London Metropolitan University Research Institutes

Assessing intercultural communicative competence in practice through intercultural citizenship education

Author(s) Huang, M.  
Publisher London: CiCe  
Year 2013  
Editor P. Cunningham (ed.) Identities and Citizenship Education: Controversy, crisis and challenges  
Age group -  
This paper was provoked by a large project on assessing the development of intercultural communicative competence through intercultural citizenship education. The aim of the study is to examine the development of intercultural communicative competence by assessing the documentary data of student tasks, post-class student diaries generated in an intercultural citizenship education course. The course of learning is sequenced through five main stages (Analysis of Self, Analysis of Other, Critical Analysis, Critical Evaluation, and Self-Development) each of which involves student attention to task, student change and the development of student meta-awareness. Qualitative data were gathered in English from 17 student participants in one class at a university in Japan over one 13-week semester (October 2011-February 2012). Ethical issues related to issues such as informed consent, participant anonymity and the safe storage of data were duly considered. The findings reveal: (1).The students gained awareness of their own values, prejudices, stereotypes, etc. as well as a critical and reflective view upon them. This is a form of criticality, a key characteristic of intercultural citizenship dimension in the foreign language education classroom. (2). Any inconsistency arising between any of the components within the mind of a single student can bring out identity-change, so the need for students to learn how to explain and work out such inconsistencies between their own competing values as a matter of identity-development is underlined. (3). The students reconceptualised the values in the process of critique in action, or tranformatory critique, which manifested itself in the actions that students set the clear standards to support the intercultural communication to evaluate the values of self and other. Keywords: intercultural communicative competence; intercultural citizenship education, intercultural dialogue model; identity-development.

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