the idea that intercultural competence develops communicative competences. Worldwide, this relation intercultural-communicative competence has been studied by teachers and researchers (Agudelo, 2007; Álvarez, 2014; Clouet, 2012; Gómez, 2015; Liddicoat & Scarino, 2013; Meadows, 2016) showing that there are different ways to tackle cultural relations when teaching English in EFL settings. However, the teaching of English in EFL contexts is a complex endeavor that makes teachers face some problematic issues emerging in the form of (i) dilemmas to overcome the imbalance between the two cultures in contact (Stern, 1983), (ii) contradictions between the culturally related ideological components of materials and teachers’ practices and discourses (Bonilla Medina, 2008; Gómez, 2015; Muhammad, 2015), and (iii) challenges to contest canonical and homogenizing ways to work on the local cultural context via policies (Fandiño, 2014; Macías, 2010) or to embrace critical pedagogies to work with intercultural approaches (Bonilla Medina, 2012).
Interesting topic, as I have taught in an EFL setting (Japan) as well as in my own country (Canada). What comes to mind from a pragmatic level is argumentation in writing. When teaching pre-university and bridging students, it became clear over time that the style or form of argumentation differed, meaning was based on the style valued (inductive/deductive reasoning). As an instructor, once I realized this, it was easier to coach students so they could be successful when writing for exams (short time frame) and on certain topics for term papers (not timed writing). Once I understood this, it also helped me provide appropriate feedback to students striving to be successful in post-secondary. Hope this helps!
If you would consider all of applied linguistics as an aspect of, or related to cultural studies (i.e. language use in its cultural context), then there are whole fields of study that are concerned with these issues. As it applies to primary education, this resource raises some interesting starting points, and a review of contemporary topics and approaches. Cambridge: Applied linguistics and primary school teaching.
https://assets.cambridge.org/97805211/93542/frontmatter/9780521193542_frontmatter.pdf
Cross-cultural rhetoric is one area of scholarship in ESL/EFL scholarship. It is also called "contrastive" rhetoric.
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