An Integrated Framework for Attitudes, Knowledge, Skills, and Awareness
The Integrated Intercultural Communicative & Storytelling Competence Framework combines key elements from various models to provide a comprehensive approach to developing intercultural communicative competence. It emphasizes attitudes, knowledge, skills, and awareness as essential components for effective communication across cultures. The framework includes a range of Can-Do statements aligned with different proficiency levels, allowing learners to gauge their progress and set goals.
Reflection, critical knowledge, and demonstrated skills questions are provided to encourage critical thinking and practical application of intercultural competence. Notable scholars in the field, such as Michael Byram, have contributed to our understanding of intercultural communicative competence. Several frameworks, including Byram’s Model, Deardorff’s Model, the Council of Europe’s framework, and Bennett’s Developmental Model, offer valuable guidance for educators and practitioners. By integrating these frameworks, educators can design effective intercultural learning experiences and foster individuals’ intercultural competencies.
Integrated Intercultural Communicative Competence Framework:
- Attitudes:
- Openness: Being open-minded and receptive to different cultural perspectives.
- Respect: Showing respect for other cultures, beliefs, and values.
- Empathy: Understanding and empathising with individuals from different cultural backgrounds.
- Curiosity: Demonstrating curiosity and interest in learning about other cultures.
- Tolerance: Accepting and embracing cultural diversity.
- Knowledge:
- Cultural Self-Awareness: Understanding one’s own cultural identity, values, and biases.
- Cultural Knowledge: Acquiring knowledge of diverse cultural practices, norms, and traditions.
- Global Awareness: Being aware of global issues and interconnections among cultures.
- Intercultural Theories: Familiarity with theories and frameworks that explain intercultural communication and identity formation.
- Skills:
- Verbal Communication: Effective communication in intercultural contexts, including listening, speaking, and understanding diverse linguistic styles.
- Non-Verbal Communication: Understanding and interpreting non-verbal cues in different cultural contexts.
- Conflict Resolution: Ability to handle and resolve conflicts arising from cultural differences.
- Adaptability: Being flexible and adaptable in adjusting one’s behavior and communication style to different cultural contexts.
- Intercultural Sensitivity: Developing sensitivity and awareness of cultural nuances in communication and interactions.
- Critical Thinking: Ability to critically analyse cultural phenomena, challenge stereotypes, and recognise power dynamics in intercultural contexts.
- Awareness:
- Self-Reflection: Reflecting on one’s own cultural assumptions, biases, and identities.
- Cultural Relativity: Understanding that cultural practices and perspectives are relative and can vary across cultures.
- Stereotype Awareness: Recognising and challenging stereotypes and generalizations about different cultural groups.
- Intercultural Learning: Actively seeking and engaging in intercultural learning opportunities to broaden cultural knowledge and understanding.
This integrated framework combines key elements from Byram’s model, Deardorff’s model, the Council of Europe’s framework, and Bennett’s developmental model. It emphasizes the importance of attitudes, knowledge, skills, and awareness in developing intercultural communicative competence.
Based on the provided integrated framework, here are Can-Do statements aligned with each component at different CEFR levels:
Attitudes:
CEFR Level A1:
- I can show respect by greeting people from different cultures politely.
- I can demonstrate curiosity about other cultures by asking simple questions.
CEFR Level A2:
- I can show openness by being willing to listen to others’ perspectives.
- I can demonstrate empathy by understanding and acknowledging different cultural practices.
CEFR Level B1:
- I can demonstrate tolerance by accepting and appreciating cultural diversity.
- I can show respect by adapting my behavior to cultural norms in different situations.
CEFR Level B2:
- I can exhibit curiosity by seeking opportunities to learn about unfamiliar cultures.
- I can show openness by considering different viewpoints in intercultural discussions.
CEFR Level C1:
- I can demonstrate empathy by understanding the experiences and challenges faced by individuals from different cultures.
- I can exhibit tolerance by embracing cultural differences and promoting inclusivity.
CEFR Level C2:
- I can show openness by actively seeking diverse perspectives and engaging in cultural exchange.
- I can demonstrate respect by valuing and promoting cultural diversity in various contexts.
Knowledge:
CEFR Level A1:
- I can identify basic cultural practices and traditions of my own culture.
- I can recognize some cultural differences between my culture and others.
CEFR Level A2:
- I can describe common cultural practices and traditions of different cultures.
- I can explain basic similarities and differences between cultures.
CEFR Level B1:
- I can demonstrate awareness of global issues and their cultural implications.
