Abstract The aim of the authors is to respond to the growing demands on the intercultural competence of university teachers due to intensified internationalization pressures on higher education, especially due to the growing number of students and teachers’ international exchanges. They report on an intercultural course design responding to this need, presenting a case study from Slovakia. First, they define the need of intercultural competence of university teachers, especially those teaching in English-medium study programmes. Then they share a) findings from a needs analysis preceding the design of a new curriculum for an intercultural competence course (ICC) at Matej Bel University (MBU) with three aims (development of linguistic, cultural and pedagogic competences); and b) results from action research during piloting the ICC course. A comparison of 2011 and 2018 surveys pointed to the growing dominance of the English language, including an increasing command of English by MBU teachers. The ICC curriculum, tailored to the pre-identified teachers’ needs, proved to be a feasible way of facilitating their intercultural competence. Its implementation revealed persistent prejudices and difficulties associated with overcoming them. It also confirmed a significant deficit in preparing university teachers for their role as intercultural mediators in English-medium courses.

中文翻译：

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高校教师的跨文化能力：国际化的挑战

摘要作者的目的是应对由于高等教育国际化压力加剧，特别是由于学生和教师的国际交流日益增多，对大学教师的跨文化能力的日益增长的需求。他们报告了针对这种需求的跨文化课程设计，并提出了斯洛伐克的案例研究。首先，他们定义了大学教师，尤其是那些在英语学习课程中教学的人的跨文化能力的需求。然后，他们分享a）从需求分析中获得的发现，然后再设计新的课程以设计三个目标（语言，文化和教学能力的发展），该课程旨在为马特贝尔大学（MBU）的跨文化能力课程（ICC）设计新课程；b）ICC课程试点期间的行动研究结果。对2011年和2018年的调查进行的比较表明，英语的主导地位不断提高，其中包括MBU教师对英语的要求越来越高。针对预先确定的教师需求量身定制的ICC课程被证明是一种促进其跨文化能力的可行方法。它的执行揭示了持续存在的偏见和克服这些偏见的困难。它还证实，在准备大学教师担任英语中等课程中的跨文化调解人方面，存在很大缺陷。它的执行揭示了持续存在的偏见和克服这些偏见的困难。它还证实，在准备大学教师担任英语中等课程中的跨文化调解人方面，存在很大缺陷。它的执行揭示了持续存在的偏见和克服这些偏见的困难。它还证实，在准备大学教师担任英语中等课程中的跨文化调解人方面，存在很大缺陷。