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From multicultural to intercultural - urban to rural higher education institution setting in Southern and central Ontario (Canada) for international students
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The present research is an integral and final part of my Master’s degree in Didactics of English Language Teaching. The focus of this study was to see the intercultural competence of ESL instructors teaching at public post-secondary institutions in the metropolitan area of Toronto (Canada), and outside of the metropolitan area within a 75km – 200km radius. A qualitative and quantitative data collection was performed by methods of a questionnaire. This was delivered to a total of 50 ESL instructors, 25 in each area: urban and rural. The questionnaire was divided into 3 sections: educational background, international travel experience, teaching background/ experience. The study demonstrated that the instructors from the urban area had a higher intercultural awareness level in comparison with their colleagues from the rural surrounding area. Instructors from the urban area had more exposure to an international environment, or had taken educational programs overseas. Their counterparts had less international exposure, and predominately majority with domestic education only. Conclusion was reached that in part this intercultural difference was also due to a lower intercultural awareness preparation or onboarding by the institutions and/or the lack of intercultural competence curriculum in teacher training programs.
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Multiculturalidade Interculturalidade Ensino Intercultural Intercultural competence Diversity Higher education ESL Multicultural Faculty Instructors Urban Rural International students International education