Intercultural competence as an aspect of the communicative ...
Intercultural competence as an aspect of the communicative ...
Intercultural competence as an aspect of the communicative ...
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cultural differences, which are ubiquitous, cause challenges <strong>an</strong>d stress in IC encounters,<br />
especially if <strong>the</strong>y are perceived negatively. Secondly, <strong>the</strong> model states that l<strong>an</strong>guage<br />
pr<strong>of</strong>iciency in m<strong>an</strong>y ways alleviates <strong>the</strong> stress <strong>of</strong> new encounters. Finally, <strong>the</strong> factor <strong>of</strong><br />
visibility <strong>an</strong>d cultural isolation could be explored <strong>an</strong>d used to show to students <strong>the</strong><br />
existence <strong>of</strong> <strong>the</strong>se categories even in <strong>the</strong>ir own culture, thus helping students develop<br />
empathy <strong>an</strong>d perceive (sub)cultures from different perspectives.<br />
As <strong>an</strong> additional module to <strong>the</strong> model, Paige (2006) adds a map <strong>of</strong> five culture<br />
learning dimensions. These dimensions restate some <strong>of</strong> <strong>the</strong> ide<strong>as</strong> that Byram (1997) <strong>an</strong>d<br />
Bennett (2004) propose <strong>an</strong>d give a useful framework in which to org<strong>an</strong>ize intercultural<br />
curriculum.<br />
The dimension Learning about <strong>the</strong> self <strong>as</strong> a cultural being refers to becoming<br />
aware <strong>of</strong> how one’s culture(s) contributes to one’s individual identities, our preferred<br />
patterns <strong>of</strong> behaviour, our values, <strong>an</strong>d our ways <strong>of</strong> thinking. Just <strong>as</strong> Byram (1997)<br />
purports, here too cultural self-awareness is seen <strong>as</strong> <strong>the</strong> foundation for intercultural<br />
<strong>competence</strong> ‘because underst<strong>an</strong>ding one’s own culture makes it e<strong>as</strong>ier to recognize o<strong>the</strong>r<br />
cultural practices, <strong>an</strong>ticipate where cultural differences are greater, <strong>an</strong>d thus be better<br />
prepared for those cultural challenges’ (Paige, Goode 2009: 336).<br />
The dimension Learning about <strong>the</strong> elements <strong>of</strong> culture states that individuals must<br />
underst<strong>an</strong>d culture, both objective <strong>an</strong>d subjective. It should be pointed out that this model<br />
too requires <strong>of</strong> learners to go beyond <strong>the</strong> visible layer <strong>of</strong> culture <strong>an</strong>d <strong>the</strong> patterns <strong>of</strong><br />
communication <strong>an</strong>d get acquainted with values beneath.<br />
The cognitive domain <strong>of</strong> <strong>the</strong> model is represented through two dimensions. In<br />
Culture-specific learning individuals should become familiar with <strong>the</strong> elements <strong>of</strong><br />
culture, while Culture-general learning ‘refers more broadly to <strong>the</strong> intercultural<br />
experiences that are common to all who visit <strong>an</strong>o<strong>the</strong>r culture’ (Paige, Goode 2009: 337).<br />
This dimension more directly deals with study abroad experience (adjustment, adaptation,<br />
culture shock, acculturation, <strong>an</strong>d <strong>as</strong>similation).<br />
Finally, <strong>the</strong> l<strong>as</strong>t dimension, Learning about learning proposes that ‘effective<br />
culture learners become more interculturally competent’ (Paige, Goode 2009: 337). M<strong>an</strong>y<br />
authors state reflection <strong>as</strong> <strong>the</strong> key element in learning <strong>the</strong>refore learners by ‘knowing <strong>an</strong>d<br />
using specific strategies, such <strong>as</strong> learning from <strong>the</strong> media <strong>an</strong>d interacting with host culture<br />
persons […] become more familiar with <strong>the</strong> host culture’.<br />
For <strong>the</strong> local context <strong>of</strong> Serbia, all <strong>the</strong>se dimensions c<strong>an</strong> be adapted <strong>an</strong>d modified,<br />
<strong>the</strong>refore preparing learners for IC encounters.<br />
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