English language classrooms are increasingly shaped by cultural, linguistic, and social diversity. In many school contexts, students come from different national, ethnic, and linguistic backgrounds, bringing varied experiences, values, and perspectives into the classroom. While English is often positioned as a neutral medium of communication, classroom interactions reveal that language learning is deeply connected to identity, culture, and intercultural understanding.

This poster is grounded in the professional practice of English teachers and teacher trainers who work in culturally diverse educational settings and are actively engaged in intercultural training. It explores how intercultural awareness is developed through routine English language teaching, rather than through isolated cultural lessons or special events. The focus is on everyday classroom practices such as reading, speaking, discussion, and collaborative tasks, and how these practices create opportunities for dialogue, reflection, and perspective-taking.

The main objective of this practice-based inquiry is to examine how English teachers intentionally design learning environments that encourage students to share cultural experiences, listen to different viewpoints, and engage respectfully with difference. Particular attention is given to the role of the teacher in creating safe spaces for dialogue, where students feel confident to express themselves and learn from one another.

The inquiry is guided by the following key questions:

• How do English teachers integrate intercultural learning into daily classroom practice?

• What types of classroom tasks encourage students to share and value diverse cultural perspectives?

• How does teacher training influence confidence and competence in intercultural pedagogy?

• What challenges and tensions arise in intercultural classroom interactions?

Conceptually, this work is informed by perspectives on intercultural communicative competence, culturally responsive pedagogy, and reflective teaching practice. Rather than treating culture as fixed or factual, intercultural learning is understood as a dynamic process that develops through interaction, dialogue, and reflection. The poster also reflects a European and international dimension by connecting classroom practice from a Central Asian context with broader international discussions on intercultural education and teacher professional development.

The poster is based on a practice-based qualitative inquiry, drawing on reflective teaching and teacher training experiences rather than large-scale empirical data. The approach aligns with practitioner research, where teachers systematically reflect on their own classroom practices in order to better understand learning processes. Sources of evidence include: reflective notes recorded by English teachers during and after lessons, observations from intercultural teacher training workshops, examples of classroom tasks and adapted learning materials, student responses and discussion excerpts collected during lessons, informal feedback from teachers participating in professional development sessions. The analysis focuses on identifying recurring patterns in how intercultural learning emerges during English lessons. Attention is given to moments of dialogue, misunderstanding, negotiation of meaning, and perspective-taking. Rather than measuring outcomes quantitatively, the inquiry aims to capture how intercultural awareness is experienced and shaped in practice. Ethical considerations include anonymisation of classroom examples and a focus on professional reflection rather than individual student evaluation.

The poster highlights that intercultural learning is most effective when it is embedded naturally within everyday English language teaching. When students are encouraged to draw on their own experiences and listen to others, language lessons become spaces for meaningful intercultural exchange rather than purely linguistic practice. Findings suggest that teachers play a central role in shaping intercultural learning environments through task design, classroom norms, and their own openness to multiple perspectives. Professional development and teacher training appear to strengthen teachers’ confidence in addressing sensitive topics, managing classroom dialogue, and responding constructively to cultural differences. At the same time, the inquiry reveals challenges, including uncertainty about addressing controversial issues and balancing curriculum demands with intercultural goals. These tensions underline the importance of ongoing professional reflection and support. Overall, the poster contributes practice-based insights to Network 20 by foregrounding teacher experience and intercultural learning in real classroom contexts. It invites further dialogue on how English language classrooms can serve as inclusive spaces for intercultural understanding in diverse educational systems.

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