Describing and defining intercultural communicative competence

Autor/in	Parmenter, Lynne
Titel	Describing and defining intercultural communicative competence - international perspectives.
Quelle	Aus: Intercultural competence. Strasbourg: Council of Europe Publishing (2003) S. 119-147Verfügbarkeit
Beigaben	Literaturangaben 49
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsbegriff; Erziehungsphilosophie; Bildungsinhalt; Erziehungsziel; Gruppenbeziehung; Identität; Interkulturelle Kommunikation; Kommunikation; Kulturelle Identität; Nonverbale Kommunikation; Persönlichkeitsentwicklung; Selbstkonzept; Zwischenmenschliche Beziehung; Rollenerwartung; Rollenverhalten; Kommunikationsmittel; Lehrerrolle; Schüler-Lehrer-Beziehung; Interkulturelle Kompetenz; Lernen; Lehren; Sprache; Englisch als Zweitsprache; Wertvorstellung; Eurozentrismus; Wertevermittlung; Buddhismus; Konfuzianismus
Abstract	[In this article the author] takes us beyond the European context and requires us to engage with the process of decentring, which is precisely one of the crucial dimensions of intercultural competence, in order to relativise the concepts which are taken for granted in our European context and debate. She begins for example with concepts of self and the individual, which in our European perspective is a firm if nonetheless developing identity, and contrasts this with the concepts of "no-self' and "fluid identities" in Buddhism, and in their realisation in the complex contexts of contemporary Japan. She points out that notions of identity and multiple identities are taken for granted in our debate, and though there is some challenge from postmodernism, even this is still within the pre-conceptions of European thinking. Similarly, where the relationship of individual to group is concerned and the concept of national identity is raised, the Japanese and East Asian situation again suggests that we need to take a more deliberate look at our preconceptions. In particular the notion of European identity, which is clearly an innovative concept made possible by the particular political change in Europe, but which is also part of the phenomenon of internationalisation, has no direct equivalent in East Asia. Although there is recognition that education systems need to respond to internationalisation, there is resistance in Japan at least to abandoning a national perspective. ... The author then goes on to discuss the nature of interaction and communication when concepts of the social actor differ from those in European thinking. ... In the final part, she turns to the question of how the promotion of intercultural competence is not just part of a utilitarian aim for language teaching, but also an explicit contribution to the personal development of the individual, to their acquisition of desirable attitudes towards otherness. Here the author sees convergence of European and Asian approaches to teaching and learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)