The study is set to investigate the government policies guiding the use of ICTs in learning and teaching Intercultural Language Education. The emphasis will be to analyze the stated policies and check their influence on the process of learning. The study is informed by the growing conviction among educators that ICT increases access to, and improves quality of Intercultural language (Ivers 2003; Gagne 1965). Online education through computer technology has made distance learning a reality (Manubb 2010). This has effectively transformed teachers teaching practices by providing them with improved educational content and effective teaching methods. (Garland, 1984; Gutterman, 2009). This in turn, improves the quality of Intercultural education. Due to ICTs versatility in handling various kinds of resources, computers are suitable for all types of learning ranging from group learning, individualized instruction, and mass instruction (Condie et al., 2007). This allows all the intercultural language learners, both slow and gifted alike, to learn at their own pace. Becta (2007) noted an increase in national Intercultural Language tests when ICTs is used in classes. Schools with higher e-maturity registers more rapid improvements trends in scores as pupils are more motivated and attentive when ICTs are used to teach(Anja et al., 2006).
Although well documented research findings stress on the importance of ICTs in teaching Intercultural Language Education, there are few studies assessing the available policies that the American government has put in place to guide its use. A close look at ICTs and Teacher Education across the world reveals a plethora of research work on how ICT increases access to education (Ogange, 2007; UNESCO 2008) and improves the quality of education (Wadi and Soni 2002; Ambron & Hooper, 1990). Consequently, this has led to massive investments in ICTs by nations. Literature suggests that there has been substantial financial investment in computer use at all levels of education (Lomke & Coughlin 1998 cited in Oredo, 2008; Yusuf, 1998). The motivation behind, though, varying but often justified in terms of the potential impact that computers have in enhancing students learning (Steinberg, 1982; Oredo, 2008). The challenge facing education in the world is how to transform the education process to provide learners with the skills to effectively maximize ICTs (UNESCO 2008). The current study will attempt to establish whether there exist clearly stated ICT policies to provide Intercultural language students of 21st century with the necessary skills.
The study intends to use a case study design. This design is chosen for; first, it will enable the researcher to give an in-depth analysis of the available ICT policies on Intercultural Language. Secondly, the study will strive to understand the reasons behind the presence of, or absence of, the policies. Case study technique to be utilized in this study will allow the informants to express themselves in a way that their deeper attitudes and perceptions are captured (Stake, 1994; Mason, 2002). Both quantitative and qualitative data will be collected. Quantitative data will be used to validate the qualitative data obtained (Mason, 2002).
The study will utilize authorities involved in education (Intercultural language education), specialists in ICTs & education, institutions offering intercultural Language, and educational planners and policy analyzers. They will form part of the informants. Government documents related to ICTs and Intercultural Language will form part of the primary data sources.
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