ABSTRACT
The chapter reports on the findings of the study in relation to students’ development of intercultural competence and, more specifically, critical cultural awareness. Students’ references to intercultural competence were coded by employing Byram’s ICC model. In particular, focus is placed on references to critical cultural awareness, which emerged from both staff and student interviews. The findings provided evidence in support of the model, yet some references to intercultural competence were interpreted independently of Byram’s ICC model as they made reference to other skills/savoirs not included in the framework. The chapter thus re-examines the model in light of the emerging new dimensions of ICC and problematises the applicability of the ICC model to ML degrees in the multi-diverse contexts of post-modern Western universities. The chapter further describes the contribution of all three strands of the degree (language, content and the year abroad) to fostering students’ development of ICC.
