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Intercultural competence in foreign language education
... According to Byram (2021), these four dimensions can be acquired through experience and reflection without the intervention of teachers and educational institutions. However, if they are acquired with the help of teachers, ICC can be integrated within a philosophy of political education to develop learners' critical cultural awareness (Byram, 1997(Byram, , 2009 or reflexivity (Jin, 2020). ...
... The dialogue above showed that even participants coming from the same large culture were amazed at each other's cultural practices, so a mutual understanding was not just built between C1s and C2s, but within the C1 ingroup as well. The discussion creates an opportunity for both cohorts to develop the skill of discovery and interaction (Byram, 1997(Byram, , 2009) and acquire new knowledge of cultural practices and diversity within their own culture. ...
... C1.7's statement suggests they may have been cautious about discussing sensitive topics with the C2s before meeting them but they were pleased to know that the C2s did not hold biases regarding social issues in China. This can be linked to open-mindedness and curiosity about different cultures, which are highlighted in Bryam's framework (1997,2021) and are the first steps towards intercultural communication (Byram, 2009;Deardorff, 2006). ...
This paper presents research on the potential of classroom dialogues to facilitate greater intercultural communication between undergraduate home students in the UK studying Chinese as a foreign language (CFL) and Master’s level students from China. The project put both cohorts together to discuss culture-related topics in Mandarin Chinese. Nine CFL students and 18 international students from China participated in the study. Five meetings were arranged, with the discussions being led by the students. The data collection includes videos of the group discussions and recordings of individual student reflections obtained after each discussion. Byram’s intercultural competence framework was used to analyse the data. The findings indicate that social interaction enables the participants to demonstrate intercultural competence in several dimensions (attitudes, knowledge and skills of discovery and interaction), with skills of interpreting and relating and critical cultural awareness being more limited. The reflections also showed that the participants expressed varying degrees of anxiety about the discussion. CFL students reported their foreign language anxiety, and Chinese students were mainly concerned about potential prejudice against China. Intracultural competence was also discussed in this study.
... Intercultural communicative competence is researched under different terms such as cross-cultural or multicultural communication, intercultural understanding, intercultural beliefs, and cross-cultural awareness. According to Byram (2009Byram ( , 2021, ICC is an ability to discover knowledge, skills, interaction skills, and cultural awareness based on the skills and knowledge related to the acquisition of intercultural competence. The ICC model is explained in the theoretical framework section and quoted as Byram (2009Byram ( , 2021 theoretical model of ICC, which incorporates and describes the qualities as a set of knowledge, skills, attitudes, and disposition. ...
... According to Byram (2009Byram ( , 2021, ICC is an ability to discover knowledge, skills, interaction skills, and cultural awareness based on the skills and knowledge related to the acquisition of intercultural competence. The ICC model is explained in the theoretical framework section and quoted as Byram (2009Byram ( , 2021 theoretical model of ICC, which incorporates and describes the qualities as a set of knowledge, skills, attitudes, and disposition. "Language learners who thus become 'intercultural speakers' will be successful not only in communicating information but also in developing a human relationship with people of other languages and cultures" (Byram et al., 2002). ...
... M. J. Bennett (1998) suggested that addressing these issues requires the cultivation of intercultural communicative competence-a capacity to effectively navigate the challenges faced by individuals from diverse cultures. Byram (2009) defines ICC as an interactive approach, describing it as the ability of foreign language speakers to understand and interpret the beliefs, values, and behaviors of themselves and others. This involves establishing boundaries that encompass various cultures within a shared cultural space. ...
... Öğrenci popülasyonundaki çeşitlilik arttıkça, dil eğitimcilerinin rolü de geleneksel dil eğitimindeki rollerinin ötesine geçmiş (Alisaari vd., 2019) ve çok kültürlü ve çok dilli sınıflarda kapsayıcı ve etkili öğrenme ortamlarını teşvik etme sorumluluğunu beraberinde getirmiştir (Cenoz ve Gorter, 2011;García, 2009;Kumaravadivelu, 2008;Smith, 2021). Bu paradigma değişimi, dil eğitimcilerinin yalnızca dil uzmanlığına değil, aynı zamanda farklı sınıfların karmaşıklıklarını etkili bir şekilde yönetme becerisine de sahip olmaları gerektiğinin altını çizmektedir (Byram, 2009). Yalnızca dilsel yeterliliğe odaklanan geleneksel dil eğitimi modeli, eğitimcileri çok dilli sınıfların karmaşıklığına hazırlamak için artık yeterli değildir (Kramsch, 1993;Gándara ve Hopkins, 2010). ...
... Alanyazındaki çalışmalar, kültürel unsurların dil eğitimine dâhil edilmesinin önemini vurgulamaktadır (Byram, 2009;Kramsch, 1993;Kumaravadivelu, 2008). Ancak bu entegrasyon, kültürel nüansların üstesinden gelmeyi, kalıp yargılardan kaçınmayı ve gerçek bir kültürler arası anlayışı teşvik etmeyi içerdiğinden karmaşık bir çaba olmaya devam etmektedir (Bennett, 2009). ...
... Ancak bu entegrasyon, kültürel nüansların üstesinden gelmeyi, kalıp yargılardan kaçınmayı ve gerçek bir kültürler arası anlayışı teşvik etmeyi içerdiğinden karmaşık bir çaba olmaya devam etmektedir (Bennett, 2009). Dahası, ister iletişim, ister iş, ister akademik amaçlarla yabancı bir dil öğreniyor ya da ikinci bir dil ediniyor olsunlar, bu çabaların dil öğrenenlerin özel hedefleri ve ihtiyaçları ile uyumlu hale getirilmesi gerekmektedir (Byram, 2009). Alanyazındaki sınırlı sayıdaki araştırmaya göre, hâlihazırda mevcut olan öğretmen eğitini programları, eğitimcileri farklı öğrenci popülasyonlarının ortaya çıkardığı çok yönlü zorlukların üstesinden gelmek için gereken beceri, bilgi ve stratejilerle yeterince donatamamaktadır (Pellegrino vd., 2015;Salekhova vd. ...
... To make the ICC concept comprehensible, in 1997, Byram introduced a model of intercultural communicative competence (ICC Model) which is rooted in applied linguistics, sociolinguistics, social identity theory, cross-cultural communication and social and cultural capital concepts (Byram, 1997(Byram, , 2009). Byram's (1997) ICC Model, which was revised in 2009, illustrates that ICC basically consists of four components: linguistic, sociolinguistic, discourse competence (three fundamental components of the CLT's communicative competence) and intercultural competence (IC). ...
... These five elements are attitudes, knowledge (of culture), skills of interpreting and PASAA Vol. 54 July -December 2017 | 181 relating, skills of discovery and interaction, and critical cultural awareness (For further details of each element, see Byram, 1997Byram, , 2009. ...
