Developing Intercultural Competence. Gateway 2 Cindy Lee. Contents. Preface Conventional Language Teaching Theories Conventional Teaching Practice Intercultural Communication Theories The Components of Intercultural Competence Next Step for Language Teachers Conclusion . Preface.
People from Japan, Italy, Taiwan, Germany and Britain use English to communicate when they meet with each another.
When a Taiwanese does business with a Spanish or has holidays in Singapore, why does he/she need to sound like an American in such an international context?
means someone has abilities to:
- interact with ‘others’
- accept other perspectives of the world
- mediate between different perspectives
- be conscious of the evaluations of the
Intercultural competence is the key to successful intercultural communication. So, what features contribute to intercultural competence?
However, the task for the language teacher is not to deliver cultural content word by word,
but “to facilitate learners’ interaction with some small part of another society and its cultures,
with the purpose of relativising learners’ understanding of their own cultural values and behaviors,
and encouraging them to investigate for themselves the otherness around them,
either in their immediate physical environment or in their engagement with otherness which internationalization and globalization have brought into their world.” --- M. Byram, A. Nichols and D. Stevens(2001)
The attempt of developing intercultural competence is ambitious.
Many teachers believe in it and have responded to this new role
with their professional imagination and innovative approaches
to introduce an intercultural dimension into their work.
How about you?
Are you willing to take a step further?!
In the following sessions, we will see more practices working with teenagers.
Welcome you on board!