Intercultural communicative competence in foreign language education: questions of theory, practice and research

Abstract

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

Developing English learners' transcultural skills through content- and task-based lessons

“…The importance granted to them has been mostly reflected in theoretical publications. However, there have been far fewer reports on actual classroom practice (Byram, Holmes, & Savvides, 2013).…”

Interculturality in study abroad

“…Crucially, awareness of (multiple) language use is also the means through which mobile students' intercultural learning can be fostered (Anquetil, 2006;IEREST, 2015). Once again, interest in the intercultural dimension within SA can be linked to a more general shift in applied linguistics, the so-called 'cultural turn' (Byram, Holmes, & Savvides, 2013) in language education, which binds language learning/teaching to interculturality, here broadly defined as the learning process through which individuals become aware of differences as well as able to act upon such awareness.…”

Intercultural Dialogue In The Education Space Of The Information Age

“…States, Canada, Australia, Asia (Byram, Holmes, Savvides, 2013;Feng, Byram, Fleming, 2009;Kramsch, 1993;Morgan, Caine, 2002;Wen-Chuan, Byram, 2016). The purpose of intercultural (multicultural) education is defined as the formation and development of intercultural competence of learners, which allows them to successfully engage in a dialogue with representatives of other cultures.…”