... The quantitative data were collected through a questionnaire which had been developed from (i) the literature concerning the intercultural approach to language teaching and ICC (e.g. Aguilar, 2007;Byram, 1997Byram, , 2009Byram et al., 2002;Corbett, 2003); and (ii) previous studies on teachers' perceptions of ICC by Alyan (2011) To ensure that all questions in the questionnaire were valid, five professors holding doctoral degrees in Teaching English to Speakers of Other Languages (TESOL) were requested to perform an item-objective congruency (IOC) test of each question item on the questionnaire. In this regard, a score of item acceptance was established at 0.5 or above as recommended by Rovinellin and Hambelton (1997), as cited in Turner and Carlson (2003). ...
... Ключовим аспектом міжкультурної комунікації є розвиток міжкультурної компетентності, яка включає здатність адаптувати свою комунікацію відповідно до культурних особливостей інших людей, а також передбачає не лише знання мовних конструкцій, але й уміння інтерпретувати невербальні знаки, враховувати контекст ситуацій та виявляти емпатію до культурних відмінностей. М. Байрам зазначає, що міжкультурна комунікативна компетентність включає здатність ефективно спілкуватися з представниками різних культур, використовуючи набір когнітивних, емоційних і поведінкових навичок: знання -розуміння культурних відмінностей, традицій, норм і правил поведінки; уміння -здатність використовувати ці знання на практиці для адаптації до комунікаційних ситуацій; мотивація -бажання взаємодіяти з іншими культурами та відкритість до нових вражень; емпатія -здатність сприймати точку зору інших людей, що допомагає будувати взаєморозуміння (Byram, 2009). ...
... активне слухання співрозмовника, вміння зосереджуватися на його словах, інтонаціях та невербальних сигналах, що допомагає зрозуміти наміри та емоції іншої людини, навіть якщо вони виражені в іншій культурній формі; мовну компетентність, знання іноземних мов або, як мінімум, здатність використовувати мовні засоби для полегшення комунікації, що включає використання спільних мов, жестів, або навіть вміння пояснити незрозумілі терміни чи концепції; управління конфліктами є важливою навичкою вирішувати культурні конфлікти чи непорозуміння, що можуть виникнути через різні світогляди, системи цінностей чи стиль комунікації; емоційний інтелект передбачає природні здібності розпізнавати й керувати своїми емоціями, а також розуміти й впливати на емоційний стан інших людей у контексті міжкультурної взаємодії; гнучкість у мисленні, здатність змінювати або коригувати свої переконання та підходи відповідно до нових культурних реалій дозволяють уникати стереотипів і бути відкритим до нових способів сприйняття світу (Byram, 2009) . ...
The article discursively analyzes the skills of effective intercultural communication. It highlights the importance of developing communication skills and examines key aspects of the development of effective intercultural communication skills, which are crucial in the context of globalization. The concepts of intercultural communicative competence, which includes knowledge, skills, motivation, and empathy necessary for effective interaction with representatives of other cultures, are analyzed. The factors influencing the development of intercultural competence, such as education, immersion experience, and language training, are identified. The importance of continued research to improve strategies for teaching and developing intercultural skills is emphasized.
... Third, the significant improvement in interpreting and relating abilities indicates that the intervention successfully developed participants' interpretive skills, which are vital for effective intercultural communication. According to Kolb's Experiential Learning Theory, interpreting and relating are key stages in the learning cycle, particularly during Reflective Observation and Abstract Conceptualization (Kolb, 1984;Byram, 2009;Moon, 2006;Kolb and Kolb, 2009). This notable enhancement aligns with the theory, suggesting that the intervention offered valuable opportunities for participants to reflect on their experiences and gain a deeper understanding of intercultural interactions (Deardorff, 2006;Bennett and Bennett, 2004). ...
... These interpretive skills are essential for navigating and understanding cultural differences, ultimately facilitating effective communication and interaction in diverse contexts (Bakar et al., 2016;Bakar et al., 2007;Deardorff, 2006;Fantini, 2009;Bennett, 1993;Spitzberg and Changnon, 2009). The development of these skills is crucial for fostering intercultural competence and improving the quality of interactions in multicultural settings (Byram, 2009;Deardorff, 2006;Hammer et al., 2003). ...
Intercultural communicative competence (ICC) is crucial for future workers in the global job market, where many feels unprepared to communicate effectively with culturally diverse colleagues. Therefore, university students must develop this skill to stay competitive. Experiential learning pedagogy, focused on ICC training, can enhance final-year students’ abilities, offering an alternative to traditional teaching methods. To examine the effectiveness of experiential learning pedagogy in a redesigned ICC module for undergraduates, a multiple-group pre-test and post-test quasi-experimental design was adopted. Data were collected from 31 undergraduate students at two public universities in Indonesia. The module was redesigned to incorporate experiential learning pedagogy, providing various opportunities through face-to-face training workshops. Validated and reliable instruments measured students’ experiential level with the pedagogy and their competencies in intercultural communication. Descriptive and inferential statistics were used to analyze the data. Participants showed a substantial enhancement in the Intercultural Communicative Competency Scale after the training workshop, as evidenced by higher post-test scores compared to pre-test scores. Additionally, the post-test data demonstrated a moderate improvement in participants’ expectations from the pre-test for the experiential learning pedagogy. The findings prove the effectiveness of both the content and the pedagogy of the module. Furthermore, these modules should continually integrate more interactive elements to better meet learners’ needs.
... The once-prevailing standard of the native speaker has come under scrutiny, and the question of which language corresponds to which culture has also become a new focal point of controversy in English language teaching. Intercultural speakers have begun to replace native speakers as the target of foreign language education [32][33][34][35][36]. The cultivation of IC has been explicitly incorporated into foreign language education policies in numerous countries, including China. ...
... An intercultural speaker is defined as a foreign language user who possesses some or all of the sub-elements of IC [33]. IC encompasses five sub-elements: knowledge, skills of interpreting and relating, attitudes of curiosity and openness, skills of discovery and interaction, and critical cultural awareness [2,32]. ...
Intercultural competence has become one of the important goals of foreign language education. The potential and value of foreign language education on students' intercultural competence (IC) has been widely recognized by academia. Currently, most of the research on intercultural foreign language teachers in China focuses on university teachers, with little attention paid to primary school EFL teachers. However, the cultivation of IC is a staged and continuous process which cannot be achieved in one stroke. Therefore, it is necessary to include primary school EFL teachers in the study of IC cultivation. This paper presents data on Chinese primary school EFL teachers' beliefs about incorporating IC into foreign language teaching. Specifically, their understanding of culture, IC, and intercultural teaching practices are investigated through interviews. The interview transcriptions were analyzed using thematic analysis. The research found: 1. Chinese primary school EFL teachers generally hold an essentialist view of culture; 2. Teachers emphasize the attitudinal dimension of IC; however, they also exhibit a tendency to oversimplify IC or perceive it as a higher-order skill than language proficiency, hence deeming it unsuitable for cultivation at the primary school level; 3. Most cultural teaching practices are teacher-centered, focusing on background knowledge-style introduction. In general, teachers’ intercultural teaching practices align with their cultural outlook. At last, the study explores two suggestions for promoting intercultural foreign language teaching: 1. Supporting primary school EFL teachers in updating their language and culture concepts system; 2. Encouraging teachers to reflect on their daily teaching practices as a major opportunity to promote the development of intercultural foreign language teaching.
