Students’ confidence in using intercultural communication in work-integrated learning excursions

Abstract

Intercultural communication competence (ICC) is a professional attribute that requires confidence for effective and appropriate communication between diverse cultures. First-year student teachers (FSTs) entering university from diverse linguistic and cultural backgrounds often face the challenge of adapting to the intricate and language-diverse tertiary education environment. This transition requires them to develop confidence not only in their academic abilities but also in their communication skills, enabling them to engage effectively in variouscultural contexts. Recognising this, universities can facilitate ICC by incorporating immersive experiences such as work-integrated learning excursions, which provide practical opportunities to interact with peers and professionals from diverse cultures, ultimately empowering students to navigate the complexities of cross-cultural communication with assurance. Excursions create a welcoming and safe social environment where these students feel appreciated, can share their feelings, express their creativity, voice their opinions, raise challenges and direct their learning, especially in a heterogenous institution of higher learning such as North-West University (NWU). Taking this perspective into account, the study examined the ICC of FSTs enrolled at the Faculty of Education at NWU, alongside their attitude towards diverse cultures. A qualitative content analysis was used to mine data from participating students' responses sourced from a questionnaire with open-ended questions and reflective portfolios. These were supplemented by non-participant observations and analysing video recordings to determine behavioural patterns. The findings show that students experienced verbal and nonverbal interactions, which sometimes lead to frustrations and false assumptions about other cultures. Furthermore, the findings indicatethat students faced challenges when engaging in intercultural communications. The most notable findings are that FSTs appreciated and valued diverse cultures were motivated to engage with diversity, recognised the importance of embracing diversity and treated individuals from different cultures with respect and kindness.