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The rapidly changing social and educational landscape of Saudi Arabia has made commitment to intercultural pluralism in EFL classrooms a compelling necessity for peaceful co-existence with ‘others’ both within and outside the country. Understanding of the other cultures is facilitated by communication which is dependent on language which necessitates teachers’ preparation in training learners in intercultural communication. This descriptive study aimed to assess the prevalent teachers' awareness of intercultural communication to foster a higher level of pluralism, particularly in the unique sociocultural landscape of Saudi Arabia. Data were collected from 29 EFL instructors at an academic institution via personal interviews. Thematic analysis with statistical analysis were carried out to answer the research questions. Findings showed that to fully master a language, one must also comprehend its cultural nuances; and the promotion of intercultural pluralism through EFL education in Saudi Arabia is a step in the right direction, as it ensures that students are not only linguistically proficient but also attuned to the contemporary geopolitics and culturally sensitive. This research lays the foundation for a larger discussion about the incorporation of cultural awareness in language education, positioning it as a foundation in the development of a more pluralistic and harmonious society.
Mahdi R. Aben Ahmed (Mon,) studied this question.