... Learning a language typically focusses on grammar, vocabulary, and pronunciation to develop reading, writing, listening, and speaking skills. However, one of the reasons for learning a language is to communicate with people and how to use words or structures in different contexts at different times (Byram, 2013). This means that language is learned when speakers can use the language APPROPRIATELY (my emphasis) in different contexts (Austin, 2005) and with different people and understand the underlying meaning beyond the text. ...
... Understanding the meaning is sometimes accompanied by cultural understanding and using culturally appropriate language can help maintain communication without inter-cultural differences and conflicts. According to Byram (2013), apart from linguistic competence, intercultural competence makes communication flow smoothly. ...
This study discusses the importance of developing cross-cultural competence among students of English language. It is argued that novels written in different contexts can be used as pedagogical material to teach students how the use of speech acts vary from one cultural context to another cultural context. Understanding this difference can help encourage mutual understanding and mutual respect between interlocutors coming from different cultural contexts. Data collected through purposive sampling from novels written in a range of contexts were qualitatively analysed to demonstrate how cross-cultural competence can be developed among students of English using culturally appropriate literary dialogues as pedagogical tools. It is suggested that dialogue-based language input of speech acts taken from novels can help students of English understand the importance of socio-cultural context in which speech acts are embedded.
... Furthermore, cultural mediation skills are of high value under the principles of intercultural language education. In keeping with this idea, EFL pedagogy models learners on intercultural speakers and develops in them intercultural communicative competence (ICC), i.e., an ability to communicate across languages and cultures (Byram 2009(Byram , 2021. Central to this idea is that intercultural speakers have the sensitivity, understandings, and skills of navigating and shuttling between their own linguistic and cultural conceptions and that of other people of different culture. ...
... On the one hand, the teachers used L1/2 for getting a good grasp of and building links with English, moved back and forth between host and target languages, and displayed sensitivity to cultural realities beyond the language classroom. This may well resonate with what Byram (2009) terms savoir comprendre, i.e., skills of interpreting and relating. The teachers demonstrated capacities to engage with and reflect on multiple languages, reconcile cultural gaps, and identify common ground, which together reside at the heart of the experiences of being an intercultural mediator (Kohler 2015;Liddicoat and Scarino 2013). ...
... Intercultural competence-that is, the ability to interact and communicate across cultural boundaries-is highly correlated with language self-concept. The students with good intercultural communication skills have a high self-concept because such intercultural skills enhance confidence in the application scenarios of real communication (Byram, 2009). But bringing culture to language teaching adds flavor to the learning process and helps in nurturing a sound language selfconcept. ...
Self- concept studies are mostly Psychology- based studies. However, limited work is done in the area of language which focuses on self- concept as an affective factor. The present study explores the general self- concept and English self- concept of students who are studying English as a major and who are studying it as a part of their degree program. Students’ self- concepts are determined at the group as well as gender level. In order to determine the general self- concept, Shevelson’s SDQ111 questionnaire (social, emotional, academic, self-esteem only) was used and to find the general English self- concept, a questionnaire was designed on the pattern of SDQ111, which contained the parts covering four language skills, grammar and phonology. Simple mean values of their scores were taken. The findings of the study revealed that students of non- major group excelled the students of major in all self- concepts except for girls’ English self- concept. Gender differences were quite interesting. In both groups (major & non- major) girls showed higher level of self- concepts than boys. Important implications for future studies are discussed in the end.
... Intercultural Communicative Competence (ICC), integrating linguistic skills with cultural understanding and intercultural skills. One of the most widely used ICC models in language education is Byram's (2009Byram's ( , 2020. This model identifies five different components: (1) attitudes, (2) knowledge, ...
This practice report focuses on the integration of virtual exchange (VE) with mobileassisted language learning (MALL), where learners act as ethnographers within the context of language education. This VE model harnesses mobile technology capabilities to exchange personal and immersive cultural insights through asynchronous video content using Flip.com. The model consists of three integrated sections: Preparation, Intercultural Exchange, and Reflection. This report covers a pilot implementation of the mobile-enhanced VE model to evaluate the outcomes on Intercultural Communicative Competence (ICC). The project lasted eight weeks, covering various topics, such as greetings, food, and education. Participants were L2 learners of Spanish in the United States and L1 Spanish speakers in Spain. Outcomes were evaluated through a survey where students in the United States self-assessed their perceived ICC gains. This survey, grounded in Byram’s (2009) ICC model, measured changes in students’ attitudes, knowledge, skills of interpreting and relating, skills of interaction, and critical cultural awareness. Students reported substantial improvements in all areas of ICC, highlighting enhanced engagement and understanding of the target culture facilitated by the mobileenhanced VE model. This report provides insights for the incorporation of mobile technology for VE projects in L2 settings, emphasizing its role in expanding global interconnectedness and deepening intercultural learning among learners by offering a more dynamic, authentic, and immersive learning experience.
... It is not just about words or grammar; it is about culture, context, and the unspoken meanings that words carry with them. This aligns with the views of Byram (2009), who asserted that language teaching must be intrinsically linked to cultural education, preparing learners to be not just bilingual but also bicultural. ...
The current study aimed to gain insight into the nuanced challenges that Vietnamese learners encountered due to the interference of their native linguistic structures and norms. This qualitative study explored the experiences of Vietnamese learners in acquiring English, focusing on the influence of negative L1 transfer. This study focused on the influence of negative transfer from their first language (L1) by drawing upon in-depth interviews and observational data from a group of Vietnamese university students. The results showed that despite exhibiting high levels of motivation and enthusiasm for learning English, Vietnamese learners struggled with the shadows of L1 interference in areas such as pronunciation, syntax, and idiomatic expressions. The tonal nature of the Vietnamese language led to intonation patterns in English that deviated from native norms. Direct translations also contributed to unidiomatic English, indicating a deep influence of L1 thought patterns. Additionally, cultural contexts embedded within the Vietnamese language presented challenges, as some concepts and expressions lacked direct English equivalents. Although students faced various obstacles, they utilized a variety of adaptive techniques to lessen the impact of negative transfer. These techniques included code-switching, peer correction, and self-reflection. The study emphasized the significance of recognizing and comprehending the significant role of L1 when creating English language educational programs and teaching techniques for Vietnamese students. By illuminating the specific challenges and adaptive strategies of these learners, educators could personalize their approaches, leading to a more comprehensive and efficacious language-learning atmosphere.
... Two prominent models have shaped the discourse on fostering IC: Deardorff's (2009) ICC model and Byram's model (Byram, 1997(Byram, , 2009(Byram, , 2021. These frameworks were used in this study to provide comprehensive perspectives on the multifaceted nature of IC, offering insights into its components, application, and significance within educational contexts. ...
