Примењена лингвистика у част Ранку Бугарском - Језик у

Tatjana Paunović: INTERCULTURAL COMMUNICATIVE COMPETENCE: ...
interpret and empathize, and to re-evaluate things taken for granted or perceived
as ‘given’ – including the ways in which our own mind is framed by our culture.
If foreign language learners are expected to acquire such a complex competence,
the job of foreign language teachers, obviously, needs to be re-defined.
Sercu (2005), for instance, points out that, since foreign language teachers have
undertaken the task of being intercultural competence teachers, they ‘need to be
willing to teach intercultural competence and need to know how to do so’ (Sercu
2005: 90). Byram, too, concludes that
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if FLT is to claim a general educational aim of extending learners’ critical understanding
of social phenomena in their own and foreign countries, it needs to [...]
develop appropriate learning theories and teaching methods to ensure a proper
integration with the skills and knowledge comprising intercultural communicative
competence (Byram 2003: 66).
Educating ‘intercultural speakers’ for ‘intercultural citizenship’ cannot be a
task for L2 teachers alone, but a broader and more fundamental goal of education
(Byram 2008; cf. also Nieto 1999), in which all teachers would, in accordance
with the principles of critical pedagogy, act as ‘visible social actors [...] committed
to promoting equity’ (Jokikokko 2005: 72). Still, in this kind of education it is
language teaching that plays a central role. Education for intercultural citizenship
‘needs to bring together the hitherto separate concerns of citizenship and language
teachers’, since ‘language teachers and those who teach citizenship are pursuing
the same goals’ (Byram 2006: 127) – promoting the knowledge and skills, but
also ‘the values, attitudes and beliefs for intercultural citizenship’ (Byram 2006:
116). For instance, this is explicitly stated as the goal of ‘intercultural language
learning’ by the Australian government, in the report published in 2003 by the
Department of Educations, Science and Technology (Liddicoat et al. 2003). The
report states that ‘language cannot be separated from its social and cultural contexts
of use [and] a critical dimension of understanding language in use, [...] since
inter-cultural implies engagement with, or back-and-forth movement across languages
and cultures.’ It is evident, however, that in order to pursue these goals, L2
teaching ‘must go beyond the assumption that linguistic competence is sufficient,
and must take intercultural competence as one of its aims’ (Byram 2006: 127).
Due to the special status of English today, all this is especially important
for English language majors at university level, educated as future EFL teachers.
Both intercultural communication training and methodological training that
would offer future EFL teachers the tools to teach intercultural communicative
competence should be incorporated in EFL teacher education in a much more
substantial way. This idea is put forward by an increasing number of authors (Byram,
Grundy 2003; Mendez Garcia et al. 2003; Sercu et al. 2005; Byram, Feng