Other achievements - Nov.2023: Co-presenter at the 14th International Conference on TESOL: The Future of EnglishLanguage Teaching: Opportunities and Challenges, hosted by SEAMEO RETRAC,
Intercultural Approach to Language Teaching
The promotion of the "intercultural approach" to language teaching has gained momentum among educators and language experts since the late 1980s This shift has prompted a significant reevaluation of long-held beliefs about the role of language and the objectives of language courses Conventional "communicative" approaches to language teaching typically prioritize closing informational gaps, assuming that bridging these gaps would naturally lead to the acquisition of linguistic knowledge and skills, ultimately resulting in native-like proficiency However, this perspective often overlooks the crucial role of culture in language acquisition Despite extensive research, particularly in the United States, emphasizing the importance of culture in language education, incorporating cultural aspects into practice has proven challenging In fact, learning materials frequently neglect or remove cultural content, as Stern (1992) emphasizes.
In recent years, there has been a notable surge in efforts to integrate "culture" into the communicative curriculum, reflecting a growing recognition of its significance While language undoubtedly plays a crucial role in transmitting information, proponents of the intercultural approach also emphasize its social functions They examine how people use language to navigate their social roles and hierarchies while taking into account the variations in these interactions across various communities As a result, a language course that integrates "culture" expands its focus beyond the traditional emphasis on improving reading, writing, listening, and speaking skills Its primary aim is to enable learners to develop cultural competences, including the ability to systematically observe behavioral patterns Moreover, as learners gain a deeper understanding of how the target language is employed to fulfill explicit and implicit cultural objectives within the foreign language community, they are encouraged to reflect on the functioning of their own language and community Ultimately, the intercultural learner assumes a vital role as a mediator between diverse social groups that utilize different languages and language varieties.
The principal objective of the intercultural approach in language education is to foster
"intercultural communicative competence" as opposed to merely acquiring "native speaker competence" (Byram, 1997b; Guilherme, 2002) Intercultural communicative competence (ICC) is the capacity to understand and articulate effectively with members of one's "home" community the language and customs of the target community, and vice versa Fundamentally, by adopting an intercultural perspective, students are instructed to develop into "diplomats'' capable of discerning and appreciating a wide range of cultures.This objective notably surpasses the long-standing yet infrequently attained aim of instructing students to obtain "native speaker proficiency." Although language development and advancement continue to be primary concerns of the intercultural approach, they are closely interconnected with the equally noteworthy goal of promoting intercultural mediation and understanding.
Factors Contributing to the Emergence of the Intercultural Approach in Language Teaching
The Connection between Language and Culture
The interrelationship between language and culture is a topic of significant interest and debate Scholars from various disciplines have provided diverse definitions of culture,highlighting its influence on behavior, values, and the distinction between social groups.Culture is seen as a shared knowledge system that shapes individuals' perceptions,beliefs, evaluations, and actions (Kramsch, 1998) Language is recognized as a fundamental aspect of culture, serving as a symbolic means of acquiring and transmitting cultural patterns The integration of culture teaching into language courses has been advocated by scholars in applied linguistics and second/foreign language education (e.g.,
Byram, 1997, 2009; Byram et al., 2002; Corbett, 2003; Liddicoat & Scarino, 2013) They emphasize the inclusion of the cultural dimension in language instruction to enhance learners' understanding of the target language community and promote intercultural competence By integrating cultural aspects into language learning, learners gain insights into different sociocultural norms, values, and communication styles This integration aims to foster learners' ability to effectively engage with individuals from diverse cultural backgrounds, enabling them to navigate intercultural encounters and act as mediators between social groups Recognizing the interrelationship between language and culture,language education increasingly acknowledges the importance of developing learners' cultural competence alongside linguistic proficiency.
The Cultural Dimension in Teaching Languages
The cultural dimension in language education entails the incorporation of cultural aspects into language teaching The interdependence of language and culture is well acknowledged, and integrating cultural aspects into language education offers several advantages First and foremost, acquiring a grasp of culture empowers learners to become skilled and efficient language users, as language devoid of cultural knowledge can lead to a shallow comprehension of the language (Nault, 2006; Bennett, Bennett, and Allen, 2003) Furthermore, the instruction of culture aids learners in developing a heightened understanding of their own cultural background through the process of comparing and contrasting it with different cultural contexts (Alyan, 2011) Exposing learners to many cultures enhances their comprehension of their own cultural perspectives and behaviors. Cultural teaching in language courses has gained recognition among educators, although the specific content and methods of teaching culture remain debated.
Traditionally, culture teaching focused on transmitting factual information about the target language's culture However, it has been suggested that the cultural dimension in language teaching should encompass not only the target language culture but also the learners' own cultures This comprehensive approach prioritizes acquiring a deep understanding of how many cultures engage with one's own cultural background. However, in the case of English language teaching (ELT), connecting English with a specific culture is challenging due to its widespread use as a lingua franca by non-native speakers English is seen as representing a repertoire of cultures rather than a monolithic culture.
To overcome this difficulty, it is suggested that English Language Teaching (ELT) should focus on enhancing intercultural awareness rather than only cultural knowledge. Intercultural awareness recognizes the ever-changing and interconnected nature of culture and language, understanding that non-native English speakers may express their own cultural influences via their use of the language This analysis examines the significance of English as a worldwide language within the context of globalization By promoting intercultural awareness, the teaching of languages can more effectively equip learners to navigate interactions between cultures in today's society.
The Growing Globalization
The emergence of the intercultural approach to language teaching is closely linked to increased globalization and mobility Globalization, characterized by increased mobility, technological development, and interconnectivity, has led to the recognition of the need to integrate intercultural competencies into language education This recognition stems from the understanding that language learners should not only develop linguistic competence but also the ability to effectively interact with individuals from diverse linguistic and cultural backgrounds The intercultural approach aims to incorporate these dimensions into language teaching Globalization is often defined differently depending on the context and perspective of the definer It can be seen as the expansion of world markets for businesses or as the acceleration of the movement of people, goods, and ideas among countries and regions The impact of globalization extends beyond individual countries and regions, creating a global village where people from different parts of the world can easily communicate and connect with each other This shift towards a global village has reshaped foreign language education, emphasizing the importance of intercultural communicative competence alongside linguistic competence Language teaching should equip learners with the skills to interact and communicate appropriately in diverse sociolinguistic and sociocultural contexts Moreover, globalization has also given rise to the concept of global languages, with English being recognized as one of the significant global languages due to its widespread use in various domains In summary, the intercultural approach to language teaching has emerged in response to the demands of an increasingly globalized and interconnected world.