This study investigates the effect of integrating different versions of Cinderella in a regular English classroom for Thai grade 10 students to enhance students’ intercultural competence (IC), employing Deardorff’s (2009) and Byram’s (1997, 2021) model as the theoretical frameworks. A mixed-methods research approach was used to analyse quantitative and qualitative data, assessing the impact of implementing Cinderella stories on learners’ intercultural competence. Various research instruments, including versions of Cinderella stories, designed lesson plans, an intercultural competence assessment questionnaire, and students’ reflective writing, were employed. The findings indicated a significant improvement across all IC dimensions, with the most notable enhancement observed in cultural knowledge. Additionally, students demonstrated increased sensitivity to social discrimination, developed positive attitudes towards cultural differences, and improved intercultural communication skills. Reflective writing was crucial for fostering more profound understanding, self-awareness, and empathy. The study underscores the effectiveness of multicultural narratives and reflective practices in cultivating students' appreciation of cultural diversity and highlights the importance of student-centred activities in developing intercultural competence. Teachers are encouraged to adopt these strategies to create a more culturally aware and empathetic learning environment.
... In thinking through the politics of education in Europe, scholars have hybridised the politics of hope with a politics of disruption, indebted to the political theory of Jacques Rancière (Bingham and Biesta 2010;Safstrom 2020). Generally speaking, European approaches to critical pedagogy unfold dialectically in relation to social pedagogy (Hämäläinen 2003;Kornbeck and Jensen 2009) and (inter)cultural pedagogy (Byram 2009;Portera 2008). Although my research focuses on the functions of illiteracy in cultural literacy work, I abstain from denoting my approach as a cultural pedagogical approach. ...
The concept of illiteracy occupies a peculiar place in the scholarship on cultural literacy and is mainly understood as the absence or lack of literacy. While this factual absence of language
skills is well documented and researched, theoretical reflections on the manifestation of new forms of illiteracy in people previously considered literate are largely lacking. In this introductory chapter, I read the mechanisms and manifestation of new illiteracy in regard to state-of-the-art illiteracy research.
... 1. Conocimiento: son los saberes que tiene el individuo sobre su propia cultura y la de los otros, entre las cuales establece contrastes y semejanzas. Byram (2009) señala que se debe establecer un diálogo entre los hechos históricos y actuales, con la intención de comprender y analizar el intercambio de conocimiento entre una o varias culturas. ...
La aceptación de las diferentes culturas que coexisten dentro un aula de clases es necesaria para el desarrollo de una buena convivencia escolar, lo cual impacta directamente en el aprendizaje de los estudiantes. A partir de esta premisa, se realizó una investigación cualitativa, tipo estudio de caso, en el Liceo León de Greiff del municipio de Cereté (Córdoba), cuya muestra significativa fue de 6 docentes y 6 estudiantes de octavo Alpha, con la intención de comprender el aprendizaje significativo de la competencia intercultural según la pedagogía para el encuentro. En cuanto a las técnicas de recolección, se utilizaron la entrevista semiestructurada, grupos de discusión y observación participante, las cuales permitieron consolidar un abordaje metodológico transversal para adoptar una perspectiva holística sobre la forma de enseñar la interculturalidad. Esto dio como resultado una transformación en las prácticas educativas de los educadores, quienes manifestaron que la aceptación de la interculturalidad facilita la comprensión de la cosmovisión del otro, fortalece las relaciones interpersonales y contribuye al reconocimiento de las identidades culturales.
... Byram (2009, p. 328) maintains that ICC is 'the ability of second-language speakers to mediate/interpret the values, beliefs and behaviours of themselves and of others and to stand on the bridge or indeed be the bridge between people of different languages and cultures' . This study adopts Byram's (2009) definition of ICC and is guided by his (Byram, 1997(Byram, , 2020 ICC model, as he makes the notable attempts to not only offer a clear definition but also propose an operational model with five savoirs, namely, attitudes (savoir être), knowledge (savoir), skills of interpreting and relating (savoir comprendre), skills of discovery and interaction (savoir apprendre/faire), and critical cultural awareness (savoir s'engager). Despite the presence of other dynamic developmental frameworks, such as Bennett's (1986Bennett's ( , 2013 Developmental Model of Intercultural Sensitivity (DMIS) and Deardorff's (2006) model of intercultural competence, a distinct advantage of Byram's model lies in its establishment of well-defined goals within five components (Dervin, 2010), which serve as widely-used instrumental guidelines for intercultural teaching approaches and cross-cultural projects (e.g., Liao & Li, 2020;ware & Kessler, 2016). ...
This study explored teacher cognition concerning intercultural com- municative competence (ICC) among pre-service English and German teachers in China, a context influenced by a rising demand for English as a lingua franca and the increasing significance of the German lan- guage due to the ‘Belt and Road’ initiative. Data were gathered from undergraduate pre-service teachers of English (EnS) (n = 54) and German (GeS) (n = 89) using a questionnaire at a Chinese university. The findings revealed that: (1) EnS emphasised ICC-oriented knowledge, attitudes, and critical cultural awareness in their provided definitions of ICC, whereas GeS focused on German proficiency and target culture-oriented knowledge; (2) EnS’ length of studying English, abroad experience, and prior teaching experience exhibited varying correla- tions with their ICC beliefs, whereas only grade level and abroad expe- rience were significantly related to GeS’ cognition about ICC. This study contributes to the broader discourse on teachers teaching different languages and their perceptions of ICC amidst the global landscape shaped by the coexistence of multiple languages and cultures. It con- cludes by calling for further research examining teacher cognition and influential factors across diverse languages and educational contexts in the realm of ICC.
... When we talk about cultural competence, we are referring to specific cultural knowledge such as history, norms, values, and traditions of a society. On the other hand, intercultural communicative competence refers to all of these things PLUS the ability to use this knowledge in combination with linguistic, sociolinguistic, and discourse competencies so that the messages will be easily understood (Byram, 2009;Canale, 1983;Canale & Swain, 1980). It is this intercultural communicative competence that helps learners avoid the kinds of translation problems outlined earlier. ...
Achieving higher levels of proficiency in a foreign language depends on more than an extensive knowledge of grammar and vocabulary. Evidence is mounting that true proficiency depends on cultural awareness about how and when language is used. This suggests that teachers in foreign language classrooms must incorporate explicit cultural lessons into their teaching plans. Yet, there remains a stubborn resistance to doing so. This paper outlines the main reasons in teaching culture and how cultural instruction and awareness lead to increased intercultural communicative competence (ICC). It addresses teachers’ concerns about teaching culture and outlines their roles. The paper provides a strategy for designing successful activities that will build intercultural communicative competence and critical thinking skills.
... James en 1972 amplía el concepto de competencia comunicativa incluyendo la realidad social y cultural el modelo de Canale y Swain de 1980. Este se verá ampliado por el de Van Ek (1986) hasta llegar al término de "competencia comunicativa intercultural", acuñado por Byram (1997Byram ( , 2009) que supera el concepto de competencia comunicativa. El plan curricular del Instituto Cervantes en 2006 revisa las teorías e incluye la dimensión intercultural en el modelo del Consejo de Europa. ...
