Intercultural Communicative Competence (ICC) empowers language learners with the skills to compare different cultures and raise critical cultural awareness. The present study aims to identify and compare the role of EFL/ESL teacher preparation program in raising the awareness of pre-service teachers of ICC Model in Saudi Arabia and Singapore. The author developed and applied an online questionnaire of the ICC Model to a sample of (30) faculty members in Saudi Arabia and (30) faculty members in Singapore. The descriptive comparative analytical approach was utilized to describe, analyze, and compare the present situation of the EFL/ESL teacher preparation program in raising the awareness of pre-service teachers of the ICC model in Saudi Arabia and Singapore. The results revealed the availability of the ICC in the EFL/ESL teacher preparation program in both countries. The study recommended reviewing and continually updating the EFL/ESL teacher preparation program at the College of Education according to the ICC Model to meet the needs and communicative competence of students.Contribution/Originality: This study contributes to EFL/ESL teacher preparation by offering suggestions to reform the educational system through IC applications by comparing teacher preparation programs in Saudi Arabia and Singapore. This study is a pioneering work that links teacher's preparedness with the communicative competence of students.
INTRODUCTIONEnglish is the language of international conferences, science, and technology in many countries risen to the level of a lingua franca (Al-Hassan, 2012). With the massive increase in the number of speakers of English, varieties of English, as well as cultures, have grown. There is an urgent need to raise the awareness of teachers of EFL (English as a Foreign Language) about the status of intercultural communication. Teaching English as a Second Language (ESL) is one area that aims to enhance the learners' attitudes, knowledge, and skills to interact successfully in intercultural situations. TESOL International Association has also recognized culture as a major domain in the Standards for the Recognition of Initial (TESOL International Association, 2010).Intercultural communication (IC) enhances the ICC among learners. Its strategies and teaching content educates learners on various cultures and gives them an opportunity to compare different cultures and raise critical cultural awareness. Such learners act as mediators to introduce the target culture to their local community through