This research explores the role of English language classrooms as platforms for Global Citizenship Education (GCE) by developing intercultural competence in multilingual settings in India and Uzbekistan. Grounded in Global Citizenship Education (UNESCO, 2015) and Intercultural Communicative Competence (Byram, 1997), the study uses a qualitative reflective practitioner approach based on six months of inquiry conducted in classrooms. Data were gathered from 60 students in both undergraduate and secondary contexts through structured observations, reflective teacher journals, and audio recordings of task-based interactions. The thematic discourse analysis is employed to investigate how students construct meaning, convey cultural viewpoints, and engage in intercultural dialogue. Intercultural competence is defined through observable indicators such as turn-taking patterns, clarification techniques, perspective-taking, and culturally aware language usage. The results indicate that task-based intercultural activities led to more collaborative dialogue and negotiation of meaning. In comparison, learners from Uzbekistan depended more on structured support, while those from India were more spontaneous but showed less consistent depth in their intercultural reflections. The research introduces a data-driven teaching framework with three main elements: structured intercultural interaction, critical engagement with global issues, and guided reflective practice. This framework is unique in connecting classroom discourse data to practical instructional strategies. The study also notes challenges in implementation, such as curriculum constraints, varying levels of learner preparedness, and demands on teacher facilitation, emphasizing the importance of ongoing professional development and adapting approaches to local contexts when integrating GCE into English language teaching.

Authors:
Prerna Sihag, Ministry of Preschool and School Education, Uzbekistan

About the Presenter(s)
Prerna Sihag is an English Language Teacher with the Ministry of Preschool and School Education, Uzbekistan. Her research interests include ELT, global citizenship education, intercultural competence, and AI in education. Her current project explores

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https://www.linkedin.com/in/prerna-sihag

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