- I can discuss the impact of cultural values on communication in different cultures.
CEFR Level B2:
- I can analyze cultural identity and its relation to social structures and power dynamics.
- I can compare and contrast cultural practices and traditions across different societies.
CEFR Level C1:
- I can explain intercultural theories and their relevance to communication and identity.
- I can critically analyze cultural phenomena and their implications for intercultural interactions.
CEFR Level C2:
- I can engage in advanced cultural analysis, examining complex cultural issues.
- I can demonstrate in-depth knowledge of intercultural theories and their practical application.
Skills:
CEFR Level A1:
- I can use basic greetings and simple phrases to interact with people from different cultures.
- I can recognize and interpret some non-verbal cues in intercultural interactions.
CEFR Level A2:
- I can engage in simple conversations on familiar topics with speakers of different cultures.
- I can adapt my communication style to different cultural contexts.
CEFR Level B1:
- I can engage in discussions on a range of topics with speakers of different cultures.
- I can use effective communication strategies to handle conflicts arising from cultural differences.
CEFR Level B2:
- I can participate in complex discussions and negotiations with speakers of different cultures.
- I can adapt my communication style and strategies to effectively navigate intercultural conflicts.
CEFR Level C1:
- I can engage in advanced intercultural conversations, demonstrating flexibility and diplomacy.
- I can use advanced communication skills to resolve complex conflicts in intercultural contexts.
CEFR Level C2:
- I can engage in sophisticated intercultural discussions and debates on abstract topics.
- I can effectively use verbal and non-verbal communication to navigate complex intercultural interactions.
Awareness:
CEFR Level A1:
- I can reflect on my own cultural assumptions and biases.
- I can recognize some stereotypes and challenge them in simple contexts.
CEFR Level A2:
- I can demonstrate awareness of cultural differences and avoid generalizations.
- I can reflect on my own cultural identity and its influence on my interactions.
CEFR Level B1:
- I can identify stereotypes and prejudices in different cultural contexts and challenge them through respectful dialogue.
- I can actively seek opportunities to engage in intercultural learning and broaden my cultural knowledge.
- I can critically reflect on my own cultural assumptions and biases, and actively work to overcome them.
- I can demonstrate a deep understanding of cultural relativity and appreciate the complexity of cultural perspectives.
CEFR Level C1: - I can analyze the influence of power dynamics on intercultural interactions and challenge inequalities.
- I can engage in continuous intercultural learning and actively seek out diverse perspectives and experiences.
- CEFR Level C2:
- I can critically reflect on the ethical implications of intercultural communication and advocate for social justice.
- I can effectively navigate and mediate intercultural conflicts by promoting understanding and empathy.
These Can-Do statements align with the integrated framework’s components of attitudes, knowledge, skills, and awareness. They aim to provide students at each CEFR level with specific language-focused descriptors that reflect their intercultural communicative competence in various contexts.
Here are reflection, critical knowledge and demonstration of skills questions for each Can-Do statement.
CEFR Level A1 (For a 10-year-old):
- Reflection Question: Why is it important to be friendly and polite when talking to people from different cultures?
- Critical Knowledge Question: How can we learn about different cultures by asking simple questions?
- Demonstrated Skill: How can we greet people from different cultures in a kind and respectful way?
CEFR Level A2 (For a 12-year-old):
- Reflection Question: How does it feel when we listen and try to understand what others from different cultures are saying?
- Critical Knowledge Question: What are some interesting things we can learn about different cultures by asking questions?
- Demonstrated Skill: How can we adapt our behavior to show respect when interacting with people from different cultures?
CEFR Level B1 (For a 14-year-old):
- Reflection Question: How can we make friends with people from different cultures by being open to their opinions and ideas?
- Critical Knowledge Question: What are some ways we can learn about different cultures and their traditions by listening to others?
- Demonstrated Skill: How can we resolve conflicts or misunderstandings that arise from cultural differences in a fair and peaceful way?
CEFR Level B2 (For a 16-year old):
Can-Do Statement: I can exhibit curiosity by seeking opportunities to learn about unfamiliar cultures.
- Reflection Question: How does curiosity foster personal growth and understanding when exploring unfamiliar cultures?
- Critical Knowledge Question: What are some effective ways to engage in intercultural learning and exploration?
- Demonstrated Skill: Actively seeking opportunities to learn about unfamiliar cultures and engaging in intercultural experiences.
Can-Do Statement: I can show openness by considering different viewpoints in intercultural discussions.