La competencia intercultural es definida por el MCER como una de las que se trabaja más tarde en el aprendizaje de lenguas extranjeras. El contacto entre pares de diferentes culturas facilita el aprendizaje al proporcionar lenguaje, experiencias y un universo intercultural y generacional compartido. Implementar acciones que fortalezcan y suavicen las diferencias interculturales es, en el entorno actual, necesidad de primer plano, y disminuye las distancias de manera que se reducen las desigualdades, como piden los objetivos de desarrollo sostenible.
... Por tanto, como señala Byram (2009), se debe abandonar el modelo del hablante ideal muy enraizado en la enseñanza-aprendizaje de una lengua extranjera, y promover el modelo de hablante intercultural y plurilingüe con un dominio parcial de una o más lenguas para atender las necesidades comunicativas de los aprendices hoy día (Mewald, 2018). Desde la escuela se hace necesario así el desarrollo de la competencia intercultural y plurilingüe del alumnado (Palou y Fons, 2019). ...
This article focuses on the teaching of English as the first foreign language in Primary Education in the Valencian Community. Grammar teaching in this language has been based mainly on the use of textbooks, which must meet curricular demands such as reflective language teaching and plurilingual education, both present in recent educational laws in Spain. Thus, this study examines whether these demands are met in 36 Primary school English textbooks from the period 2004-2014 by analyzing the didactic treatment that grammatical contents and interlinguistic transfer receive. To this end, Bloom's Taxonomy revised by Anderson and Krathwohl (2001) was followed, and the presence of different languages and the way in which they appear interrelated was examined. The results indicate that textbooks promote lower-order cognitive activities (remembering, understanding
and applying) in grammar instruction. Therefore, the presence of metalinguistic awareness and cross-language transfer activities is minimal, and these are only included in the textbooks for the third cycle. The lack of gradual scaffolding from simple to more complex cognitive operations in the different cycles, which supports students in consolidating their grammatical knowledge and developing their metalinguistic competence in different languages has also been observed, as well as a superficial treatment of cross-linguistic transfer.
... In the context of intercultural speakers, it is important to not only know about cultural information but also include historical information and so on to put meaningful perspective (Byram, 2009). For example, Wach (2015) designed a computer-mediated-communication (CMC) -based project study focused on teaching reflection where pre-service teachers exchange information related to teacher training with others that promoted their thinking of past knowledge and gain experience and practices through the process of obtaining/giving comments. ...
... Furthermore, our findings support the arguments of Ganassin and Young (2020) and Schukking and Kircher (2022), who argue that the ICC model needs to be further developed to fully accommodate migrant workers' intercultural encounters because, as stated in the introduction, their circumstances and experiences differ significantly from those of other migrants and individuals simply traveling abroad. The traditional ICC model does not account for this, but Byram (2009) concedes that his model's list of elements is not exhaustive. Thus, Ganassin and Young (2020) advise that resilience, defined as "the capacity of individuals to cope successfully with significant change, adversity, or risk" (Lee and Cranford, 2008, p. 213), be addressed while investigating ICC among migrant workers. ...
Millions of Indonesian migrant workers have sought employment in Malaysia during the last three decades. Many of them are skilled and unskilled laborers, and their incorporation into the host society’s labor market has the potential to improve their own quality of life while also contributing significantly to the country’s economy. However, Indonesian migrant workers encounter numerous problems in their professional and personal lives. Therefore, this study aims to investigate the intercultural communicative competence (ICC) factors as one of the Indonesian migrant workers’ strategies. This is qualitative exploratory research on the factors of ICC in the integration of Indonesian migrant workers into the Malaysian labor market. Focus groups were used to obtain data from 16 Indonesian migrant workers who had already successfully integrated into the Malaysian workforce as well as newcomers who were in the process of integrating into the local culture. In addition, interviews have been conducted with the 13 employers to complement the data from the migrant workers. The data was analyzed using rounds of deductive and inductive coding and analysis based on the five components of Byram’s model. The findings suggest that practicing intercultural communication skills can help migrant employees overcome cultural difficulties in the Malaysian labor market. The Indonesian migrant workers and their employers also indicated that they have an advantage in cultural integration due to the cultural similarities. The paper discusses the implications of the findings in terms of ICC training offered to migrant workers themselves (culture and language) and to professionals who work with them, with the goal of facilitating and promoting Indonesian migrant workers’ labor market integration.
... The intercultural competence acquired from doing this helps individuals to understand otherness better, establish cognitive and affective links between past and future experiences of that education, mediate between members of different social groups, and question the assumptions of their own cultural group and milieu. (Beacco et al. 2016, 20-1) In such a definition, interculturality expresses the need to educate individuals who can mediate in situations of cultural diversity -thus preventing and/or overcoming conflict -and can effect social change by nurturing a model of active citizenship that is not constrained by national boundaries and cultures (Byram 2009). By emphasizing the encounter between languages and cultures in plurilingual and complex societies, interculturality has set new goals for foreign language teaching: the ideal intercultural speaker is not simply an individual who speaks a foreign language fluently, but someone who is able to mediate communication across languages and cultures and to understand diversity in a critical and reflexive fashion (Byram 2012;Balboni, Caon 2015). ...
Since its earlier theorizations in the 1990s, interculturality has gained increasing prominence in the field of foreign language pedagogy. Interculturality calls for the acquisition of a complex set of knowledge, skills, and attitudes that makes any separation between language and culture in foreign language teaching untenable. This article examines the potential of literature for an intercultural approach to Chinese language teaching in Italian upper secondary school, also known as ‘high school’. A reflection on what constitutes Chinese culture and the place of literature in the teaching of Chinese provides the background against which an empirical pedagogical experiment is presented. The teaching experience involves the use of a Chinese authentic literary text to promote an intercultural approach to two seemingly unrelated topics: Chinese New Year travel rush and sexual harassment. The activity shows the affordance of literature for developing an intercultural approach to diversity and complexity beyond simplification and orientalizing epistemologies.
... Sem muitas surpresas, observamos que esse conceito tem suas raízes nos estudos gerativistas propostos por Noam Chomsky, que através da dicotomia competência versus performance, defendia que o que o sujeito performa através das sentenças seria apenas um aspecto dos processos cognitivos que ocorrem em sua mente. Em contrapartida, através da perspectiva sociocultural de linguagem, dá-se início a tentativa de expandir a noção de competência a fim de acomodar o entendimento de que, para se comunicar de forma efetiva, o sujeito precisaria de um conjunto de habilidades de como usar a língua de forma adequada, em contextos socioculturais específicos.Como reação à possível idealização de um modelo de falante-ouvinte, implícita na abordagem sociocultural ou comunicativista de linguagem,Byram (1997Byram ( , 2009 propõe pensar o ensino a partir da noção de competência comunicativa intercultural, a qual instrumentalizaria o aprendiz de línguas a "[...] interagir com pessoas de outros países e culturas [...], negociar um modo de comunicação e interação que fosse satisfatório para eles e para o outro e ser capaz de agir como mediadores entre pessoas de culturais diferentes [...]" 14(1997, p. 71). Inicia-se assim, um boom de pesquisas que procuravam relacionar o ensino de língua e cultura dentro de modelos que privilegiassem as identidades locais dos aprendizes.Apesar de caracterizar um avanço frente aos demais modelos, Byram e seus seguidores sofrem críticas quanto às bases teóricas da competência intercultural, principalmente no tocante ao entendimento de cultura subjacente ao modelo. ...
