. Central to this approach is the application of Critical Pedagogyprinciples, developed by Paulo Freire’s, which advocate for an educational practice that goes further the passive consumption of information. Freire emphasizes the importance of critical awareness, where learners are encouraged to question and challenge prevailing cultural and social norms. In the context of foreign language education, this involves guiding students to critically analyze the cultural and societal representations embedded within literary works. Such analysis prompts learners to reflect deeply on the ideologies, power dynamics, and biases present in the texts, as well as to introspect on their own beliefs and prejudices. This critical engagement fosters a heightened awareness of both the target culture and their own, leading to transformative learning experiences. Complementing Freire’s framework is Mikhail Bakhtin’s concept of Dialogism, which underscores the significance of dialogue and the interaction of multiple voices in the construction of meaning. Bakhtin stated that understanding emerges from the interplay of different perspectives, both within texts and between texts and readers. By incorporating a dialogic perspective in the classroom, educators encourage students to engage in meaningful conversations with the diverse voices presented in literary texts. This dialogic engagement facilitates an intercultural exchange within the classroom, where learners collaboratively explore and negotiate meanings, thereby enhancing their ability to understand, navigate, and dealing with cultural differences. Literary texts, due to their rich and complex portrayal of human experiences, serve as catalysts for promoting critical thinking and intercultural dialogue. Through structured activities such as reflective writing, group discussions, and interpretative analyses, students are challenged to examine their own cultural believes and biases. This process not only deepens their understanding of the multifaceted nature of culture but also cultivates empathy and openness toward diverse perspectives. Engaging with characters and narratives from different cultural backgrounds allows learners to vicariously experience situations outside their own reality, thereby broadening their worldview. The instructional approach is grounded in Darla Deardorff’s process model of Intercultural Competence, which provides a comprehensive framework for the development of IC. Deardorff’s model emphasizes the development of key attitudes such as respect, openness, and curiosity; the acquisition of knowledge about both one’s own culture and others; and the development of skills in interpreting, relating, and critical thinking. By aligning classroom practices with this model, educators can systematically promote self-awareness, critical reflection, and a genuine respect for cultural diversity. The integration of literary texts becomes a strategic means to operationalize Deardorff’s components, ensuring that the development of IC is intentional and measurable. Through this pedagogical approach, students evolve into “intercultural readers”—individuals who are not only proficient in linguistic skills but are also able to critically engaging with texts that represent a spectrum of cultural narratives. These readers possess the ability to interpret and analyze cultural nuances, recognize and reconcile differing viewpoints, and communicate effectively across cultural boundaries. The development of such competencies is imperative in today’s globalized context, where cross-cultural interactions are ubiquitous and the ability to navigate them is highly valued. In conclusion, the integration of literary texts through the lenses of critical pedagogy and dialogism represents a transformative approach to foreign language education. It transcends traditional methods by embedding the development of intercultural competence at the core of language learning. This approach equips students with essential skills for global citizenship, including critical thinking, critical cultural awareness, and effective intercultural communication. The presentation focuseson the use of these methodologies in foreign language curricula, highlighting their potential to enrich educational experiences and prepare learners to contribute positively in an interconnected world. Keywords - Intercultural Competence, Foreign Language Education, Literary Texts, Critical Pedagogy, Dialogism, Paulo Freire, Mikhail Bakhtin, Darla Deardorff, Cultural Diversity, Global Citizenship.