The relationship between intercultural sensitivity and reading comprehension among 1st and 2nd-year high school students from municipal schools in Angol and Temuco

Abstract

Chilean context has recently experienced a significant increase in intercultural dynamics. Consequently, educators must foster and cultivate students’ Intercultural Sensitivity (hereafter IS) in the classroom, specifically through the development of speaking, writing, listening, and reading. This research examines the relationship between IS and reading comprehension among first- and second-year high school students from municipal schools in Angol and Temuco. The primary research question was: ‘What are English teachers’ perceptions regarding IS and reading comprehension?’. Mixed-methods research was implemented, utilizing the IS Scale with 192 high school students and interviews with six English teachers. The findings revealed a significant correlation between reading comprehension and intercultural sensitivity, particularly in the dimension of interaction engagement. Thus, teachers must recognize this correlation by employing a variety of engaging and meaningful resources in reading instruction, as well as promoting student interaction and reflection to advance both IS and intercultural communication.