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Developing sociolinguistic competence to become stronger intercultural communicators: The impact of an interview series on secondary girls in a world language classroom

Written by: Erin Prada
8 min read
ERIN PRADA, URSULINE ACADEMY, USA Introduction Intercultural skills are essential for success in today’s increasingly and evermore globalised world. Connection and collaboration with others who are culturally and linguistically diverse is a regular occurrence, compelling educators to ensure their classrooms reflect these realities. Students must have ample opportunity to develop the type of knowledge, skills and awareness collectively identified through Byram’s (2020) model of intercultural communicative competence (ICC). Comprised of communicative competence and intercultural competence, ICC proves to be a dynamic skill set that encompasses both explicit and implicit aspects of successful cross-cultural interaction (Byram, 2020). Byram's (2020) model includes linguistic, sociolinguistic and discourse competence, knowledge and skills relating to interpretation and discovery, as well critical cultural awareness with an open and curious attitude. ICC recognises language is inherent

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