Simulacre Oposicions Anglès (Lengua Extranjera) #12

Read the text and answer the questions. **Intercultural Competence Is Not a Cultural Festival** In secondary EFL classrooms, intercultural work is often reduced to occasional celebrations: food days, flags, and isolated facts about English-speaking countries. Although these activities may increase motivation, they rarely transform students' communicative competence or critical awareness. A stronger approach treats intercultural competence as a daily communicative practice. Students learn to interpret perspectives, negotiate meaning respectfully, and detect stereotypes in texts, media, and classroom discourse. They also compare cultural assumptions, including their own, in order to build more flexible interaction skills. This perspective aligns with global citizenship goals: language learning is not only about grammatical accuracy but also about ethical participation in diverse communities. However, implementation requires careful design. Tasks should avoid essentialist views ("all British people are..."), include multiple voices, and connect to real social issues relevant to adolescents. Assessment is another challenge. If criteria focus only on linguistic form, intercultural development remains invisible. Teachers need descriptors that capture perspective-taking, respectful interaction, and evidence-based argumentation, while maintaining reliability.