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Defining terms and interconnections between culture, communication and language teaching

Date of Publication

01. 2011.

Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Guiding resources (online course/book)

Linguistic Features





This teaching resource is available on a website of a well-known international organization for researchers, lecturers and university students ( There are publications about a wide range of academic fields, e.g. pedagogy and teacher-training; cultural, emotional intelligence and intercultural competence. The content is produced by highly qualified professionals who are researchers, university lecturers. The article was written by Eva Reid. The aim of this study was to find out how intercultural education is integrated into foreign language learning, the cultural contents in the national curriculum and English language teachers´ abilities to develop the intercultural communicative competences of their learners.

Case study

In the article there is the definition of CQ (cultural intelligence) and the pillars of the theory. It also introduces how research findings are reflected in the possible future creation of new study subjects for English language teacher trainees. The article and the activities are ideal both for practising and assessing the special concepts of social, emotional and cultural intelligences and the technical vocabulary associated to them. The vocabulary is pre-taught; then the activities can be used for deepening the knowledge about multiple intelligences and their importance in learning and teaching children. 3 of these intelligences will be integrated into the lesson plans of the microteaching in the methodology lessons.


Lead-in activity/warmer: brainstorm the need/importance of multiple intelligences and especially CQ (Cultural intelligence) in teaching ESL. Elicit some known vocabulary that students will also read in the article.
Step 1: Pre-reading activity. Tell the students that as a homework they are going to read on the topic you were discussing previously (multiple intelligences; cultural, social, emotional intelligences). Ask questions about the intelligences and elicit the information they can recall concerning these topics. The article will allow students to recognise and practise vocabulary, in addition to practising their reading and speaking skills. Students do the preparation task first at home.
Step 2: Reading activity. Students read the article as a homework and solve tasks 3 and 4 (comprehension questions).
Step 3: Post-reading activity. In class students give feedback on their answers. At the same time, students answer the questions about multiple intelligences; cultural, social, emotional intelligences again according to what they have read.
Step 4: Divide the class in groups of 3 and each group has 2 topics concerning multiple intelligences. The 1st person in each group will sum up the part of the article about their 2 topics. The 2nd person will show activities and the 3rd std will ask comprehension questions. In the lesson they sit in a circle and practice the topics by listening to each other and answering the questions.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The article matches the psychological and communicative needs of students and lecturers, it is creative and informative for both of them. Since during the lesson a bulk of technical vocabulary on the topics of Intercultural Communication and methodology is being practiced, it provides considerable and tangible improvements for the students. The interesting and beneficial topics of Intercultural Communication and Teacher Education can motivate the students to learn about their future profession. Since this topic (CQ, MI) is relatively new, its introduction to Teacher Education is an innovative idea and can happen in different creative ways. The technical and professional language in the article is on a high level therefore to the thorough understanding students have to know the accurate vocabulary. Since the abstract and the article in English is available, it can be easily applied for several other language projects in different countries. Monitoring students’ and students’ own progress is not challenging because assessment can be aimed at the vocabulary or the topic itself.It is possible to adopt the contents to students’ needs and level of language knowledge. The article is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The article can be easily accessed by its key words on the website of Research Gate:
Website of the Teaching Source: