Cultural and Intercultural Competence in Language Teaching: Bridging Diversity and Communication

 The discussion around culture and interculturality in language teaching is crucial for understanding how language is both a tool for communication and a reflection of the diverse social realities that shape its use. At the heart of this issue is the meaning of culture itself, which is foundational to how language teachers approach their pedagogical practices. Culture can be understood in two significant ways: first, as the set of knowledge, customs, beliefs, values, abilities, and habits that individuals acquire as members of society, which shapes their identity and interactions (Hall, 1997); and second, as a shared system of knowledge and beliefs that organizes perceptions and experiences of reality. This distinction is pivotal for language educators, who must navigate between valuing the culture of the learners and recognizing the culture embedded within the language they are teaching.

A primary concern in the context of interculturality is how these cultural perceptions interact in the language classroom. Interculturality refers to the meeting of two different cultural viewpoints, with the core idea being mutual recognition of each culture’s values and ways of life (Byram et al., 2001). In this context, language teachers in Colombia, for example, face the challenge of addressing bilingualism within frameworks established by the Ministry of National Education and the British Council. While these frameworks aim to promote English proficiency, they often lean toward a native-speaker model, which can limit learners’ ability to engage with the diverse uses of English in global contexts. With non-native speakers of English outnumbering native speakers globally, it becomes essential to acknowledge the cultural diversity that shapes how English is used as a lingua franca. In doing so, learners develop the capacity to interact effectively in various socio-cultural settings, thus enhancing their understanding of their own social and cultural identity.

The relationship between culture and diversity is also central to understanding the dynamic nature of language use. English, as a global language, exhibits numerous varieties, both sociolectal (based on social class) and diastratic (based on geographic regions). Language learners must therefore be exposed to these varieties to develop communicative competence. For instance, understanding the different registers of English, depending on the context of use—whether formal, informal, or technical—can significantly enhance a learner’s ability to communicate appropriately across various situations (Canale & Swain, 1980). This awareness of linguistic and cultural diversity is a crucial component of intercultural communicative competence (ICC).

ICC is defined as the ability to interact effectively and appropriately with speakers of different cultural backgrounds. Byram’s (2000) model stresses the importance of overcoming the dichotomy between native and non-native speakers, encouraging learners to become “intercultural speakers.” An intercultural speaker is not only proficient in the target language but also able to mediate between cultures, acknowledging differences while fostering mutual understanding. This concept challenges the traditional view of language learning, which often focuses on mimicking native speaker norms and structures, instead emphasizing the importance of negotiation and mediation in intercultural exchanges.

The discussions of intercultural competence in the readings challenge traditional definitions by suggesting a shift from seeing language as a simple exchange of information to viewing it as a complex, culturally embedded practice that requires critical awareness of cultural norms and values (Kramsch, 1993). Furthermore, decolonial theories have pushed Byram’s framework by advocating for a more inclusive and context-sensitive approach that moves away from the imposition of dominant cultural norms and instead embraces the plurality of cultural perspectives that learners bring to the classroom.

These theoretical advancements have contributed to a more nuanced understanding of interculturality. As language teachers, it is vital to acknowledge that intercultural encounters in the classroom are not always harmonious. Cultural contradictions and misunderstandings can lead to uncomfortable moments, but these moments are opportunities for deeper intercultural dialogue (Byram et al., 2001). By facilitating these exchanges, educators encourage learners to reflect critically on their own cultural assumptions and become more open to the perspectives of others.

In conclusion, the exploration of culture, interculturality, and diversity within language teaching underscores the importance of fostering an environment that values cultural differences while promoting mutual respect and understanding. Language educators are tasked with preparing learners not only to speak another language but also to navigate the cultural complexities that shape communication in an increasingly globalized world. This process involves helping students develop intercultural communicative competence, which allows them to engage meaningfully with others from diverse cultural backgrounds, creating a more inclusive and equitable world.

References

Byram, M. (2000). Assessing intercultural competence in language teaching. SAGE Publications.

Byram, M., Gribkova, B., & Starkey, H. (2001). Developing intercultural competence in practice. British Council.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1-47.

Hall, E. T. (1997). Beyond culture. Anchor Books.

Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.