Developing cross-cultural awareness in pre-service foreign language teachers in a multicultural educational environment

The aim of this study is to identify the role of cross-cultural awareness in preparing pre-service language teachers to educate inclusively and effectively in multicultural classrooms where English functions as a lingua franca. The focus is on university students ideally aged around 20 majoring in foreign languages and preparing to become teachers, a group well positioned to develop cultural sensitivity. Drawing on a literature-based analysis, the study’s novelty lies in proposing an integrated framework through the combination of face theory, intercultural communicative competence, and collaborative learning to the training of pre-service language teachers, serving as practical recommendations for building cross-cultural awareness. The analysis suggests that culturally responsive pedagogy in university-level foreign-language teaching through a lingua franca promotes clearer communication, reduces misunderstandings by setting expectations early, and increases participation by recognising students’ diverse identities. The framework provides new teachers with a basis for reflection on creating inclusive environments and incorporating cultural sensitivity in curriculum design and assessment. As a result of the study, cross-cultural awareness is best understood not as an optional enhancement, but as a foundational element of effective pedagogy, and reimagining teachers as mediators of intercultural dialogue can better prepare learners for meaningful participation in a diverse, globalised society.