The Worldwide Status of English
English has attained the status of a global language, recognized and used in countries worldwide A global language is characterized by its widespread adoption, even in regions where it is not the native language English serves as a global language due to its extensive use for both intracultural and intercultural communication among people from diverse linguistic backgrounds This global status makes it challenging, if not impossible, to control English strictly according to the norms of native English speakers As English becomes a global language, numerous varieties of English have emerged, shaped by factors such as the adjustment of English usage to ensure mutual understanding and the influence of the speaker's mother tongue For instance, In South Asia, including countries like India, Pakistan, Bangladesh, and Sri Lanka, there is a common linguistic feature known as the "reduced vowels" system in English This feature distinguishes South Asian English varieties from other Englishes, particularly those spoken by native English speakers In the reduced vowel system, South Asian English speakers tend to reduce or modify certain vowel sounds, often simplifying them to a centralized or schwa-like vowel sound ([ə]) This modification occurs in unstressed syllables, resulting in a reduction of vowel quality The existence of these English varieties has prompted a shift in the focus of English language teaching in English as a foreign language (EFL) contexts Instead of exclusively emphasizing British or American English, it is proposed that English language teaching should encompass a range of English varieties (Baker, 2011) This approach acknowledges the reality of English as a global language and exposes learners to different English variants, fostering their awareness and tolerance of linguistic diversity By incorporating various varieties of English, language teaching can better align with the globalized nature of English and prepare learners for real-world communication.
The Limitations of CLT in Different EFL Settings
The limitations of Communicative Language Teaching (CLT) in various English as a Foreign Language (EFL) contexts have given rise to the emergence of the intercultural approach to language teaching CLT has often fallen short in these contexts due to its heavy emphasis on language learners acquiring the culture and communication patterns of native speakers Scholars argue that this expectation, which essentially entails enculturating learners to become indistinguishable from native speakers, is both unrealistic and unattainable Moreover, the pursuit of "native-like" communication can create an imbalanced power dynamic between learners and native speakers, disregarding the diverse learning and acquisition conditions that learners experience These factors have led to a need for a reconsideration of cultural teaching within the CLT approach and a search for new ways to address cultural aspects in the language classroom.
As a response to these concerns, the intercultural approach to language teaching has emerged This approach recognizes the intricate relationship between language and culture, acknowledges the cultural dimension in language education, takes into account the increasing influence of globalization, and acknowledges English as a global language.The intercultural approach challenges the notion of striving for native-like communication and instead prioritizes the development of learners' intercultural competence and understanding It seeks to establish a more equitable power relationship between learners and native speakers by valuing learners' own language and culture while fostering intercultural understanding and communication.
Intercultural Communication Competence (ICC)
In the realm of communicative language teaching, a novel concept has emerged, emphasizing the necessity of acquiring a comprehensive understanding of different cultures to facilitate effective communication and foster acceptance among individuals
(Guilherme, 2000) This emerging concept, commonly known as intercultural communicative competence (ICC), encompasses a range of essential components, including knowledge, motivation, and skills, that are vital for individuals to engage in effective and appropriate interactions with people from diverse cultural backgrounds
While communicative competence involves utilizing language skillfully and appropriately in various social and cultural contexts to achieve communication goals, it encompasses linguistic proficiency, comprehension of sociolinguistic norms, effective discourse engagement, and the use of strategic communication techniques (Canale &
Swain, 1980) In contrast, intercultural communicative competence (ICC) goes beyond linguistic skills and entails the capacity to engage in effective and appropriate interactions and communications with individuals from diverse cultural backgrounds It necessitates understanding and appreciating their values, beliefs, and communication styles ICC integrates intercultural knowledge, skills, and attitudes to navigate intercultural encounters (Byram, 1997) Byram's definition and model of ICC have been widely adopted by scholars such as Sercu et al (2005), Korhonen (2003), and Deardoff (2006), and have also been utilized by the Council of Europe (2001) in the context of English language teaching and assessment Due to its practicality and relevance, Byram's definition and model of ICC serve as the working definition and model in this study.
ICC’s Contribution to Learners’ English Communicative Competence
According to Byram (1997), ICC is crucial in language learning as it goes beyond linguistic proficiency and enables learners to navigate intercultural interactions successfully It involves developing skills such as intercultural awareness, empathy, cultural sensitivity, and the ability to adapt communication strategies to different cultural contexts Numerous research studies (Liaw, 2006; Popsecu & Iordachescu, 2015) have provided evidence of the beneficial impact of Intercultural Communicative Competence (ICC) on learners' proficiency in communicating in the target language.
Cultural awareness is a key aspect of ICC By developing an understanding of cultural norms, values, and communication styles, learners are better equipped to interpret and respond appropriately to the cultural cues embedded in English discourse (Kramsch, 1998) This awareness helps learners avoid misunderstandings and promotes successful communication in diverse cultural settings.
ICC also enhances learners' communicative flexibility By acquiring the ability to adapt their language use, tone, and nonverbal communication to suit different cultural expectations, learners can engage in more effective and contextually appropriate communication (Fantini, 2000) This adaptability allows for smoother interactions, fosters mutual understanding, and reduces the likelihood of communication breakdowns.
Intercultural communication (ICC) fosters learners' self-reflection on their cultural identities, biases, and assumptions These introspections help learners challenge ethnocentrism and promote open-mindedness in communication As a result, learners develop an inclusive approach to interactions, appreciating the diversity of perspectives and fostering understanding across cultural boundaries (Deardorff, 2006).
2006) This self-reflection contributes to effective intercultural communication and facilitates the building of meaningful connections with individuals from diverse backgrounds.
Integrating Intercultural Communication (ICC) into language instruction fosters the development of learners' English communicative competence ICC integration involves incorporating intercultural content into lessons, providing authentic intercultural interaction opportunities, and encouraging critical reflection on cultural differences (Darvin & Norton, 2015) These strategies empower learners to confidently and effectively navigate intercultural encounters by enhancing their understanding of cultural diversity and promoting open-mindedness.
Integrating ICC into Foreign Language Teaching
The intercultural approach to language teaching is rooted in learner-centeredness and active learning To incorporate intercultural communicative competence into foreign language teaching, three techniques have been proposed.