- Reflection Question: How does considering diverse viewpoints contribute to critical thinking and effective intercultural communication?
- Critical Knowledge Question: What are some strategies for respectfully considering and analyzing different cultural perspectives?
- Demonstrated Skill: Considering and incorporating diverse viewpoints in intercultural discussions.
CEFR Level C1:
Can-Do Statement: I can demonstrate empathy by understanding the experiences and challenges faced by individuals from different cultures.
- Reflection Question: How does empathy foster deeper connections and effective communication with individuals from different cultures?
- Critical Knowledge Question: What are some common experiences and challenges faced by individuals from marginalized cultural groups?
- Demonstrated Skill: Showing empathy and understanding towards individuals from different cultural backgrounds.
Can-Do Statement: I can exhibit tolerance by embracing cultural differences and promoting inclusivity.
- Reflection Question: How does embracing cultural differences contribute to creating inclusive and equitable intercultural environments?
- Critical Knowledge Question: What are some strategies for promoting inclusivity and addressing cultural biases and prejudices?
- Demonstrated Skill: Promoting inclusivity and embracing cultural differences in intercultural interactions and contexts.
CEFR Level C2: - Can-Do Statement: I can show openness by actively seeking diverse perspectives and engaging in cultural exchange.
- Reflection Question: How does actively seeking diverse perspectives enhance my intercultural competence and broaden my worldview?
- Critical Knowledge Question: What are some strategies for actively engaging in cultural exchange and seeking diverse perspectives?
- Demonstrated Skill: Actively seeking opportunities for cultural exchange and actively engaging with diverse perspectives.
- Can-Do Statement: I can demonstrate respect by valuing and promoting cultural diversity in various contexts.
- Reflection Question: How does valuing and promoting cultural diversity contribute to creating inclusive and equitable societies?
- Critical Knowledge Question: What are some examples of initiatives and practices that promote cultural diversity and inclusion?
- Demonstrated Skill: Valuing and promoting cultural diversity in various contexts through actions and advocacy.
- These reflection questions encourage students to critically think about the significance and impact of their attitudes and behaviors in intercultural contexts. The critical knowledge questions prompt them to deepen their understanding of cultural diversity and intercultural communication, while the demonstrated skills provide practical examples of how they can apply their intercultural communicative competence in real-life situations.
One prominent scholar who has contributed to the understanding of intercultural communicative competence is Michael Byram, a British educational researcher and professor. Byram’s work emphasizes the importance of developing learners’ ability to communicate effectively and appropriately across different cultures. His book, “Teaching and Assessing Intercultural Communicative Competence,” co-authored with Adam Nichols and David Stevens, provides a comprehensive framework for understanding and fostering intercultural communicative competence in language education.
Other scholars who have made significant contributions to the connection between language, culture, and identity include Claire Kramsch, Adrian Holliday, and Fred Dervin, among others. Their works have explored the complex relationship between language learning, cultural understanding, and the development of identity in various educational contexts.
It is important to note that the understanding of intercultural communicative competence and the connection between language, culture, and identity is an ongoing area of research and development. Therefore, the exploration of these concepts can be found in a wide range of scholarly works, articles, and publications by different researchers in the field of intercultural communication and language education.
Several frameworks have been developed to conceptualize and guide the development of intercultural communicative competence (ICC). While there are multiple frameworks proposed by different scholars and organizations, here are a few notable ones:
- Byram’s Model of Intercultural Communicative Competence: Michael Byram, mentioned earlier, has developed a widely recognized model of ICC. Byram’s model emphasizes attitudes, knowledge, skills, and critical cultural awareness as key components of intercultural communicative competence. This model has been influential in shaping the understanding and implementation of ICC in language education.
- Deardorff’s Intercultural Competence Model: Darla K. Deardorff, an interculturalist and scholar, has contributed to the field of ICC through her comprehensive model. Deardorff’s model highlights the interconnectedness of knowledge, attitudes, skills, and awareness in developing intercultural competence. Her model has been widely adopted in various educational and professional contexts.
- The Council of Europe’s ICC Model: The Council of Europe, an international organization, has developed a framework for ICC within the context of language education. This framework is closely linked to the Common European Framework of Reference for Languages (CEFR) and emphasizes the development of linguistic and sociocultural competences for effective intercultural communication.
