IC? I see! Developing Learners' Intercultural Competence: LOTE CED Communiqué - Issue 3

This edition of LOTE CED Communiqué discusses new ways to teach culture in the foreign language classroom. Traditionally, the teaching of culture in the classroom favored the presentation of target culture (C2) products (Big C culture) and, more recently, practices (little C culture). Influenced by the proficiency movement, teachers began to emphasize pragmatic issues and sociolinguistic 'facts' (how to take the floor or interrupt, for example) to help learners avoid communication breakdown when interacting with native speakers. With the advent of national and state standards (ACTFL, 1996; TEA, 1997), the cultural scope has been further expanded to include perspectives, how people perceive things, and the interrelationship between C2 practices, products, and perspectives. While each of these issues is extremely important, this paper suggests that additional components are also crucial in the development of students' intercultural competence (IC). IC involves the individual's ability to 'understand culture as a broad organizing and socially constructed concept' (Social Sciences Education Consortium, 1999, p. 120). It includes knowledge (insight and awareness of the native culture, or C1, and the C2), positive attitudes towards the foreign culture, and culturally appropriate behavior (Byram, 1994).