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Despite the critical role that communication plays in academic interactions, culturally diverse classrooms can pose communication challenges that, as in any other context, may lead to misunderstandings or conflict. To work effectively with students from diverse cultural and linguistic backgrounds, educators need to develop and strengthen their intercultural communication competence.

Defining Intercultural Communication Competence

In the field of education, ICC is often defined as the “ability to understand [and respect different] cultures, including one's own, and to use this understanding [and respect] to communicate effectively with students from diverse cultures¹.”&�Բ�����;

While ICC enables educators to facilitate dialogue and promote engagement in culturally diverse classrooms, it is important to remain attentive to the risk of cultural stereotyping. Communication with students should be based on observation rather than assumptions to help reduce ambiguity and prevent misunderstandings. 

Cultivating Intercultural Communication Competence

At the heart of what we do to cultivate ICC is the promotion of cultural humility in Queen’s classrooms and across Queen’s campus. To build and achieve ICC, educators can benefit from:

1. Establishing awareness of one’s own cultural values and biases 
2. Continuously gaining cultural knowledge 
3. Practicing intercultural communication skills 

Intercultural Awareness

Intercultural awareness refers to “the ability to effectively and appropriately execute communication behaviors that negotiate each other’s cultural identity or identities in a culturally diverse environment”², p. 28. For educators, developing intercultural awareness involves two key steps.

First, we reflect on our own values, beliefs, and worldviews, recognizing that these may be culturally shaped or biased³. Becoming aware of differences in educational expectations and assumptions between educators and students is essential⁴, as this awareness can help reduce barriers and foster more inclusive teaching practices.

Second, we recognize that our own cultural perspectives do not always provide the only, or best, answer⁵. Cultural differences should not be viewed as deficits, but as valuable variations best understood through cultural humility. In teaching and learning contexts, avoiding judgment and making academic expectations explicit can help support students from diverse educational backgrounds.

To summarize, intercultural awareness enables educators to³: 

1. Move from cultural unawareness to cultural awareness and respect for cultural diversity 
2. Recognize how personal values and biases shape teaching and communication  
3. Respond sensitively to sociodemographic differences while avoiding stereotypes 

Here are some tips for enhancing intercultural awareness^{3, 4}: 

• Develop mindfulness: be conscious of cultural differences in class rather than overlooking them 
• Build comfort with ambiguity: take time to explore and expect some uncertainty when communicating in an intercultural classroom 
• Become student-oriented: try to think from students’ perspectives and practice patience and empathy 

Cultural Knowledge

Developing intercultural awareness is a foundational step toward cultivating intercultural communication competence. Beyond awareness, educators need to intentionally and continuously develop cultural knowledge in order to⁴:

1. Avoid stereotyping cultural groups by remaining flexible with assumptions and prioritizing observation and reflection when interacting with students
2. Recognize the potential for misinterpretation of students’ messages, which may be influenced by multiple cultural, linguistic, and contextual factors
3. Identify barriers that prevent students from accessing learning resources and opportunities

To communicate effectively in a culturally diverse classroom, educators are encouraged to⁶:

• Seek information: intentionally and continuously learn about the cultural backgrounds represented in the classroom  
• Ask questions and listen actively: reduce uncertainty and ambiguity by asking for clarification when needed and listening attentively to students’ responses  
• Adapt to a “third culture”: work toward creating shared meaning, common ground, and mutual understanding by co-constructing classroom norms and building strong relationships with students 

In addition to verbal communication, many other barriers can impede effective communication. These may include emotional barriers such as fear, anxiety, or distrust; environmental factors such as noise, discomfort, or lack of privacy; and situational constraints such as limited time⁷. To promote meaningful and effective communication, educators should strive to establish a safe, welcoming, and inclusive classroom environment and foster trust with students. When planning formal conversations, it is also important to consider physical surroundings and time limitations in advance.

Intercultural Communication Skills

To cultivate intercultural communication competence, intercultural awareness and cultural knowledge need to be put into practice.

Developing intercultural communication skills is a gradual process, a learning curve and an exploratory journey that requires intentional practice and ongoing reflection. During the early stages of this journey, educators may benefit from adopting or adapting established communication models. Over time, you can move beyond these frameworks to develop your own informed and authentic approaches to intercultural communication.

Below are three recommended communication models^{6, 8, 9} for consideration, adoption, or adaptation.