By Michael Byram
Overseas and moment language educating may still arrange beginners to exploit a language with fluency and accuracy, and in addition to talk with those who have diversified cultural identities, social values and behaviours. this article goals to outline accurately what skills are required, how those will be integrated in academics' targets and strategies, and the way the power to speak throughout cultural ameliorations should be assessed.
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Extra info for Teaching and Assessing Intercultural Communicative Competence (Multilingual Matters)
It would imply that a learner should be linguistically schizophrenic, abandoning one language in order to blend into another linguistic environment, becoming accepted as a native speaker by other native speakers. This linguistic Page 12 schizophrenia also suggests separation from one's own culture and the acquisition of a native sociocultural competence, and a new sociocultural identity. The strains involved in this process, even if it were desirable and possible, are related to the psychological stress of 'culture shock' (Furnham & Bochner, 1986) and could be permanently damaging (cf.
The monograph will perhaps function best when used in teacher education, where readers can discuss the argument with respect to their own concrete situation, rather than hypothetical illustrations which I might provide. I would nonetheless wish to assure readers that the text arises out of my own experience of concrete situations over many years of teaching and teacher education. Chapter 1 sets the scene by discussing the nature of intercultural competence and communication, and makes the point that FLT is an enterprise which always takes place in specific circumstances, is inevitably influenced by those circumstances and should be planned to suit the environment in which it takes place.
She may not agree with all that I say but her ideas have profoundly influenced this text. In 1989 in Cultural Studies in Foreign Language Education, I wrote that one of the areas crucially in need of further research was the assessment of the cultural dimension in language learning. I was therefore very pleased to be invited to participate in the Council of Europe's project to develop a 'Common European Framework of Reference for Language Learning and Teaching'. The Framework was to be based on definitions of levels of proficiency in the use of languages, and Geneviève Zarate and I were invited to write a paper to clarify the issues involved in determining levels of 'socio-cultural competence'.