The first technique involves utilizing comparative analysis Byram et al (2002) propose that the comparative analysis technique involves learners engaging in the analysis and comparison of the target language culture and their own culture To facilitate learners' engagement with the target culture and promote ICC, the teacher should design a series of activities that encourage discussion and the drawing of conclusions based on learners' own experiences, as well as information they have heard or read about the target culture. While providing some factual information about the lifestyles and cultural patterns of the target cultures can be helpful, the primary focus should be on fostering comparative analysis with learners' own culture One effective method to achieve this is through simulations and role-plays These activities activate learners' existing knowledge and schemas about other countries and cultures In these simulations, learners can take on the role of visitors to their own country, while interacting with other learners who portray themselves rather than conforming to stereotypes This experiential learning approach is powerful in developing self-awareness and perceptions of other countries Through these activities, learners become more observant of the subtle nuances of cultural behavior. They emerge from these experiences better prepared to communicate with intercultural speakers, demonstrating increased tolerance for cultural differences, and developing the skills necessary to navigate everyday situations they are likely to encounter in a foreign country.
The second technique, as proposed by Byram et al (2002), involves presenting existing learning materials from intercultural and critical perspectives This approach empowers teachers to start by delving into the themes and content found within the learning materials and subsequently encouraging learners to pose additional questions and draw comparisons By initially focusing on the themes presented in the learning materials, teachers can effectively facilitate the development of intercultural skills among their students Through this technique, learners are urged to explore the selected themes in substantial depth, examining them through both an intercultural and critical lens The ultimate objective is to prompt learners to draw comparisons between the themes as they relate to familiar situations and examples extracted from unfamiliar contexts For instance, the concept of family can serve as a focal point for exploration, inviting learners to consider various viewpoints such as different family types and the values and expectations associated with diverse family structures To illustrate this technique further, teachers may inquire about prevalent family structures in learners' countries and encourage discussions on whether these structures prioritize collectivism or individualism By engaging in such conversations, learners are allowed to reflect on their own cultural backgrounds and examine how they align or contrast with alternative cultural perspectives This process nurtures intercultural awareness and enables learners to develop a more nuanced understanding of their own cultural values and assumptions.
The utilization of authentic materials, such as audio recordings, written texts, and various visual aids like maps, photographs, and cartoons, constitutes the third technique in incorporating ICC into language class (Byram et al., 2002; Corbett, 2003; Ho, 2009;Liddicoat, 2005; Lindner, 2010; Usó-Juan & Martínez-Flor, 2008) Usó-Juan andMartínez-Flor (2008) and Lindner (2010) offer insightful suggestions, particularly in the realm of critical reading, to exemplify the implementation of this technique Critical reading, as explained by Usó-Juan and Martínez-Flor (2008), involves readers making judgments about the argumentation employed within a text This activity encourages learners not only to focus on the literal content of the text (typical of close reading exercises) but also, and perhaps more importantly, to scrutinize how the text presents the given topic, including the author's language choices and structural decisions Through critical reading, learners gain an understanding of how a particular topic is perceived in the target language culture and whether it aligns or diverges from their own cultural perspective Lindner (2010) similarly contends that critical reading can be seen as an act of probing the text, enabling readers to delve deeper into the text's origins and intentions.
By interrogating the text, readers can pose questions regarding its production, such as when, where, why, and for whom it was created (Lindner, 2010) By asking these questions, learners can discern how the text is presented, uncovering any implied meanings, assumptions, or viewpoints held by the writer Employing authentic materials and engaging in critical reading empowers learners to go beyond surface-level comprehension and explore the underlying cultural implications embedded within texts.These activities facilitate a deeper understanding of the target language culture, while simultaneously encouraging learners to critically evaluate their own cultural perspectives.
Challenges of Intercultural Approach to the Implementation of Language Teaching
The intercultural approach to language teaching faces implementation challenges due to insufficient comprehension of the approach and intercultural communicative competence (ICC) among language teachers This lack of understanding leads to reliance on traditional methods of cultural transmission that often neglect non-native cultures As a result, teaching objectives may not align with the intercultural approach, hindering the development of learners' ICC To address this issue, scholars emphasize the need to integrate the intercultural approach and ICC concepts into teacher education programs, empowering teachers with the knowledge and skills necessary for effective implementation.
Another notable challenge faced by the intercultural approach is the lack of a standardized methodology for teaching culture in language classrooms (Garrido & Álvarez, 2006) This difficulty arises from the complex and dynamic nature of culture, which makes it challenging to establish clear definitions and effectively integrate it into language teaching Consequently, teachers often feel uncertain or bewildered when attempting to teach culture, leading to either the marginalization of culture-related content or its delivery in a traditional, information-driven manner (Garrido & Álvarez, 2006).
Furthermore, the integration of the intercultural approach into language teaching is hampered by the absence of systematic assessment methods, as the evaluation of intercultural communicative competence predominantly relies on subjective and qualitative measures (Gu, 2016) This subjectivity presents challenges for evaluators, as cultural judgments are frequently based on personal experiences The absence of systematic assessment procedures, coupled with the additional workload associated with designing suitable assessment instruments, further discourages teachers from fully embracing the intercultural approach (Gu, 2016).
Additionally, inadequate administrative support and a dearth of suitable learning materials contribute to the low adoption of the intercultural approach Without encouragement and support from relevant educational agencies, teachers may not feel compelled to incorporate intercultural communicative competence into their classrooms (Gu, 2016) Furthermore, the scarcity of learning materials specifically designed to promote the intercultural approach hinders its effective implementation (Garrido & Álvarez, 2006).
Moreover, the perception that intercultural communicative competence is not a primary goal of foreign language learning and time constraints resulting from extensive curriculum content act as additional impediments to the adoption of the intercultural approach (Sercu, 2006; Karbinar & Guler, 2013).
The Theoretical Framework of The Study: Byram’s Model of Intercultural
Figure 2.1: A Model of Intercultural Communicative Competence (Byram, 2009, p 323)
In 1997, Byram proposed the Intercultural Communicative Competence Model, synthesizing insights from fields like applied linguistics, sociolinguistics, social identity theory, cross-cultural communication, and social and cultural capital concepts.
1997, 2009) Byram's (1997) model of intercultural communicative competence has had a significant influence on the teaching of second or foreign languages, particularly in
European contexts This model has had a profound impact by emphasizing the importance of integrating culture into language teaching and learning Byram’s ICC
Byram's Intercultural Competence (ICC) Model, introduced in 1997 and revised in 2009, emphasizes the importance of intercultural competence in communication The model identifies four key components: attitudes, knowledge, interpreting and relating skills, skills of discovery and interaction, and critical cultural awareness These components enhance individuals' ability to communicate effectively across cultures, fostering understanding and empathy The ICC Model provides a framework for developing intercultural competence in language teaching and learning, recognizing its significance in global communication and intercultural exchange.
