Intercultural competence as an aspect of the communicative ...

cultural differences, which are ubiquitous, cause challenges and stress in IC encounters,
especially if they are perceived negatively. Secondly, the model states that language
proficiency in many ways alleviates the stress of new encounters. Finally, the factor of
visibility and cultural isolation could be explored and used to show to students the
existence of these categories even in their own culture, thus helping students develop
empathy and perceive (sub)cultures from different perspectives.
As an additional module to the model, Paige (2006) adds a map of five culture
learning dimensions. These dimensions restate some of the ideas that Byram (1997) and
Bennett (2004) propose and give a useful framework in which to organize intercultural
curriculum.
The dimension Learning about the self as a cultural being refers to becoming
aware of how one’s culture(s) contributes to one’s individual identities, our preferred
patterns of behaviour, our values, and our ways of thinking. Just as Byram (1997)
purports, here too cultural self-awareness is seen as the foundation for intercultural
competence ‘because understanding one’s own culture makes it easier to recognize other
cultural practices, anticipate where cultural differences are greater, and thus be better
prepared for those cultural challenges’ (Paige, Goode 2009: 336).
The dimension Learning about the elements of culture states that individuals must
understand culture, both objective and subjective. It should be pointed out that this model
too requires of learners to go beyond the visible layer of culture and the patterns of
communication and get acquainted with values beneath.
The cognitive domain of the model is represented through two dimensions. In
Culture-specific learning individuals should become familiar with the elements of
culture, while Culture-general learning ‘refers more broadly to the intercultural
experiences that are common to all who visit another culture’ (Paige, Goode 2009: 337).
This dimension more directly deals with study abroad experience (adjustment, adaptation,
culture shock, acculturation, and assimilation).
Finally, the last dimension, Learning about learning proposes that ‘effective
culture learners become more interculturally competent’ (Paige, Goode 2009: 337). Many
authors state reflection as the key element in learning therefore learners by ‘knowing and
using specific strategies, such as learning from the media and interacting with host culture
persons […] become more familiar with the host culture’.
For the local context of Serbia, all these dimensions can be adapted and modified,
therefore preparing learners for IC encounters.
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