The socio-contextual model of second language (L2) learning proposes that L2 learning is influenced by aspects of contact with the L2 community, L2 confidence, and identification to both the first language and L2 community (Clément, 1980;. The present study examines how these aspects are linked to individuals' cultural representations, corresponding to attitudes toward the L2 community (Sperber, 1996). Respondents included Francophone (n = 50) and Anglophone (n = 50) university students with low and high ethnolinguistic vitality, respectively. Path analyses were conducted in order to examine the interrelations between aspects of the socio-contextual model and cultural representations.

With the rapid expansion of communication, the mobility of people and the expansion of immigration, it is generally agreed, in language education, that ‘intercultural communicative competence’ (ICC) should be an essential component of ‘language competence’ or vice versa. It also implies that there could not be intercultural communication without the integration of intercultural competence in language teaching. But, there is a need to study this issue logically and coherently. Accordingly, this article reviews existing theories and models. It also proposes a conceptual framework for the development of ICC which involves cognitive, affective and psychological factors. The three essential domains of ICC are: intercultural knowledge, intercultural skills and intercultural being. They capture the interrelations that are embedded in language, thought and culture. The paper argues that language competence needs to address not only the linguistic, sociolinguistic and pragmatic/discourse elements of langue but should integrate (inter)cultural interactions and transactions between individuals in the learning process.

We live in a world where many countries are at war, where religious and ethnic conflicts tend to intensify in spite of sustained effort from governments and inter-governments, where solitudes and tensions between linguistic communities still prevail. In a context where geo-political interests predominate, how do we view cultural and intercultural issues? How can we promote values and attitudes that recognize experiences of diversity and openness to other cultures? Can institutions such as schools and universities promote social cohesion through education? These issues are essential to mankind but they have to be looked upon with logical coherence.This article reviews existing theories, definitions and a conceptual framework to the development of ICC which involves cognitive, affective and psychological factors, and intends to capture the interrelations that are embedded in language, thought and culture. It argues that language competence needs to address not only the linguistic, sociolinguistic and pragmatic/discourse elements of langue but should also integrate (inter)cultural interactions, the development of (inter)cultural representations and transactions between individuals in the learning process. Nous vivons dans un monde dans lequel plusieurs pays sont en guerre ; dans lequel les conflits religieux et ethniques tendent à s’intensifier en dépit des efforts constants des gouvernements et des agences intergouvernementales ; un monde dans lequel les isolements et tensions entre les communautés linguistiques persistent encore. Alors, dans un contexte où les intérêts géopolitiques dominent, comment voyons-nous les problèmes culturels et interculturels ? Comment pouvons-nous promouvoir des valeurs et attitudes qui reconnaissent l’expérience de la diversité et l’ouverture sur les autres cultures ? Des institutions telles que les écoles et les universités peuvent-elles exhorter à une cohésion sociale à travers l’éducation ? Ces questions sont essentielles à l’humanité ; cependant, elles doivent être considérées avec une cohérence logique. Cet article passe en revue des théories existantes, des définitions et un cadre conceptuel au développement des CIC qui implique des facteurs cognitifs, affectifs et psychologiques ; et projette de capter l’essence des interrelations qui sont incorporés au langage, à la pensée et à la culture. Cet article soutient que la compétence linguistique doit se pencher non seulement sur les éléments linguistiques, sociolinguistiques et pratiques/ discursives de la langue ; mais devrait également intégrer des interactions (inter)culturelles, le développement des représentations et transactions (inter)culturelles entre les individus en processus d’apprentissage.

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