Intercultural attitudes (savoir être)encompass qualities such as curiosity and openness, as well as a willingness to set aside preconceived notions about other cultures and one's own This entails being open to the idea that one's own values, beliefs, and behaviors are not the sole or inherently correct ones It involves the capacity to consider alternative perspectives and understand how they may appear to someone from a different cultural background This ability to shift focus away from oneself and adopt an outsider's viewpoint with different values, beliefs, and behaviors is often referred to as the ability to
Knowledge encompasses the understanding of social groups, their customs, and associated products and practices in both one's own country and that of an interlocutor It extends to general dynamics of societal and individual interactions, comprising knowledge of social processes and specific examples that illustrate them This broader knowledge includes an awareness of how others perceive oneself and a comprehension of other individuals or groups.
Skillsof interpretingand relating(savoircomprendre)refer to the ability to comprehend and make sense of documents or events from another culture This includes the capacity to analyze and interpret them, as well as the ability to explain and establish connections between those documents or events and those from one's own culture.
Skills of discovery and interaction (savoir apprendre/faire)involve two key abilities. The first is the capacity to acquire new knowledge about a culture and its practices, actively seeking out information and experiences that promote cultural learning The second ability is to effectively apply and utilize acquired knowledge, attitudes, and skills in real-time communication and interaction, navigating the constraints and challenges that may arise in intercultural encounters.
Criticalculturalawareness (savoir s'engager)pertains to the capability to assess and evaluate perspectives, practices, and products in one's own culture as well as in other cultures and countries.
It becomes clear from a thorough examination of Byram's ICC Model that intercultural competence (IC) does not primarily revolve around linguistic characteristics Instead, the five elements that constitute IC can be perceived as non-linguistic aspects Numerous intercultural scholars, including Gudykunst (1994), Jandt (2013), and Samovar & Porter(2004), have consistently emphasized these elements as crucial factors influencing both intracultural and intercultural communications This perspective allows us to considerByram's ICC Model as a fusion between the disciplines of language teaching and intercultural communication In essence, it underscores the interconnectedness of language and culture in fostering effective intercultural communication skills(Piątkowska, 2015).
Context
This research was conducted at International School, Vietnam National University, Hanoi The university currently offers a range of undergraduate and graduate programs, including international programs The medium of instruction for most courses at this university is English In 2023, the university had a student population of approximately 6,000.
The Faculty of Applied Linguistics is the academic department responsible for designing and delivering English language training programs The faculty consists of approximately
20 full-time teaching staff, expat teachers from English-speaking countries, as well as guest lecturers from prestigious universities around Hanoi The faculty's primary objective is to create an English-speaking environment with an international focus They provide English language instruction to university students, aiming for a B2 level proficiency as defined by the Common European Framework of Reference (CEFR).Additionally, the faculty offers interdisciplinary bachelor's and postgraduate programs that integrate English language skills with specialized fields in which the university has expertise, such as business, IT, computer science, biomedicine, foreign affairs, media, and more The teaching approach employed in English language instruction at this school is primarily based on a functional approach, which prioritizes practical communication skills in specific contexts.
Participants
The study involved a group of eleven English as a Foreign Language (EFL) teachers inVietnam, who are working at the Faculty of Applied Linguistics of International School,Vietnam National University (VNU-IS) Regarding the participants' teaching length atVNU-IS, it was found that three of them had less than three years of teaching experience,one participant had been teaching for a period ranging from three to five years, and the remaining participants had been teaching for more than five years Furthermore, it is worth noting that all of the participants held at least a master's degree in Teaching English as a Foreign Language (TEFL) or a field related to English language teaching.
Research Instruments, Data Collection and Data Analysis
The researchers employed a mixed-methods approach to gather and analyze data The data collection process involved the administration of questionnaires and conducting interviews with the participants The aim was to obtain both quantitative and qualitative data to gain comprehensive insights into the teachers' perspectives and experiences.
The quantitative data for this study were gathered through a questionnaire that was developed based on two primary sources Firstly, the questionnaire drew upon relevant literature on the intercultural approach to language teaching and intercultural communicative competence (ICC) This included works by Byram (1997, 2009), Byram et al (2002), and Corbett (2003) Secondly, the questionnaire incorporated insights from previous studies that examined teachers' perceptions of ICC, such as the studies conducted by Cheng (2007), Tian (2013), and Cheewasukthaworn and Suwanarak (2017). The questionnaire was structured into three sections The first section focused on obtaining demographic information from the participants and was designed in the format of multiple-choice selections The second section comprised an open-ended question,aiming to explore the participants' perceptions of ICC in greater depth The third section presented as rating scales, aimed to investigate the participants' perceived potential for integrating ICC into their teaching practices and the extent to which components of ICC contributed to learners' effective communication in English ICC components help learners communicate effectively in English The participants were asked to complete questionnaires, providing quantitative data that could be analyzed using descriptive statistics This statistical analysis allowed the researchers to summarize and interpret the numerical information obtained from the questionnaires The quantitative data provided a broad overview of the teachers' views and practices related to intercultural communicative competence.
The reliability of each scale was carefully assessed using Cronbach's Alpha coefficient in order to ensure the validity of all questions included in the questionnaire As per the guidelines proposed by Nunnally and Burnstein (1994), an item acceptance score of 0.7 or higher was deemed acceptable Upon evaluation, it was found that all scales exhibited Cronbach's Alpha values surpassing the recommended threshold of 0.7 (See Table 3.1). This indicates that the scales employed in the study possess satisfactory internal consistency (George & Mallery, 2003).
Teachers' Perceptions on the Feasibility of Integrating
Intercultural Communicative Competence into English
Teachers' Perceptions on the Contribution of
Intercultural Communicative Competence on Learners'
In-depth interviews were conducted with five participants after questionnaire data analysis to gather in-depth data on teachers' beliefs, attitudes, and experiences with Intercultural Communicative Competence (ICC) An interview protocol was developed using questionnaire insights to focus discussions Qualitative data from interviews, along with questionnaire responses, was analyzed using a constant comparative method This approach identified commonalities, differences, and unique insights into EFL teachers' perspectives on ICC and its integration into language teaching, providing a detailed exploration of their understanding.
