2025 Volume 37 Issue 2 Pages 229-249
This paper explores the theoretical foundations of Communicative Language Teaching （CLT） and the history of English education in Japan, emphasizing the shift toward intercultural communicative competence （ICC）. Initially, it outlines CLT and the evolution of English teaching in Japan, highlighting the importance of ICC in the current educational landscape. Despite the widespread use of the term “communicative competence” in Japan, its definition is often oversimplified. However, academically, it involves more than just grammatical knowledge—it requires understanding language use within societal norms. The research by the EU and the Council of Europe has revealed the importance of intercultural understanding for future global sustainability. Apart from this movement, Japan has launched projects to develop “Global Human Resources,” concluding that the communicative competence to be fostered is ICC. In this context, cooperative learning is highlighted as a valuable method in CLT classrooms, as it helps students build empathy, tolerance, and autonomy while interacting in diverse settings. Thus, cooperative learning is beneficial for students to acquire and practice ICC effectively.
