ABSTRACT
This chapter explores the concept of intercultural communicative competence (ICC) based on a synthesis of an extensive search of the intercultural literature conducted in various languages and spanning more than 50 years. It harks back to an earlier notion of “communicative competence” (CC) well known within the field of language education, which expands the notion of language beyond grammar and vocabulary to include paralinguistic, extralinguistic, and sociolinguistic dimensions, and focuses on interactional behaviors appropriate to the target culture. CC serves as the fundamental concept to keep in mind when dealing with a second CC, and, despite nearly 50 terms used in the literature, “intercultural” CC emerges as the most comprehensive description of the abilities needed to perform appropriately and effectively in a new culture. Having defined ICC, its components are also identified from the literary search. These include certain characteristics or attributes, three dimensions (relationships, communication, and collaboration), four components (attitudes/affect, skills, knowledge and awareness), target or host language ability (a commonly omitted but essential component), and a developmental process over time. To promote ICC development, the evolution of practices in the fields of language education and intercultural communication are traced from the 1960s to the present, ending with recommendations to strengthen the interrelationship between both fields in order to maximize the development of ICC in academic settings and during educational exchanges.
