English as a Medium of Intercultural Pedagogy: Building Global Competence in Higher Education

Abstract

This study examined the role of English as intercultural pedagogy in Philippine higher education, focusing on faculty and student perceptions of its effectiveness in fostering global competence, intercultural dialogue, and inclusivity. Drawing on qualitative data from faculty and student responses, the findings reveal that English functions not only as a medium of instruction but also as a bridge to global competence. Both students and faculty emphasized that English enables access to international academic resources, scholarly networks, and intercultural exchanges, positioning learners within global conversations. English was also perceived as a pedagogical strategy, with faculty using it to integrate multicultural content, highlight diverse perspectives, and encourage dialogue. Students affirmed that classroom discussions in English fostered respect for cultural diversity and enhanced their appreciation of global issues. However, challenges were identified, including varying levels of English proficiency, overemphasis on grammar-focused teaching, and insufficient intercultural training for faculty. These systemic barriers limited the inclusiveness of instruction and hindered the transformative role of English in intercultural learning. Despite these limitations, participants suggested strategies such as integrating multicultural case studies, embedding local and global perspectives, employing interactive methods, and strengthening faculty development. The findings underscore that while English provides a vital communicative platform, its effectiveness depends on intentional pedagogical practices and institutional support. Thus, English, when framed beyond its technical function, emerges as a transformative tool for cultivating intercultural competence, global awareness, and inclusivity in higher education.