Fostering Intercultural Competence in a Pre-Graduate Course at a Public University in Mexico

Based on the understanding that Intercultural Competence (ICC) is not necessarily achieved by studying abroad, as part of a teacher’s level initiative, this paper intends to shed light on the usefulness of the implementation of a series of cultural experiential activities to a group of pre-graduate students, undertaking a B.A. in English Language Teaching at a public university in Mexico, for the development of Intercultural Competence. Data were collected by means of three online focus groups and were analysed thematically into four dimensions: knowledge, attitudes, skills, and awareness. Findings indicate there had been, to a lesser or greater extent, enhancement in each of these intercultural subcomponents.