ABSTRACT
This chapter explores the nexus between language, culture, and worldview, providing a compelling basis for viewing language as essential to intercultural communicative competence (ICC). ‘Communicative competence’ (CC), a concept well known among language educators, extends language beyond grammar and vocabulary to include paralinguistic, extralinguistic, and sociolinguistic dimensions, further linking language to culture. Since language is fundamental to every culture, second language proficiency is integral to a holistic concept of ICC. Despite varied terms used in the literature, ‘intercultural’ CC best conveys the comprehensive abilities needed to perform appropriately and effectively in a new culture.
Components of ICC, identified from extensive literary searches and substantiated by research in multiple countries, included specific characteristics: three dimensions (relationships, communication, and collaboration), four components (attitudes/affect, skills, knowledge, and awareness), and target language ability. Given that the goal of both language education and intercultural communication is to develop these abilities, their separate approaches are enhanced by combining fields.
This comprehensive view is essential for designing and implementing quality exchange programmes and ensuring proper assessment of ICC development during intercultural sojourns and beyond. Formative assessment approaches and strategies that aim to support ICC development are reviewed along with instruments designed to assess language proficiency and ICC.
