In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
","abstract_html":"<p>In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.</p> <p>In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.</p>","abstract_has_math":false,"creators":["Alzimami, Hessah Khaled"],"institution":null,"degree_name":"Master of Arts in Education","degree_level":"Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Dr. Diaz-Rico, Lynne"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T01:53:07Z","subjects":["Intercultural Communicative Competence","Translanguaging in Bilingual Classrooms","Intercultural Mediation in Language Teaching and Learning","Peer Coaching","Assessing Intercultural Communicative Competence","Art Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Methods"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.lib.csusb.edu/etd/422","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Diaz-Rico, Lynne"]},{"key":"dc:creator","label":"Author","values":["Alzimami, Hessah Khaled"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-11-02T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Intercultural Communicative Competence","Translanguaging in Bilingual Classrooms","Intercultural Mediation in Language Teaching and Learning","Peer Coaching","Assessing Intercultural Communicative Competence","Art Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Methods"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.lib.csusb.edu/etd/422"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
"]},{"key":"dc:title","label":"Title","values":["EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES"]}]}],"canonical_facts":{"dc:contributor":["Dr. Diaz-Rico, Lynne"],"dc:creator":["Alzimami, Hessah Khaled"],"dc:date.available":["2016-11-02T07:00:00Z"],"dc:description.abstract":["In a globalized world, teaching English as a second language (ESL) or English as a foreign language (EFL) requires mastery of intercultural communicative competence (ICC). Deploying ICC has many benefits, especially with teaching and learning English, because it is a preeminent necessity for intercultural communication today. In ESL and EFL contexts at college and university levels, learners and instructors interface with other learners and instructors who have various languages and cultures, so there is a need for implementing ICC, because it encourages instructors and learners to communicate effectively with others using both their native and target languages, as well as their native and target cultures. Hence, there is a need for ICC, mediational tools, such as translanguaging pedagogy, as well as use of a peer-coaching process. Also, there is a need to evaluate ICC use through various kinds of assessment, such as self-assessment (which includes self-reflection), identity assessment, formative assessment, and summative assessment.
In order to find the validity of various aspects of ICC, the mediational tools, the peer-coaching process, various kinds of assessment, and self-reflection, the researcher used a mixed-method study that contained quantitative and qualitative data. The study was conducted over the summer of 2016, and the participants were graduate students in the Teaching English to Speakers of Other Languages (TESOL) program at California State University, San Bernardino (CSUSB). This thesis validates aspects of ICC, mediational tools, and assessments, as well as the importance of self-reflection in evaluating and improving individuals’ ICC.
"],"dc:identifier":["https://scholarworks.lib.csusb.edu/etd/422"],"dc:subject":["Intercultural Communicative Competence","Translanguaging in Bilingual Classrooms","Intercultural Mediation in Language Teaching and Learning","Peer Coaching","Assessing Intercultural Communicative Competence","Art Education","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Methods"],"dc:title":["EVALUATING INTERCULTURAL COMMUNICATIVE COMPETENCE USING MEDIATED SELF-REFLECTION IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Arts in Education"]},"updated_at":"2026-07-24T01:53:07Z"}