Intercultural communicative competence and Spanish heritage language speakers: an overview from the U.S., Australia and Europe

Abstract

Research on 'heritage/community language education' (HCLE) has a relatively recent trajectory, but it has generated a large number of scholarly publications, particularly in relation to Spanish in the United States (U.S.) where the growth of Spanish heritage language learners (HLL) has been exponential. However, to date, limited research attention has been given to the intersection between heritage language learning and the development of intercultural communicative competence (ICC). This may be attributed to the assumption that, on a daily basis, such learners are required to move and effectively operate between languages and cultures and, therefore, already possess adequate levels of ICC. With the development of ICC, now considered an integral component in language education, the time appears ripe to examine its implications within HCLE. This paper articulates the key similarities and differences in the trajectories of ICC research in relation to university level heritage learners of Spanish in three distinct geographical contexts: Australia, Europe, and the United States.

The Implementation of English Learning Based on Model of Intercultural Communicative Competence (Icc) for Improving Students’ Communication Independence

“…Behaviour: Action and situation (Ability to do action and the way to interact with people from different cultures through non-verbal codes) (Edi et al, 2017). Awareness will afford students a stronger connection to their heritage culture and identity, and a more positive attitude towards their own and other varieties (Díaz & Callahan, 2020). Aspect knowledge and skills is a better of ICC and its pedagogy, the training could produce intercultural communicative teachers.…”

Cultural representation in German as a foreign language textbooks used in Indonesia: A critical social semiotic analysis

“…As Canagarajah and Silberstein (2012) echo in response to the processes of globalization, increased mobility, and technological development, there is an urgent need for language learners to shuttle between linguistically and culturally diverse communities of practice where people from different linguistic and cultural backgrounds interact with each other (Díaz & Callahan, 2020). There has also been a growing need for the cultivation of intercultural competence (IC) in language education (Kusumaningputri & Widodo, 2018; Liddicoat & Scarino, 2013) in which IC is operationalized as “the ability to meet and engage successfully with people of another social group” (Byram 2015, p. 38).…”

“…There has also been a growing need for the cultivation of intercultural competence (IC) in language education (Kusumaningputri & Widodo, 2018; Liddicoat & Scarino, 2013) in which IC is operationalized as “the ability to meet and engage successfully with people of another social group” (Byram 2015, p. 38). Thus, it is imperative for language teachers or educators to develop language learners' multilingual and multicultural repertoires (the set of knowledge and skills of acquiring more than languages and cultures) and their IC (Díaz & Callahan, 2020; Kusumaningputri & Widodo, 2018).…”