Intercultural competence as an aspect of the communicative ...

these ‘can be achieved through studying and training’ (Glaser et al. 2007: 15). As a
component in the model, there is an attitudinal change, which the authors believe will be
developed through training and ‘re-evalu[ation] of the attitudes which have been
accumulated as a monocultural entity’ (Glaser et al. 2007: 16). The authors believe that
the attitudinal change will lead to a behavioural change, as learners will have learned to
re-assess the situation, reflect on the context and be open for alternative solutions. With
all these elements, a learner becomes interculturally competent.
As many other authors stress, the creators of the model also believe that there is
not a ‘finite point’ for intercultural development as there are always new ‘incidents,
stimuli and challenges which need more information, learning and reflection to inform an
appropriate response’ (Glaser et al. 2007: 16).
Figure 2.8 The development of intercultural competence: a transformational model, taken
from Glaser et al. (2007)
Hamilton, Richardson, and Shuford’s compositional model
Hamilton, Richardson, and Shuford’s model (1998 as cited in Spitzberg,
Changnon 2009) represents a typical compositional model as it contains a typical conative
listing of competence components needed for a competent IC exchange. The model has
three main elements – attitudes, knowledge and skills. In the attitude component, learners
are expected to show positive attitude towards both their group and other groups, to be
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