ABSTRACT
In this chapter, the findings and discussions thus far coalesce to produce a theory of what intercultural competence is and how it may be learned in these contexts. It is important to say that my focus remains squarely on ‘Westerners’ learning Spanish in Latin America. While these findings and theorizing may be more widely applicable beyond these contexts, only readers can know whether they resonate for contexts with which they are familiar. Therefore, I reject the notion, widely assumed in the literature, that intercultural competence transcends all/ any culture/s, irrespective of values, contexts, power, privilege, language proficiency, knowledge of local references, and attitudes. As comes through clearly from the stories in this book, becoming interculturally competent is locally situated, ever changing, and dependent on identity, values, and affect.