The integration of quantitative and qualitative methods in the study allowed for a comprehensive investigation of ICC among Vietnamese EFL teachers at VNU-IS The quantitative data provided a broad overview and statistical evidence, while the qualitative data offered a deeper understanding of the underlying factors influencing the teachers' perspectives and practices This combination of data analysis enriched the overall findings, providing a more nuanced and comprehensive picture of the state of ICC in the context of Vietnamese EFL teaching at a public university.
Findings
Vietnamese EFL Teachers’ Perceptions Toward ICC
In Section 2 of the questionnaire, participants were asked an open-ended question to provide their own definitions of intercultural communicative competence (ICC) Through a constant comparative analysis of their responses, most participants generally shared the perception that intercultural communicative competence (ICC) entails communication between individuals from diverse cultural backgrounds Their understanding of ICC highlighted three key elements 10 participants identified cultural differences between communicators as the first element Secondly, three participants emphasized the understanding or knowledge of different cultures as a component of ICC One participant identified awareness and acceptance of cultural differences and limitations as the final element.
In order to obtain further insights regarding the participants' perspectives on ICC, five interview participants were asked to express their views on whether ICC differed from or shared similarities with communicative competence, which is the goal of CLT The responses to this question can be categorized into two groups Three participants expressed that ICC and communicative competence were distinct concepts.
“There are differencesbetweencommunicativecompetence(CC) and interculturalcommunicative competence (ICC).CC refersto language usage,specifically how vocabulary is applied.On the other hand,ICC encompasses CC butalso requires regular communication skills and an understanding of diverse cultural backgrounds.”
“There are differences.Communicative competence is general skills that vary based on individualdevelopment,while Intercultural Communicative Competence is more specialized and comprehensive.”
“They are different.InterculturalCommunicative Competence (ICC) is a subsetof communicationcompetence,but it has its own unique characteristic,focusing specifically on participants engaged in dialogue with diverse cultural backgrounds.”
On the other hand, two participants shared the perspective that ICC and communicative competence were both similar and different They acknowledged that both ICC and communicative competence involved the ability to communicate effectively However, they emphasized that communicative competence mainly focuses on language usage, while ICC encompasses communicative competence but also requires a cultural understanding of different cultures ICC was seen as more specific in its inclusion of individuals from diverse cultural backgrounds Participants noted that ICC not only emphasizes making messages comprehensible but also highlights the importance of both the speaker and the interlocutor being aware of each other's cultural nuances.
“ They share similarities in terms oftheir purpose,which is to facilitate understanding in communication.However,they differ in the way that various cultures possess distinctcommunication styles.Therefore,in the case ofInterculturalCommunicative Competence (ICC),individuals from differentculturalbackgroundsare required to havean awareness of cultural nuances.”
Teachers’ Perspectives on Integrating ICC into Language Teaching
In order to gather the participants' perspectives on the integration of intercultural communicative competence (ICC) into English classes, a questionnaire was employed In particular, Section 3 of the questionnaire asked people to rate how likely they thought it was that they could use the eight ICC components, which came from Byram's ICC Model, in their teaching The questionnaire utilized a rating scale ranging from greatly possible (4), moderately possible (3), slightly possible (2), to impossible (1).
Participants perceived eight Intercultural Competence (ICC) components as moderately applicable in their teaching The most feasible components, with high mean ratings, included fostering students' curiosity, openness to diverse perspectives, and leveraging their knowledge of foreign cultures These elements align with the goal of promoting intercultural awareness and understanding.
Among the perceived feasibility of incorporating Intercultural Communicative Competence (ICC) components into English language teaching, the lowest mean rating was attributed to the perceived possibility of assisting students in critically evaluating Vietnamese perspectives, practices, or products against those from other cultures based on explicit criteria (2.82) This rating provides insights into the participants' perspectives on the practicability of integrating this specific ICC component in their teaching.
Table 4.1: Teachers'Perceptionson the Feasibilityof IntegratingIntercultural Communicative Competence into English Language Teaching
Possibility to stimulate students' curiosity to understand and respect foreign cultures 3.36 0.6742
Possibility to increase students' openness to different viewpoints from other cultures 3.36 0.50452
Possibility to leverage students' knowledge of foreign cultures 3.36 0.6742
Possibility to leverage students' knowledge of Vietnamese 3.27 0.64667 culture
Possibility to assist students in comprehending and making comparisons between a document or a speech of another culture and those in Vietnamese culture 2.91 0.70065
Possibility to assist students in adapting to new cultural environments or different communication styles 3.18 0.75076
Possibility to promote listening to and observing skills of people from other cultures during conversations and then reflect on their own communication style 3.18 0.75076
Possibility to assist students in critically evaluating
Vietnamese perspectives, practices, or products against those from other cultures based on explicit criteria 2.82 0.75076
Integrating intercultural communicative competence (ICC) into English language teaching presents challenges Teachers recognize the importance of sharing cultural aspects to aid comprehension, yet they face obstacles in doing so Despite these difficulties, there are potential strategies for overcoming them, acknowledging the significance of embedding language learning within a cultural context.
“In language teaching,it is essentialto integrate the sharing of cultural aspectsfrom various countriesbecauselanguage learningentails understanding the associated cultures as well.”
Some of the identified challenges include students' cultural backgrounds and the practicality of creating an environment that allows students to experience cultural differences Many students tend to collaborate with familiar friends or those from the same region, which impedes the development of their intercultural communication competence Moreover, the limited timeframe and curriculum constraints pose challenges lessons The current English textbook used in the International School lacks cultural content, and not all teachers possess sufficient knowledge about interculturalism to effectively convey it to students.
Several proposed solutions were put forth to address the lack of a realistic environment for students that can be categorized into three groups: simulated spaces and real-life scenarios (1), course design, learning materials and activities (2), and teacher training (3). Specifically, teachers create simulated spaces or situations that expose students to real-life scenarios, incorporate factors that facilitate effective communication in intercultural environments when designing course syllabi, organize field trips, and invite guest speakers from diverse cultures to provide students with firsthand experiences It is also suggested that teachers arrange random groups for students, enabling them to interact with peers from different cultural backgrounds Additionally, teachers can prepare supplementary materials from a variety of sources that are related to different cultures when preparing lessons Furthermore, it is recommended that schools offer intercultural communication training courses to equip teachers with knowledge about various English-speaking cultures.