Esse artigo debate o conceito de competência e sua importância para o campo do ensino de línguas, através das definições de língua e cultura que embasam seus pressupostos. Logo, o objetivo é refletir sobre o entendimento de competência, dando-se foco às perspectivas discursivas e performáticas, que tratam do processo de ensino e aprendizagem como práticas situadas de construção de sentido. Nesse contexto, defende-se a noção de competência performativa e discutem-se os impactos de tal orientação no desenvolvimento de estratégias pedagógicas em consonância com os desafios contemporâneos de se ensinar línguas. Palavras-chave: Língua. Cultura. Competência Performativa. Práticas Translíngues. Ensino de Línguas. ABSTRACT This article discusses the concept of competence and its importance to the language teaching field through the definitions of language and culture that underlie their assumptions. Therefore, the aim is to reflect upon the understanding of competence with special attention to discourse and performative perspectives that
... Intercultural communicative competence or intercultural competence (ICC) includes some crucial aspects of learners' psychological and intellectual factors that apply in international collaboration classes, such as attitude, skills, and knowledge, with which learners interact across differences, in our case, between Thai and Japanese cultures. Participation in the SMILE project may have developed students' traits related to ICC, including curiosity, openness, perspective-taking, and empathy (cf., e.g., Byram, 1997Byram, , 2009Deardroff, 2006Deardroff, , 2019, but we do not analyze these aspects in this paper, and further studies are certainly required in this respect. As a preliminary report and analysis of the SMILE project, the project's effect on student ICC is beyond the scope of this study. ...
This study presents an international collaboration in the Students Meet Internationally through Language Education (SMILE) project and investigates how the SMILE project impacts Thai EFL students. This program provides students with opportunities to use English as an Authentic Communication Tool (E-ACT) by sharing their experiences and culture with high school peers in Japan online. Thirty-one Thai twelfth graders from a public high school in Bangkok participated in the SMILE project in the 2022 academic year. The course of the SMILE project we describe in this paper consisted of four collaboration classes (50 minutes, four times), and each class consisted of two sessions (25 minutes, twice). In each session, the Thai students met Japanese students in the same school grade in small groups with four or five students in total. These classes were conducted via online channels. Thai students' data were collected from class observations, interviews, and questionnaires. The results revealed that the Thai students 1) increased their confidence in using English, 2) gained broader perspectives from the cultural exchange sessions, 3) were eager to have similar collaborations with new Japanese students, and 4) showed clear enjoyment in their activities. Given these benefits, we conclude that the experience that student participants gained through the SMILE project had a substantial impact on them, which is likely to change their attitude toward studying English in the future. Besides, we discuss how current approaches to learner psychology may or may not be applied to our findings. Based on the results, the authors argue that having students with different first languages meet online should be conducted more widely in EFL circumstances.
... However, the scale developed by Liu et al. (2020) to measure the global competences of graduate students is the most comprehensive in terms of its strength in defining the theoretical structure of the concept of GC (see Table 2 for details) as revealed by factor analysis and fit indices. Besides the scale addresses such significant competences as understanding of globalization (see Altan, 2017;Block & Cameron, 2002;Gnutzmann & Intemann, 2005), cross-cultural communication (Byram, 2009;Sarıçoban & Oz, 2014), appreciation of and respect towards cultures and values (İşisağ, 2010) which apply to English language teachers, and are worth closer examination to explore if and to what extent pre-service English teachers, who have a significant role in educating globally competent individuals, are equipped with such competences. In this regard, there seems an obvious need to adapt it to Turkish. ...
Global competence is a comprehensive term referring to the interconnectedness of various constructs ranging from knowledge to values required to communicate, cooperate, and work towards the well-being of not only the local but also the global community. Teacher education has an important role in preparing teachers equipped with global competences. Therefore, having tools which can validly and reliably measure if and to what extent pre-service teachers are globally competent is a requisite. Hence, this study aimed at adapting and validating the Global Competence scale developed by Liu et al. (2020) to Turkish to measure pre-service English language teachers' global competences and to obtain evidence regarding the psychometric properties of the scale to measure global competences in teaching and teacher education. The data collected from pre-service English language teachers (N=351) studying at various universities in Türkiye was divided into two equal halves. The first part of it was used to perform exploratory factor analysis which revealed an eight-factor 29-item structure. The second half which was used for confirmatory factor analysis yielded a good fit of a 25-item, eight-factor structure scale. The Cronbach's Alpha coefficient (α= .88) and McDonald's Omega (ω = .89) which indicated good internal consistency in the CFA dataset revealed excellent internal consistency (α= .90, ω = .91) in another independent dataset. Thus, the study revealed that the Global Competence scale has a good level of psychometric properties and reliability to measure pre-service English language teachers' global competences in the Turkish context.
... Thus, language and culture are indispensable to each other. Therefore, researchers, for example, Byram (2009) andHall (2013), emphasized on intercultural competence in second language acquisition. However, it is debatable to understand, which cultural competencies will be considered in English language teaching, especially when the context is similar to Kachru's (1985) outer circle, where English has been indigenized (Thumboo, 2001), or when the context involves English being used as a lingua franca. ...
The study aims to explore the cultural facets of learning and using English language in a Pakistani context. Drawing on information collected from participants, the study also indicates the present status of the indigenisation of English in Pakistan. This mixed-method research used a convenience sampling strategy to collect data from 476 students through a questionnaire and from 15 teachers through semi-structured interviews. The findings of the study revealed that there is little explicit focus on culture during the teaching and learning of the English language. The collected data also show that students learn the target culture more than the local culture, mainly due to the use of foreign teaching materials. Moreover, both students and teachers seem ambivalent about the Indigenisation of English in Pakistan, although a shift in the status of English can be observed in its teaching and learning processes. The study further suggested to develop materials based on the local context in order to incorporate local culture and make English more indigenous.
... Thus, language and culture are indispensable to each other. Therefore, researchers, for example, Byram (2009) andHall (2013), emphasized on intercultural competence in second language acquisition. However, it is debatable to understand, which cultural competencies will be considered in English language teaching, especially when the context is similar to Kachru's (1985) outer circle, where English has been indigenized (Thumboo, 2001), or when the context involves English being used as a lingua franca. ...
The study aims to explore the cultural facets of learning and using English language in a Pakistani context. Drawing on information collected from participants, the study also indicates the present status of the indigenisation of English in Pakistan. This mixed-method research used a convenience sampling strategy to collect data from 476 students through a questionnaire and from 15 teachers through semi-structured interviews. The findings of the study revealed that there is little explicit focus on culture during the teaching and learning of the English language. The collected data also show that students learn the target culture more than the local culture, mainly due to the use of foreign teaching materials. Moreover, both students and teachers seem ambivalent about the Indigenisation of English in Pakistan, although a shift in the status of English can be observed in its teaching and learning processes. The study further suggested to develop materials based on the local context in order to incorporate local culture and make English more indigenous.
