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Nadia Bengo, Kobe University, JapanAbstract
The inclusion of intercultural competence content in policies for training in-service primary school teachers enables them to better address the academic needs of ethnic minority students. This document analysis study examined 11 documents related to in-service teacher training, published between 2011 and 2024, with a focus on the integration of intercultural competencies in educational policies. The study reveals that current in-service teacher training policies overlook the intersectionality between using students’ native language as a tool to facilitate the acquisition of the official language and the lack of intercultural competence among teachers. As a result, these policies fail to adequately address the needs of ethnic minority students and their communities, limiting access to an education system that respects and values their daily life experiences, native language, histories, and cultures. This study fills a significant gap by examining policies for in-service primary school teachers with the aim of promoting the integration of intercultural competence in classrooms with ethnic minority students; an issue that is rarely addressed by policymakers and the mainstream school community.
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