THE ROLE OF INTERCULTURAL COMPETENCE IN ENHANCING MULTILINGUAL LEARNERS’ L2 ACQUISITION

Abstract

This study examines the role of intercultural competence in enhancing second language (L2) acquisition among multilingual learners in Khyber Pakhtunkhwa, Pakistan. It discusses the impact that intercultural competence has on language learning outcomes, classroom practices, and learner perceptions in multilingual classrooms. The mixed-methods convergent parallel design was utilized, as both quantitative data, collected in the form of questionnaires conducted on 112 students, and qualitative data, obtained through interviews and observations at the classroom level were used. The results show a positive correlation between intercultural competence and perceived L2 learning support, which implies that more interculturally aware learners feel more confident, understand more, and can communicate more effectively. The qualitative findings indicate that learners perceive language as something cultural and indicate that cultural knowledge makes the language learning process more meaningful and practical. Nevertheless, the research, too, pinpoints a discrepancy between the established significance of intercultural competence and its underutilization in classroom instruction in which the traditional methods remain the predominant ones. The research finds that intercultural competence is an important, yet facilitating factor in L2 acquisition. It complements linguistic competence and improves communication and interaction. The results demonstrate the necessity of coordinated incorporation of intercultural aspects into language teaching practices in a multilingual setting.