Incorporating Intercultural Competence Components in ESP Syllabus (Case Study: Agricultural University of Tirana)

This research reconsiders the designing of English for Specific Purposes (ESP) syllabus based on the current syllabus applied at the Agricultural University of Tirana (AUT). It is widely known that we live in a globalized world, where language and intercultural skills are necessary among professionals in different fields. Through a case study approach, we explore how intercultural awareness, communication, and adaptability can enhance students’ language learning experiences. The findings contribute to curriculum development and pedagogical practices, emphasizing the importance of intercultural skills in preparing students for global communication and collaboration. This research aims to understand the extent to which intercultural competence is developed during the ESP course and suggest new approaches to learning/teaching ESP. Purpose: The purpose of this article is to suggest the integration of intercultural elements into the current English for Specific Purposes syllabus at AUT. The aim is to enhance the development of intercultural competence skills among students. Methodology: The methodology involves a critical review of the existing ESP syllabus used at Agricultural University of Tirana. Findings: The analysis shows that the current syllabus provides some cultural aspects but does not develop students’ intercultural competence. The syllabus’s primary goal is to develop linguistic skills and includes very little factual knowledge regarding business culture. Suggestions: It is suggested to adapt the current syllabus and incorporate intercultural elements into each unit of the textbook. This adaption requires the inclusion of additional materials that enhance intercultural competence through various tasks such as discussion, comparisons, and assignments. Value: the integration of intercultural activities in ESP courses means a shift towards a more contemporary educational approach and preparing the students for the global market.   Received: 12 May 2024 / Accepted: 30 June 2024 / Published: 5 July 2024