This action research study explored the effects of an intervention linking both culture and citizenship in a tenth-grade English language class, and aimed at finding evidence of intercultural communicative competence (ICC) skills through the writing of narrative texts in English. Participants were 75 tenth-grade students, between the ages of 14 and 17 years old who attended three different public schools in Bogota, Colombia. Through literature circles (discussion groups) and storytelling tools, learners played an active role, discovered similarities and differences among cultures, reflected upon their tolerance levels, and explored ways to face problems. Findings suggest that students were able to identify differences in cultures and how those differences helped them to build identity. In addition, they analyzed how they reacted in situations where their tolerance skills were challenged.

中文翻译：

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十年级学生叙事文本中的跨文化交际能力证据

这项行动研究探讨了在十年级英语课程中将文化与公民身份联系起来的干预措施的效果，旨在通过用英语撰写叙事文本来寻找跨文化交际能力（ICC）技能的证据。参与者是75名10至17岁的10年级学生，他们分别在哥伦比亚波哥大的三所公立学校就读。通过文学界（讨论小组）和讲故事的工具，学习者发挥了积极作用，发现了文化之间的异同，反映了他们的容忍度，并探索了解决问题的方法。研究结果表明，学生能够发现文化差异以及这些差异如何帮助他们树立身份。此外，