Language Teaching Research Quarterly

In this paper, an attempt is made to develop a framework of a “MulDiLanguaging”  approach with the purpose to enhance primary school students’ intercultural competence. This educational framework consists of three interactive – interdependent components: a) Intercultural/multicultural sensitivity and awareness, b) Intercultural cooperation and communication, c) Language and intercultural communication strategies. It includes communicative and creative activities aiming at developing students’ intercultural communicative skills in parallel with their target language skills (EFL). In the “MulDiLanguaging” framework, the students are trained to acquire knowledge of ‘self’ and ‘other’, knowledge of everyday life in different cultural contexts, to function fully in an intercultural situation, as well as to develop language skills and abilities in the target language and intercultural communication strategies. A number of communicative and creative activities are presented with the purpose to create a group-working, cooperative context and enhance students’ intercultural competence. Also, an Intercultural Portfolio is suggested as an alternative tool for assessing students’ linguistic skills and strategies and their intercultural communication skills acquired in the “MulDiLanguaging” setting.