Fostering Intercultural Communicative Competence through Multilingual Education

Abstract

The accelerating forces of globalization, technological connectivity, and transnational mobility increasingly position individuals in contact with diverse linguistic and cultural perspectives. These developments highlight the need for educational approaches that cultivate not only linguistic proficiency but also intercultural communicative competence (ICC)—the capacity to interpret cultural meanings, negotiate differences, and communicate appropriately across cultural boundaries. This study examines how multilingual education fosters ICC among university students in Azerbaijan and Uzbekistan, two post-Soviet contexts marked by deep-rooted linguistic diversity and evolving language policies. Drawing upon cognitive and sociocultural frameworks, the research investigates how exposure to Azerbaijani, Uzbek, Russian, and English shapes learners’ intercultural attitudes, knowledge, and communicative behaviors. A mixed-methods design was employed, combining quantitative survey data from 480 students with qualitative interviews conducted with 20 language instructors. Statistical analysis revealed a strong positive correlation between multilingual proficiency and key ICC dimensions, including cultural empathy, openness, and adaptability. Qualitative findings further demonstrate that multilingual classrooms serve as dynamic spaces for identity reflection, cultural negotiation, and collaborative meaning-making. The study underscores multilingual education as both a linguistic and cultural resource, offering implications for curriculum design, teacher preparation, and language policy aimed at cultivating globally competent and culturally responsive citizens.