Competencia comunicativa intercultural: prácticas docentes inclusivas en contextos educativos de diversidad cultural y lingüística en Cataluña

This study aims at identifying pedagogical practices that demonstrate the intercul-tural communicative competence (ICC) of kindergarten and primary school teachers, who have worked in vulnerable educational contexts during the COVID-19 pandemic lockdown. A multiple case study was conducted with two public schools in Catalonia. In-depth semi-structured inter-views were conducted with schools management teams (n=2), as well as with families (n=2); and a focus group was held with the teaching staff (n=18) for data collection. Thematic analysis in ATLAS.ti v9 revealed four key themes: personalizing teaching and understanding diversity, building an inclusive school culture, using technological and digital tools, and building positive relationships. It is proposed that a contextualized and planned training specifically oriented towards the development of ICC could be an appropriate and timely tool to address the needs of a culturally and linguistically diverse multicultural school.