Intercultural communication has become essential for human relationships, collaboration, and understanding in a wide range of areas, including but not limited to science, politics, economics, journalism, psychology, and education. This is due to the dynamic integration of diverse cultures all over the globe. More specifically, how communication between different cultures occurs within a scope, such educational institutions need to be a main priority for educators and instructors concerned about effective communication throughout the teaching and learning process. This study is supplemented with dimensional descriptions of intercultural communication in a culturally and linguistically varied school. Qualitative data recovered from a teacher's holistic perspective of intercultural communication provides a vivid illustration of cultural reactivity in terms of language, identity, and local customs. Furthermore, the reflection technique serves as a mirror for the instructor, allowing them to "look" again at all of the pedagogical concerns that pertain to the curriculum and the tactics. In addition, the article helps ensure that educators' voices are heard when confronted with the positive and negative aspects of communication in multicultural environments.

Communication, Qualitative data, work

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