... Intercultural competence is composed of five elements: knowledge, attitudes, interpreting and relating skills, discovery and interaction skills, and critical cultural awareness (Byram, 2009). Culturally competent leaders or educators are not only cognizant of their own culture but are also intimately aware of the cultures of the students with whom they interact (Ladson-Billings, 2001). ...
This article presents ways to overcome intercultural barriers in the English language classroom through designing additional teaching materials about British culture. The article presents the results of a pedagogical experiment on the implementation of these materials into the educational process. The experiment involved 10th grade students and English teachers from Gymnasium 147 in Almaty. The following themes were tested during the experiment: «Eating in Britain», «Holidays», «Modern families», «Making friends with Westerns», «Art connects people from different cultures». The elaboration of supplementary materials was carried out taking into account the level, age, needs and interests of the pupils. Modern methods and approaches such as «Flipped classroom», «Project technology», and «Role play» were used to overcome intercultural barriers in English lessons. During the conducted pedagogical experiment we can note that the more students are exposed to a foreign language culture, the more naturally they communicate with foreigners. Moreover, knowledge of the culture of the country of the target language enables students to think in a foreign language. Keywords: foreign language education, culture and language, intercultural communicative competence, mediator of intercultural communication, modern approaches and methods, intercultural barriers
Although an ever-increasing amount of intercultural communication takes place in the cyberspace, local practice has not yet developed language teaching materials and methodologies geared towards preparing EFL learners to perform effectively in virtual intercultural encounters, where asymmetric relations of domination and subordination loom large. Empowering EFL learners and enabling them to assert more agency in intercultural communication in today's increasingly hyper connected world demands the involvement of EFL teachers in a coordinated reflexive practice centered on conscientization, a concept introduced by Freire (1970) to refer to a principled process for instilling critical awareness about social reality. To foster an English language teaching (ELT) community of practice which is more attuned to Algerian EFL learners' conscientization needs, the present conceptual article argues that action research should be assigned a pivotal role. It also contends that Critical Pedagogy-one of the four major perspectives on action research-possesses an enormous potential in the maintenance of such a community through inculcating the bottom-line critical attitude among its members. The paper closes with some suggestions for organizing and sustaining an ELT community of practice in the Algerian context.
This work is contextualised in the field of Translation and Interpreting, more precisely in tourism translation, and falls within the area of translator training. The study is part of a larger project on the adoption of strategies for the acquisition of intercultural communicative competence (ICC) by T&I students in second language (L2) classrooms. The article examines how the use of TV series can be an effective method not only to improve language competence, but also to enhance learners’ general knowledge of the foreign culture(s); to develop their intercultural awareness, especially through the use of subtitles (both same-language subtitles and translated subtitles); and to improve their translation skills, in this case, in relation to tourism translation. Thus, this paper argues that TV series help develop trainee translators’ intercultural awareness, prepare them to be professional intercultural mediators and they can be used as parallel texts for tourism translation. The paper includes a sample of task-based activities that can empower future translators in the tourism industry to overcome ambiguity and misunderstandings, and to achieve a fruitful dialogue between people of different cultures −a key aspect to be taken into account in the tourism industry. The study finally concludes with an evaluation of these activities supported by the results of a questionnaire administered to a group of students who benefited from the learning experience. The findings confirm their effectiveness in improving both translation and intercultural communication skills.
У статті обґрунтовано необхідність створення нового покоління підручників з іноземної мови. Визначено дидактичні та методичні умови, за яких організація роботи з підручником на занятті буде ефективною та сприятиме формуванню у здобувачів вищої освіти навичок міжкультурного спілкування. Наведено результати впровадження у процес навчання англійської мови нового навчально-методичного посібника, створеного викладачами кафедри Донецького державного університету внутрішніх справ. Розкрито особливості написання підручників і навчальних посібників для вивчення іноземних мов за професійним спрямуванням. Розглянуто основні засади написання підручників, проаналізовано типові помилки у створенні посібників.
Modern Foreign Language (FL) instruction has recently called out for a language-culture-technology (LCT) nexus that could engage learners in transnational dialogue and interaction. This study focuses on the views of English as a Foreign Language (EFL) teachers in Chile and their classroom practices in relation to an LCT nexus. The Chilean EFL context was chosen due to a lack of integration between language, culture and technology in the national EFL curriculum that informs classroom practice. The study collected data through an online questionnaire (N=128 participants) that was distributed nationwide. Questionnaire results showed that although teachers recognised the significance of intercultural interaction and identity reflection, they struggled to incorporate these into their teaching practices, especially when using Information Communication Technologies (ICTs). Furthermore, the integration of language and culture as reported by teachers was often superficial, and technology was primarily used to support writing in English. The study suggests the need for a stronger theoretical and pedagogical basis for the national EFL curriculum in Chile and professional development to support a language-culture-technology nexus in FL classrooms.
This reflective theoretical article explores the intersection of poststructuralist perspectives and English Language Teaching (ELT) trends, specifically in rural areas of Colombia, addressing language policies that prioritize the utilitarian aspects of English while neglecting its intercultural essence. The objective is to advocate for a poststructuralist approach in reshaping English language education in rural Colombian contexts, challenging utilitarian paradigms to promote inclusivity, equity, and social justice within language learning frameworks. Drawing on extensive research and the author’s ongoing doctoral studies, the paper explores intricate connections among linguistic trends, power dynamics, and language ideologies within ELT. The paper discusses the implications of poststructuralism in Colombian ELT, emphasizing the need for a paradigm shift. Embracing a more inclusive perspective, the study highlights the transformative potential of poststructuralist frameworks in fostering equitable language education.
https://www.tandfonline.com/eprint/2XZ5DGY3WMG3FM6IUSDS/full?target=10.1080/10350330.2024.2351217
This research investigates the intricate dynamics of English language acquisition within multilingual environments, considering both the unique challenges and potential benefits presented by these settings. One of the main hurdles is cross-linguistic interference, where proficiency in native languages may hinder English language understanding or production. Alongside this, the cognitive load of juggling multiple languages may impede the learning process. Nevertheless, multilingual environments can foster cross-linguistic transfer, allowing learners to utilize existing linguistic skills to aid their English acquisition. Moreover, these settings can enhance intercultural competence and motivation by offering insights into various cultures and lifestyles. Understanding these dynamics can inform pedagogical practices, enabling educators to maximize multilingualism's benefits while addressing its challenges. The study also acknowledges the influence of individual learner attitudes, societal factors, and the status of English within multilingual societies on language learning outcomes. It highlights the significant role of teachers in employing effective, culturally responsive strategies and leveraging technological advancements to cater to the unique needs of learners in multilingual contexts. This research underscores the complexity of English language learning in multilingual settings, emphasising the need for well-informed, holistic approaches that recognize cognitive and cultural aspects of multilingualism, apply effective teaching methodologies, and utilize digital resources. Through such approaches, learners can flourish in their English language learning journey despite the challenges posed by their multilingual environments.