When asked about the importance of teachers receiving training in ICC integration, the majority of teachers agreed that such training is necessary and crucial for successfully integrating ICC into their lessons, particularly considering the context of InternationalSchool is gradually attracting students from diverse parts of the world Teachers need to possess an awareness of intercultural communication in order to effectively incorporate it into their teaching practices Consequently, teachers must recognize the significance ofICC and possess suitable methods for conveying intercultural knowledge to students.However, it should be noted that while this training is deemed important, it is not mandatory and is contingent upon the subject matter and content that teachers are responsible for Moreover, there is an opinion suggesting that theoretical training alone is insufficient, as teachers may struggle to fully comprehend the dynamics of different cultural interactions This lack of understanding can lead to student confusion during lessons Therefore, while training is crucial, its efficacy is enhanced when teachers have real-life experiences in diverse cultural settings.
Benefits of Integrating ICC into English Lessons in terms of Developing
The participants were asked to rate the perceived effectiveness of Intercultural Communicative Competence (ICC) in facilitating learners' communication in English on a 4-point scale: very helpful (4), helpful (3), somewhat helpful (2) and not helpful (1), as indicated in the final section of the questionnaire The findings, presented in Table 4.2, revealed that the participants generally perceived ICC to be highly beneficial for learners.
Participants in a study rated the importance of various aspects of intercultural communication (ICC) for communicative competence Knowledge of foreign cultures was considered most helpful (mean score: 3.73), while understanding and comparing documents across cultures and critically evaluating Vietnamese perspectives based on other cultural criteria were seen as less important (both scoring 3.00) These latter aspects were still recognized as beneficial for learners' ability to communicate effectively across cultural boundaries.
Table 4.2:Teachers'Perceptions on the Contribution ofInterculturalCommunicative Competence on Learners' English Communicative Competence
Std. Deviation Curiosity to understand and respect foreign cultures 3.45 0.52223 Students' openness to different viewpoints from other cultures 3.36 0.6742
Students' knowledge of foreign cultures 3.73 0.4671
Students' knowledge of Vietnamese culture 3.18 0.75076
Students' ability in comprehending and making comparisons between a document or a speech of another culture and those in 3.00 0.63246
Students' ability to adapt to new cultural environment or different communication style 3.45 0.52223
Students' ability to listen to and observe people from other cultures during conversations and then reflect on their own communication style 3.18 0.75076
Student's ability in critically evaluating Vietnamese perspectives, practices, or products against those from other cultures based on explicit criteria 3.00 0.7746
Intercultural Communicative Competence (ICC) is recognized by English educators as crucial for enhancing communicative competence, according to an interview question that explored its potential benefits in English language instruction The responses highlight the significance of ICC in fostering effective communication across cultural boundaries, recognizing cultural differences, and promoting mutual understanding By incorporating ICC into English training, educators can equip learners with the skills necessary to navigate intercultural interactions and engage in meaningful communication in diverse global contexts.
Communicative Competence (ICC) in the foreign language learning journey of students.
“Interculturalcommunication competence is highly essential and valuable for students in language learning.”
However, the development of strong intercultural communication skills is intricately linked to proficiency in the English language itself When students possess a solid command of English, it opens up a plethora of opportunities for them to grasp the nuances of intercultural communication Consequently, they become more receptive to forging meaningful connections and friendships with individuals from diverse backgrounds, which, in turn, indirectly strengthens their English communication abilities.
The intertwining nature of ICC and English communication is evident; one cannot thrive without the other This interdependence assumes even greater significance for students pursuing language or diplomatic majors, as they possess the requisite skills to navigate international environments proficiently Hence, the incorporation of ICC into English teaching practices plays a pivotal role in enhancing students' English communication competence, making it more robust, expansive, and self-assured.
Intercultural communication education empowers students seeking multicultural work environments or global experiences It prepares them for effective communication in professional settings, fostering confidence in diverse situations By broadening their perspectives and enhancing their communication skills, students expand their knowledge and future career opportunities in an increasingly interconnected world.
Discussions
Intercultural Communicative Competence Perceptions
The perceptions of teachers regarding intercultural communicative competence (ICC), as compared to the definitions provided by ICC scholars, indicate a significant gap Most teachers simply explain the individuals and types of communication involved in ICC, without considering the crucial aspect of cultural appropriateness in communication, which is emphasized by ICC scholars (Alptekin, 2002; Corbett, 2003; Fantini & Tirmizi, 2006) This disparity between teachers' perceptions and the theoretical explanation of ICC is a notable limitation From the researcher's perspective, it is not surprising that the participants' understanding of ICC does not align precisely with the definitions provided by ICC scholars, as they did not conduct an in-depth study of ICC or intercultural communication Therefore, expecting them to provide an exact definition of ICC similar to that of ICC scholars would be unreasonable However, their overall perception of ICC can still be considered a promising starting point for integrating ICC into English courses, as they are not entirely unfamiliar with the concept and have some understanding of it. Another interesting finding from this study is that most participants perceived the ability to critically evaluate Vietnamese perspectives, practices, or products against those from integration into English courses This ability is derived from critical cultural awareness,which is the most significant element of intercultural competence according to the ICCModel promoted in foreign language teaching (Byram, 1977, 2009) In essence, this finding contradicts the theoretical explanation of ICC However, it aligns closely with the findings reported by Tian (2013) and Zhou (2011).
The Integration of ICC into Language Teaching
The intercultural approach to language education, emphasizes learner-centeredness and active learning It encourages students to be active participants rather than passive recipients Several techniques have been proposed for effectively integrating intercultural communicative competence into foreign language teaching The first strategy is comparative analysis, which involves students evaluating and comparing the culture associated with the target language to their own culture in order to identify similarities and differences The second technique is presenting learning materials from intercultural and critical perspectives The third technique involves using authentic materials such as audio recordings, written texts, and visual aids like maps, photographs, and cartoons.
Despite ICC's recognized benefits and suggested integration techniques, its implementation in the classroom remains limited Key factors include teachers' insufficient understanding of ICC and intercultural methodology, leading to inconsistency in incorporating culture within lessons Moreover, the absence of established assessment criteria for the intercultural approach poses a significant obstacle Furthermore, inadequate administrative support and a scarcity of suitable learning materials compound the challenges in promoting ICC effectively in foreign language teaching.
When asked about the challenges of integrating ICC into English language teaching and potential solutions, the participants highlighted factors such as teachers' knowledge of intercultural communication (IC), course syllabi, and practical experiences In response to these challenges, teachers expressed their intention to provide additional cultural information to students and create simulated contexts and situations to facilitate experiential learning However, the participants had a limited understanding of the intercultural approach to language teaching when compared to the theoretical explanations of ICC Several proponents of intercultural communicative competence, such as Byram (1997), Barletta Manjarrés (2009), Gu (2016), Liaw (2006), and Sercu (2006), argue that the traditional approach of teaching culture by simply imparting cultural knowledge to learners is inadequate and ineffective in developing learners' ability to become intercultural speakers.
