Theoretical bases of a conceptual framework with reference to intercultural communicative competence

Abstract

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.

CLIL’s Role in Facilitating Intercultural Learning

“…The seminal model for intercultural communicative competence proposed by M. Byram (1997) established a set of required knowledge, skills and attitudes: savoirs, savoir-faire, and savoir-etre. Many interpretations of this model have followed; for instance, D. Lussier (2007) used the knowledge / know-how / being terms.…”

Rencontre interculturelle dans le cadre d’un projet universitaire pour futurs enseignants de français langue étrangère au Mexique

“…La compétence interculturelle réfère à la compétence d'un individu à communiquer langagièrement et à interagir culturellement (Conseil de l'Europe, 2001) afin de permettre le développement de « la capacité d'affronter des situations complexes sur le plan linguistique et culturel » (Byram, 2003, p. 5). Le cadre de référence du développement de la compétence interculturelle en éducation aux langues de Lussier (2007) (Amireault, 2007, p. 82). Dans une perspective interculturelle de la didactique des langues-cultures, le concept de représentation est central (Puren, 2002) puisque c'est, entre autres, à partir de l'image que les apprenants ont de l'Autre, de sa culture et de sa langue que l'enseignant pourra élaborer la rencontre interculturelle.…”

“…Une large place a donc été laissée aux étudiants dans le cadre de ce projet, et leurs échanges se sont avérés essentiels pour dégager leurs représentations lors des activités proposées dans cet article. En lien avec le cadre de référence du développement de la compétence interculturelle en éducation aux langues (Lussier, 2007), nous estimons que ce projet a surtout permis aux étudiants d'acquérir des savoirs sur le Québec et de réfléchir à certains éléments relevant du savoir-faire et du savoir-être, notamment en ce qui concerne les valeurs québécoises. Si tous ne partagent pas les valeurs associées à l'Autre, la rencontre interculturelle leur a permis de s'ouvrir à la différence, de la comprendre et de l'accepter.…”

A computer-assisted multiliteracies programme as an alternative approach to EFL instruction

“…A computer-assisted multiliteracies programme as an alternative approach to EFL instruction. Rather than limiting our cultural focus to the culture of English-speaking countries, therefore, we should allow our students' own culture to permeate the classroom dialogues as well as facilitate students' critical cultural awareness of diverse cultures in this global world.An increasing number of foreign language educators have adopted the intercultural language teaching model and proposed pedagogical principles that facilitate students' intercultural communicative competence (ICC) acquisition (Liu & Zhang, 2014;Lussier, 2007;Sercu, 2002;Young & Sachdev, 2011;Yunlong, 2014). Sercu (2002), for example, asserts that a student-centered autonomous learning approach, rather than traditional teacher-led language-and-teaching instruction, improves students' ICC.…”

“…Liu and Zhang (2014) similarly argue that students acquire ICC not through teacher-transmitted knowledge but through their own learning initiatives. Lussier (2007), therefore, suggests that students need to experience diverse cultural interactions and transactions with others in their learning process.…”