This study explores the adoption of an intercultural approach to the practice of English language teaching within the context of the public policy of Saudi Vision 2030 (SV30).

Recognising the growing role of English as a global language and its place and influence on the growth and advancement of Saudi Arabia’s economy through education (Al-Seghayer, 2011), the Saudi government has recently launched a strategic development plan called Saudi Vision 2030 (SV30). Within this public policy, the Human Capability Development Program of SV30 focuses explicitly on developing the ‘values of global citizenship’ while highlighting the need for globally competitive citizens (HCDP, 2020).

The idea of global citizenship introduced in the Program (HCDP, 2020) aligns with the Global Citizenship Education (GCED) concept of the 2030 Agenda for Sustainable Development presented at the United Nations Sustainable Development Summit in September 2015. Related to GCED are concepts encompassing education for peace, democracy, human rights, and a commitment to social justice, emphasising critical thinking and responsible participation (Osler & Vincent, 2002, p. 2).

The role of English teachers thus becomes crucial in developing their students’ sense of global citizenship, given the dominant position of the language they teach. Furthermore, recognising that language teaching inherently involves cultural integration, there have been international recommendations advocating for the infusion of the intercultural dimension into second/foreign language classrooms (Brown, 2007). Since grasping specific cultural aspects and traits is essential to language proficiency (Kramsch, 1993), if teachers fail to adopt an intercultural approach, they effectively hinder their students’ future opportunities. In the current globalised context, to foster a more comprehensive intercultural approach, scholars propose shifting from a narrow ‘national’ paradigm, where only the target culture is considered and contrasted against the home culture, to a broader perspective. It follows that an intercultural approach to language teaching aligns with the overarching goal of cultivating globally competent students.

This study utilises Baker’s three levels of Intercultural Awareness [ICA] (Baker, 2015, p. 163) to examine the extent to which an intercultural approach is adopted in classroom practice. It investigates how teachers develop their perceptions of ICA and whether this affects their teaching. The following research questions were addressed:
• What are their beliefs and conceptualisations of ICA?
• What are the sources from which they derive their ICA?
• How do they incorporate ICA into their English Language Teaching practice?

To establish whether the practices and perspectives of EFL teachers in Saudi Arabia have moved beyond this paradigm, this study adopts Baker’s three levels of ICA (2015b). According to Baker (2015, p. 163), the concept of ICA can be delineated by considering the 12 elements grouped into three levels illustrated in Figure 1. These elements follow a progression, starting with a fundamental comprehension of cultural contexts in communication (Level 1: Basic Cultural Awareness), which then advances to a more complex understanding of language and culture (Level 2: Advanced Cultural Awareness), concluding with a nuanced, hybrid, and evolving understanding of cultures and languages in intercultural communication, essential for ELT in global contexts (Level 3: Intercultural Awareness).

Significantly, ICA holds direct relevance for English users in global contexts, particularly in expanding circles such as Saudi Arabia. At Level 3, national cultures are just one of many orientations and resources that individuals interacting may draw upon and construct in communication (Baker 2012, p. 63).

This study explores teachers’ perspectives and practices in incorporating intercultural awareness in the Saudi tertiary context. This is investigated through the experiences of five female teachers teaching English for General Purposes (EGP) and English for Specific Purposes (ESP) in the Preparatory Year Program (PYP) at a female-only English Language Centre in a Saudi Arabian university. Their beliefs and classroom practices were investigated via interviews, audio-lessons, and learning and teaching artefacts. Prior to data collection, ethics approval was obtained (HRE19-099) and Information to Participants Involved in Research forwarded to all potential participants for their consideration. After agreeing to participate in the research, written Informed Consent was sought. Data collected were analysed following a six-step Thematic Analysis [TA] (Braun & Clarke, 2006).

Data collected were analysed following a six-step Thematic Analysis [TA] (Braun & Clarke, 2006). Key findings reveal a discrepancy between the importance assigned by teachers to intercultural awareness and its practical implementation. Further conceptualisation and more explicit guidance in implementing an intercultural approach to English language teaching at a tertiary level is needed to realise the goals of global citizenship outlined in SV30.

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