The Impact of Intercultural Communicative Competence on Learners'
Participants in the study did not view ICC as directly influencing linguistic abilities such as vocabulary acquisition or fluency However, they recognized ICC's indirect role in enhancing English communicative competence by guiding appropriate behaviors and preventing cultural misunderstandings.
This perception aligns with the theoretical framework proposed by Byram (1997), who emphasized that an intercultural approach to language teaching encompasses not only linguistic aspects but also non-linguistic dimensions of communication During the interviews, participants explicitly expressed their agreement with this perspective They emphasized that the integration of ICC into language instruction would promote learners' cultural awareness, enabling them to navigate and understand cultural differences more effectively This heightened cultural awareness, in turn, would facilitate improved communication in English.
The integration of Intercultural Communication (ICC) significantly enhances learners' confidence in using English for communication ICC equips learners with the skills to navigate cross-cultural interactions with increased self-assurance As a result, learners gain greater fluency and effectiveness in their English communication.
The participants have identified three challenges to the integration of intercultural communication competence (ICC) into their language classes Firstly, a significant challenge lies in adhering to predetermined course syllabi, which require teachers to strictly follow a set curriculum or program of study, focusing primarily on grammar instruction According to Byram (2002), "A set curriculum or programme of study can be modified and challenged by simple techniques which make learners aware of the implicit values and meanings in the material they are using." Thus, teachers can promote an intercultural and critical perspective by using textbooks and exercises to encourage questions, comparisons, and challenges to stereotypes and prejudices They can prompt learners to explore unfamiliar contexts and compare them to familiar situations Teachers should also be mindful of the grammatical exercises they use and ensure they don't reinforce prejudice or stereotypes Instead, exercises should challenge them, avoiding linking female subjects exclusively to stereotypically feminine activities and actions and discouraging generalizations about groups based on nationality or age Teachers can create an environment that promotes critical thinking and cultural awareness by encouraging learners to comment on and challenge such statements To further enhance the integration of cross-cultural knowledge, teachers can propose exercises that embrace a broader view of culture This can be accomplished by incorporating a wider range of names, including those from minority groups, and incorporating activities and attire that are more closely associated with diverse cultures Additionally, teachers need to ensure that the examples used in exercises encompass a diverse range of countries and peoples,rather than solely focusing on European and North American backgrounds Incorporating vocabulary that pertains to cultural diversity is another vital aspect of adopting an intercultural perspective Teachers should include terms such as racism, equality, bias,prejudice, human rights, ethnic minority, and stereotype, as well as the names of various ethnic groups, including those of white backgrounds This vocabulary enables learners to express themselves accurately and engage in discussions about cultural diversity.
Given the challenge of teachers lacking knowledge of Intercultural communication and practical experiences, Byram (2002) suggests that teachers do not need to be experts or have direct experience in a specific country when teaching Intercultural Communication Competence (ICC) Instead, their role is to assist learners in asking questions and interpreting answers The primary objective of integrating the intercultural dimension into teaching is not solely to deliver information about foreign countries Instead, it aims to facilitate learners' understanding of how intercultural interactions operate, how social identities shape communication, how perceptions impact effective communication, and how they can engage in further exploration and learning about the individuals they interact with Therefore, teachers don't need to possess extensive knowledge of the target culture, considering the multitude of cultures associated with a language Teachers should strive to develop activities that prompt learners to explore and draw conclusions about the target culture through their own experiences Simulations and role-playing activities serve as effective tools for activating learners' existing knowledge and fostering self-awareness.While some factual information about other countries is necessary, teachers can rely on reference books and the internet for such information, without having to personally visit the countries in question.
This study has some limitations, one of which is that the sample size was quite small, and it was only conducted at one university This implies that the results may not apply to all Vietnamese teachers of English as a foreign language who work in higher education institutions within Vietnam On the other hand, the findings can still apply to similar contexts with comparable characteristics A further limitation arises from the purpose of the research, which was to investigate the perspectives of educators about ICC Even though the data provide insights into teacher's understanding of ICC, they do not give tangible evidence of the effectiveness of ICC on learners' English communicative competence.
To overcome the limitations of this study, further research can be conducted with a larger sample size and across multiple universities This would enhance the generalizability of the findings among Vietnamese teachers of English in higher education Comparative studies conducted in various educational contexts would provide a broader understanding of how intercultural communicative competence (ICC) is perceived and valued.
Longitudinal studies that track learners' progress over time would offer concrete evidence of the impact of ICC on their English communicative competence By employing mixed-methods approaches and conducting intervention studies, researchers can gain a comprehensive understanding of the relationship between ICC and language proficiency. Furthermore, these studies can help identify effective instructional practices for integrating ICC into language teaching.
Significant contributions to the advancement of intercultural communicative competence in language education can be made by actively pursuing these avenues of research.
This study focused on examining the perceptions of Vietnamese English as a Foreign Language (EFL) teachers regarding intercultural communicative competence (ICC) and assessing the alignment between their perceptions and the theoretical understanding of ICC The results shed light on the teachers' level of comprehension of ICC, indicating that although they demonstrate a basic understanding of the concept, their knowledge remains limited The research also found that ICC indirectly affects learners' communicative competence Moreover, the study identified challenges that teachers face in effectively integrating ICC into their teaching practices This underscores the importance of targeted professional development opportunities tailored to address ICC and the intercultural approach to language instruction Providing such professional development programs is crucial in response to the increasing need for individuals equipped with the necessary skills to navigate intercultural communication in today's globalized world.
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Examining Vietnamese EFL teachers’ views on the importance of Intercultural Communicative Competence for students: A case study at VNU-IS Questionnaire
I am Nguyễn Thu Hà - a 3rd year student in Bachelor English Language major at the
International School I am currently conducting research entitled “Examining
VietnameseEFL Teachers’Views on the Importanceof Intercultural
Intercultural communication competency (ICC) has gained prominence in education due to heightened global communication This case study at VNU-IS, supervised by Ms Dương Thị Thu Huyền, aims to explore teachers' perspectives on ICC and its implementation in their teaching practices The findings from this study will provide valuable insights for improving educational programs and fostering effective intercultural communication among students.
I guarantee that the information provided will be kept confidential and will only be used for research purposes This questionnaire is adapted from Byram's ICC model
(2002) and consists of 3 parts It will take about 10 - 15 minutes to complete.