It becomes clearer every day that the world faces a broad array of global challenges that will likely be solved if people – especially young people – from a wide range of backgrounds holding diverse beliefs and practices, develop the competences to sit with those different from themselves to solve problems – or they will not be solved. An evidence-based practice to help mitigate this challenge in higher education has been the proliferation of Information and Communications (ICT) and e-learning strategies. A virtual exchange program, the Global Learning Experience (GLE), provided an ample opportunity to structure collaborative international learning experiences, and thus foster the development of intercultural competence, amongst graduate level counseling and social work students. Using a naturalistic-interpretive paradigm, the authors examined students' general perceptions about the GLE, how it both benefited students and posed challenges, and, importantly, how it impacted students' development of intercultural competence. We offer implications and recommendations.
In this chapter, I analyse the results of questions 1, 4, 5 and 6 on the survey about intercultural competence and pragmatics that was given to the language teachers; these relate directly to teaching, and were answered using a five-point Likert scale from very unimportant to very important . I begin with question 1: How important is it for you to teach the following skills and competences in L2 language teaching? This features nine skills and competences to be evaluated separately, mainly academic skills but also including pragmatic and intercultural aspects of teaching. I then discuss the findings of question 6: How important is it for you to teach the following language aspects when teaching a foreign language? This includes 19 items from acronyms and abbreviations to specific vocabulary, as well as some pragmatic items. Then I analyse the responses to question 4, which includes 16 items covering a variety of non-linguistic aspects: How important is it for you to teach the following facts/information about the countries and cultures in which the L2 is an official language or native language? Question 5 focuses on materials used in classes and features 11 items including texts on culture shock, study abroad and diversity issues.
This paper aims at measuring the intercultural skills of European pre-service teachers to analyze possible shortcomings and identify teaching needs in teacher training institutions. For that, we designed a survey to assess Intercultural Communicative Competence (ICC) following the criteria established by the European INCA Project, developed to evaluate ICC. The sample is made up of 113 participants, from 6 universities and 10 nationalities, whose answers were statistically analyzed. Results show that most European pre-service teachers participating remain in the third position out of four, which means that it is necessary to insist on the improvement of teacher training curricula to enhance future teachers’ ICC.
English: This study provides insights into the experiences, attitudes, and language practices of adult Dutch as Second Language (L2) learners in the Netherlands with regards to diversity in the classroom. Based on interviews and classroom-recordings generated during three months of linguistic ethnographic fieldwork in two L2 Dutch courses, this paper examines the ways in which learners make diversity relevant in interactions with classmates. Findings suggest that learners sometimes use essentialist discourse, but also find ways to challenge such simplifying discourse and often highlight their diversity as a unifying element. The study provides valuable information for L2 teachers and teacher trainers, as well as textbook authors, to approach the goal of intercultural learning and inclusive L2 Dutch education.
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Nederlands: Dit onderzoek biedt inzicht in de ervaringen, houdingen en taalpraktijken van volwassen cursisten Nederlands als Tweede Taal (NT2) in Nederland met betrekking tot diversiteit in de cursus. Gebaseerd op interviews en lesopnames, verzameld tijdens drie maanden linguïstisch etnografisch veldwerk in twee NT2-cursussen, wordt onderzocht hoe cursisten diver-siteit relevant maken in interacties met medecursisten. De bevindingen suggereren dat cursisten soms gebruik maken van een essentialistisch discours, maar ook manieren vinden om dergelijk simplificerend discours te betwisten, waarbij ze vaak hun diversiteit benadrukken als een verenigend element. Het onderzoek biedt waardevolle informatie voor NT2-docenten, docentenopleiders en lesboekenauteurs om het doel van intercultureel leren en inclusief NT2-onderwijs te benaderen.
In this chapter, I will attempt to analyze, interpret, and synthesize the findings that emerged in Part II and Part III. Based on my previous research about language teachers’ cognition and practices regarding global awareness (Jing, 2013b, 2013c, 2013d, 2013e, 2015, 2016), I will explain how to integrate and synthesize the findings in the previous relevant literature described in Chapters 2, 3, and 4; I will use the findings to answer the research questions and discuss the significance and contribution. I will explain whether my findings reflect similar research or contradict previous studies and consider differences or similarities. This chapter is organized into the following four sections: (1) teachers’ beliefs and reported practices regarding global awareness; (2) factors that shape teachers’ beliefs; (3) teachers’ classroom practices regarding global awareness; and (4) the relationship between teachers’ beliefs and practices. I used these four analytic categories to analyze the findings.
In this chapter, I explore theoretical frameworks about global awareness, intercultural communicative competence (ICC), and intercultural/global citizenship education. The literature review is divided into three sections. The first section reviews the concept of global awareness. This section includes the concept of global awareness and empirical research on global awareness. The second section concerns foreign language teachers’ cognition and intercultural communicative competence. It analyzes teachers’ beliefs on intercultural teaching based on four themes: (a) teachers’ beliefs about culture, (b) teachers’ knowledge about intercultural communicative competence, (c) teachers’ beliefs about intercultural language teaching, and (d) teachers’ practices in intercultural language teaching. The third section concerns global/intercultural citizenship education in English language teaching. It will discuss the theories and practices of intercultural citizenship education and global citizenship education.
The relevance of the study is explained by the current political situation, where peace and friendship between representatives of various peoples is of importance. Foreign languages could be used as a means of teaching peaceful and effective interaction between representatives of different nations. The article deals with the issue of determining the intercultural competence of Russian-speaking primary school students. The aim of the study is to identify and describe the components of the intercultural competence of Russian youth. The study is based on the method of studying advanced pedagogical experience and the modeling method. The analysis of the works of V. Safonova and M. Bayram, of a number of international projects, European and Russian regulatory documents in the field of education allowed the authors to develop a theoretical construct of intercultural competence for children of primary school age. The construct includes a set of knowledge, skills, abilities and attitudes that elementary school students must acquire for effective intercultural communication. The novelty of the study lies in the analysis of cases which served as examples of practical ways to develop intercultural competence in children of primary school age.
Актуальность исследования обусловлена текущей политической ситуацией, в которой вопрос мира и дружбы представителей различных народов имеет важное значение. Иностранные языки могли бы использоваться как средство обучения мирному и эффективному взаимодействию между представителями различных наций. В статье рассматривается вопрос определения межкультурной компетенции у русскоязычных младших школьников. Целью исследования является выявление и описание компонентов межкультурной компетенции российской молодежи. Исследование основано на методе изучения передового педагогического опыта и методе моделирования. На основе анализа работ В. Сафоновой и М. Байрама, ряда международных проектов, европейских и российских нормативных документов в области образования авторы разработали теоретический конструкт межкультурной компетенции для детей младшего школьного возраста. Конструкт включает в себя комплекс знаний, навыков, умений и установок, которые учащиеся начальной школы должны приобрести для эффективной межкультурной коммуникации. Новизна исследования заключается в рассмотренных кейсах, которые являются примерами практических способов развития межкультурной компетенции у детей младшего школьного возраста.
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