Bilingualism and Development of Intercultural Competence: A Study of Young Adults from Serbia

This qualitative study explores how English proficiency contributes to the development of intercultural competence among young bilingual adults in Serbia. Drawing on semi- structured interviews with ten participants, the research investigates the perceived impact of English language skills on participants’ communication behaviors, identity formation, and intercultural understanding. Thematic analysis was conducted using ATLAS.ti software, resulting in seven interconnected themes: (1) English as a Tool for Intercultural Engagement, (2) Multilingual Identity and Intercultural Self-Perception, (3) Aspects of Intercultural Competence Enhanced by Bilingualism, (4) Communication and Language Adaptation, (5) Perspective-Taking and Empathy, and (6) Openness in Intercultural Communication. Findings show that English proficiency plays a significant enabling role in intercultural communication by facilitating emotional expression, building relationships, and increasing access to educational, professional, and social opportunities. However, the study also highlights that language alone is not sufficient to foster intercultural competence. Participants emphasized the importance of openness, empathy, and real-life intercultural experiences in developing deeper understanding across cultures. The results are discussed in relation to existing models of intercultural competence and theories of bilingual identity and language adaptation. Limitations of the study include a small, gender-imbalanced sample and context-specific findings. Future research is recommended to explore similar questions in broader or more diverse populations. This study contributes to the growing understanding of how English proficiency, in combination with psychological and experiential factors, shapes the intercultural readiness of bilingual youth in an increasingly globalized context.

This qualitative study explores how English proficiency contributes to the development of intercultural competence among young bilingual adults in Serbia. Drawing on semi-structured interviews with ten participants, the research investigates the perceived impact of English language skills on participants’ communication behaviours, identity formation, and intercultural understanding. Thematic analysis was conducted using ATLAS.ti software, resulting in seven interconnected themes: (1) English as a Tool for Intercultural Engagement, (2) Multilingual Identity and Intercultural Self-Perception, (3) Aspects of Intercultural Competence Enhanced by Bilingualism, (4) Communication and Language Adaptation, (5) Perspective-Taking and Empathy, and (6) Openness in Intercultural Communication. Findings show that English proficiency plays a significant enabling role in intercultural communication by facilitating emotional expression, building relationships, and increasing access to educational, professional, and social opportunities. However, the study also highlights that language alone is not sufficient to foster intercultural competence. Participants emphasised the importance of openness, empathy, and real-life intercultural experiences in developing deeper understanding across cultures. The results are discussed in relation to existing models of intercultural competence and theories of bilingual identity and language adaptation. Limitations of the study include a small, gender-imbalanced sample and context-specific findings. Future research is recommended to explore similar questions in broader or more diverse populations. This study contributes to the growing understanding of how English proficiency, in combination with psychological and experiential factors, shapes the intercultural readiness of bilingual youth in an increasingly globalised context.