1 What is your full name?
2 What is your highest qualifications do you possess that are relevant to Teaching
English as a Foreign Language (TEFL) or fields associated with English teaching?
3 How long have you working as an EFL teacher at VNU-IS?
Part 2: EFL teachers’ perceptions toward ICC
1 What is your personal understanding of ICC (Intercultural Communicative
Competence)? (The answer could be from 1 to 3 sentences.)
Part 3: Teachers‘ perceived possibility of integrating ICC into their teaching and their perceptions toward the extent to which ICC contributes to learners‘ English communicative competence
1 On a scale of 1 to 4, please rate the degree to which these ICC components can be integrated into your current English language teaching.
*The term "products" used below refers to various cultural artifacts, creations, and expressions that are produced within a culture or country.
Possibility to stimulate students' curiosity to understand and respect foreign cultures
Possibility to increase students' openness to different viewpoints from other cultures
Possibility to leverage students' knowledge of foreign cultures
Possibility to leverage students' knowledge of
Possibility to assist students in comprehending and making comparisons between a document or a speech of another culture and those in Vietnamese culture
Possibility to assist students in adapting to new cultural environments or different communication styles
Possibility to promote listening to and observing skills of people from other cultures during conversations and then reflect on their own communication style
Possibility to assist students in critically evaluating
Vietnamese perspectives, practices, or products against those from other cultures based on explicit criteria
2 On a scale of 1 to 4, please rate the extent to which you perceive that these ICC components can help learners to communicate effectively in English.
*The term "products" used below refers to various cultural artifacts, creations, and expressions that are produced within a culture or country.
Curiosity to understand and respect foreign cultures
Students' openness to different viewpoints from other cultures
Students' knowledge of foreign cultures
Students' knowledge of Vietnamese culture
Students' ability in comprehending and making comparisons between a document or a speech of another culture and those in Vietnamese culture
Students' ability to adapt to new cultural environment or different communication style
Students' ability to listen to and observe people from other cultures during conversations and then reflect on their own communication style
Student's ability in critically evaluating Vietnamese perspectives, practices, or products against those from other cultures based on explicit criteria
1 Do you perceive Intercultural Communicative Competence (ICC) as similar to or different from communicative competence? Explain
2 What challenges or barriers do you foresee in integrating ICC into ELT, and how can they be overcome?
3 How important do you think it is for teachers to receive training in ICC integration? Why?
4 What are potential benefits of integrating ICC into English lessons in terms of developing communicative competence?
Intercultural Communicative Competence in English Language Teaching:
Perspectives and Integration Strategies among Vietnamese EFL Teachers at Vietnam
National University, Hanoi, International School Duong Thi Thu Huyen, duongthithuhuyen@gmail.com
Nguyen Thu Ha, hathunguyen260523@gmail.com
International School, Vietnam National University, Hanoi
This study explored Vietnamese EFL teachers' perceptions of intercultural communicative competence (ICC) in the context of growing global communication among individuals from diverse cultural backgrounds The investigation focused on two aspects: teachers' understanding of ICC and their perspectives on integrating ICC into English language teaching. The study involved eleven EFL teachers working at a public university in Vietnam Data were collected through questionnaires and interviews and analyzed using quantitative and qualitative methods Descriptive statistics were used to analyze the questionnaire data, while the qualitative data underwent examination through a constant comparative method The findings indicated that the participants had a basic understanding of ICC, but their knowledge was limited Some teachers expressed difficulties in integrating ICC into their English teaching and highlighted the need for training to effectively implement ICC The study emphasizes the importance of incorporating ICC into teacher education programs to successfully integrate it into English language teaching practice.
Due to technological advancements, intercultural communication is increasingly prevalent in today's interconnected world Recognizing this shift, scholars in foreign language education advocate for integrating intercultural communicative competence (ICC) into language teaching This approach has demonstrated positive outcomes, but its widespread adoption remains limited Our study explores Vietnamese EFL teachers' perceptions of ICC and its integration into English language teaching, aiming to understand their understanding and perspectives on incorporating ICC By investigating teachers' views, the study contributes to curriculum development and teacher training, supporting the integration of ICC into EFL contexts Furthermore, it emphasizes the importance of incorporating ICC into teacher education programs to ensure the successful integration of ICC into English language teaching practices.
1 What are Vietnamese EFL teachers’ perceptions toward ICC?
2 In Vietnamese EFL teachers' opinions, how can ICC be integrated into English language teaching?
2.1 Theories of Intercultural Communication Competence
A new concept has emerged in communicative language teaching, emphasizing the need for a comprehensive understanding of different cultures to facilitate effective communication and promote acceptance among individuals (Guilherme, 2000) This emerging concept is commonly referred to as intercultural communicative competence (ICC) This term encompasses a range of essential components, including knowledge, motivation, and skills, that are crucial for individuals to engage in effective and appropriate interactions with individuals from diverse cultural backgrounds (Wiseman, 2002).
Communicative competence involves using language skillfully and appropriately in various social and cultural contexts to achieve communication goals It includes linguistic proficiency, understanding sociolinguistic norms, engaging in effective discourse, and employing strategic communication techniques (Canale & Swain, 1980) On the other hand, intercultural communicative competence (ICC) entails the capacity to engage in effective and appropriate interactions and communications with individuals from diverse cultural backgrounds It requires understanding and appreciating their values, beliefs, and communication styles ICC integrates intercultural knowledge, skills, and attitudes to navigate intercultural encounters (Byram, 1997). Scholars like Sercu et al (2005), Korhonen (2003), and Deardoff (2006) have adopted Byram's definition of ICC, which the Council of Europe (2001) has also used in English language teaching and assessment Given its practicality and relevance, Byram's definition and model of ICC are used as the working definition and model in this study.
2.1.2 Differences Between Intercultural Approach and Communicative Language Teaching (CLT)
Communication-Based Language Teaching (CLT) is a way of teaching that focuses on helping students use the target language effectively and in real-life situations This is done through purposeful interaction and interactive tasks In contrast, the intercultural approach, while on language skills and information exchange, while the intercultural approach recognizes the importance of nonverbal cues, inter-group dynamics, and cross-cultural relations The primary focus of this approach lies in fostering the growth of intercultural competence, which encompasses the acquisition of knowledge and the cultivation of an appreciative understanding of diverse cultural perspectives It goes beyond language skills and explores cultural values, beliefs, customs, and social norms The intercultural approach recognizes that successful intercultural interaction relies on both information exchange and building meaningful relationships (Byram, 1997).