Intercultural Communication Gaps between Local and International Teachers in a Multicultural Work Environment: A Phenomenological Study at English First Kayoon Surabaya

Abstract

The multicultural work environment in English language education institutions creates complex communication dynamics, especially when teachers from different cultural backgrounds interact within the same workplace. This study aims to explore intercultural communication gaps between local and international teachers, as well as how they maintain their face (self-image) at English First Kayoon Surabaya. The research adopts a qualitative approach with a phenomenological method and constructivist paradigm. Data collection is carried out through semi-structured in-depth interviews, observation, and documentation involving four informants (two local teachers and two international teachers). Data analysis uses the interactive model of Miles, Huberman, and Saldana. The findings show that communication gaps manifest in differences in speaking styles, language use, and social distance between the two groups. When facing such cross-cultural situations, local teachers tend to use avoiding and accommodating strategies, while compromising strategies emerge in long-term interactions. This study expands the application of Stella Ting-Toomey’s Face Negotiation Theory within the context of multicultural language education institutions in Indonesia.