Fostering the Critical Perspective in Intercultural Competence: The Role of the L2 Japanese Teacher

This study examines an underexplored aspect of intercultural competence, focusing on critical evaluation, communicative criticality, and a critical intercultural perspective. It investigates how an L2 Japanese teacher purposefully integrates a critical approach in an Intercultural Communication course. Insights from the teacher, learners, and institutional authorities reveal a holistic design that blends language and culture through cycles of instruction, discussion, reflection, and evaluation. A key feature is its scaffolding structure and smooth theory-to-practice transitions, supporting critical intercultural development. The teacher plays a vital, evolving role as both mediator and bridge between institutional goals, pedagogy, and learning outcomes.