- Bennett’s Developmental Model of Intercultural Sensitivity: Milton J. Bennett has proposed a developmental model that focuses on the stages of intercultural sensitivity. Bennett’s model suggests that individuals progress from ethnocentrism to ethnorelativism through various stages of intercultural sensitivity. This model has been influential in understanding the cognitive and affective dimensions of intercultural competence.
These frameworks, among others, provide valuable conceptual frameworks and tools for educators, researchers, and practitioners to assess, teach, and foster intercultural communicative competence. They offer guidance on integrating intercultural learning into educational curricula and designing appropriate learning experiences to enhance individuals’ intercultural competencies.
Here’s a breakdown of the key descriptors or components associated with each of the frameworks mentioned:
1. Byram’s Model of Intercultural Communicative Competence (1997):
Attitudes: Openness, curiosity, respect, empathy, and tolerance towards other cultures.
Knowledge: Understanding of one’s own culture and other cultures, including social norms, values, beliefs, and practices.
Skills: Intercultural skills such as interpreting and relating, discovery and interaction, and critical cultural awareness.
Critical Cultural Awareness: Awareness of the role of culture in shaping communication, ability to critically analyze cultural phenomena, and reflect on one’s own cultural biases.
2. Deardorff’s Intercultural Competence Model (2006):
Knowledge: Knowledge of cultural similarities and differences, global issues, and intercultural theories.
Attitudes: Openness, respect, curiosity, flexibility, and adaptability towards other cultures.
Skills: Intercultural communication skills, such as listening, empathy, verbal and non-verbal communication, conflict resolution, and negotiation.
Awareness: Self-awareness, awareness of cultural biases, stereotypes, and intercultural learning opportunities.
3. The Council of Europe’s ICC Model: The Council of Europe’s framework is closely linked to the CEFR and identifies four main components within the context of language learning:
Linguistic Competence: Proficiency in the target language.
Sociolinguistic Competence: Understanding social and cultural conventions in language use.
Discourse Competence: The ability to produce and understand various types of texts in different contexts.
Strategic Competence: The ability to use communication strategies effectively to compensate for communication breakdowns and achieve communicative goals.
RFCDC Descriptors of competences – Reference Framework of Competences for Democratic Culture (coe.int)
4. Bennett’s Developmental Model of Intercultural Sensitivity: Bennett’s model outlines six stages of intercultural sensitivity:
Denial: Lack of awareness or recognition of cultural differences.
Defense: Perceiving cultural differences as a threat, leading to a defensive or hostile response.
Minimization: Downplaying cultural differences and emphasizing universal similarities.
Acceptance: Valuing and appreciating cultural differences, seeking understanding and empathy.
Adaptation: Being able to adapt behavior and communication style in response to cultural contexts.
Integration: Having a multicultural identity and being able to bridge cultural differences effectively.
These descriptors provide an overview of the key elements or dimensions within each framework, highlighting the attitudes, knowledge, skills, and awareness necessary for intercultural communicative competence.
The Developmental Model of Intercultural Sensitivity
Summary by Milton J. Bennett, Ph.D. (Revised 2014)
The Developmental Model of Intercultural Sensitivity (DMIS) was created by Dr. Milton Bennett (1986, 1993, 2004, 2013) as a framework to explain how people experience and engage cultural difference. The DMIS is grounded theory; it is based on observations he made in both academic and corporate settings about how people become more competent intercultural communicators. Using concepts from constructivist psychology and communication theory, he organized these observations into positions along a continuum of increasing sensitivity to cultural difference.
The underlying assumption of the model is that as one’s perceptual organization of cultural difference becomes more complex, one’s experience of culture becomes more sophisticated and the potential for exercising competence in intercultural relations increases. By recognizing how cultural difference is being experienced, predictions about the effectiveness of intercultural communication can be made and educational interventions can be tailored to facilitate development along the continuum. See: DMIS Model – IDRInstitute
References
Bennett, M. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In M. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural Press.
Byram, M., Nichols, A., and Stevens, D
- Book: “Teaching and Assessing Intercultural Communicative Competence” (1994)
- Article: “Developing Intercultural Communicative Competence in Practice” (2001)
Kramsch, D.
- Book: “Language and Culture” (1998)
- Article: “The Privilege of the Intercultural Speaker” (1998)
Holliday, A.:
- Book: “Appropriate Methodology and Social Context” (1994)
- Article: “Appropriate Methodology and Social Context” (1991)
Dervin, F.:
- Book: “Intercultural Competence: A Key Competence for Education and Life” (2011)
- Article: “Critical Incidents and Intercultural Competence” (2009)