Intercultural Competence in English Language Teaching: Navigating Cultural Taboos in the Arab Gulf

This study explores the influence of cultural taboos on English Language Teaching (ELT) within the Arab Gulf region, where societal norms and Islamic traditions significantly shape pedagogical approaches. It identifies educators' primary challenges, such as navigating culturally sensitive topics like religion, gender roles, and family dynamics, which impact curriculum design, classroom interactions, and material selection. A recent literature review and thematic analysis reveal strategies for addressing these challenges, including contextualised materials, role-playing, and reflective exercises. These methods indirectly enable teachers to engage with cultural taboos, fostering student participation while respecting local sensitivities. The study emphasises the importance of intercultural competence as a critical skill for educators, equipping them to mediate cultural dynamics and create inclusive learning environments. Findings indicate that culturally responsive teaching facilitates language acquisition and promotes empathy and understanding among students from diverse cultural backgrounds. Implications include the need for ongoing professional development for ELT practitioners, focusing on strategies to balance cultural respect with pedagogical objectives. Addressing these issues, the research contributes to advancing culturally competent language education, offering practical solutions for integrating cultural sensitivity into ELT practices in the Gulf region and beyond.