Teaching and Assessing Intercultural Communicative Competence: Revisited

by Michael Byram

Overview

This revised edition of Michael Byram's classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. The book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment.

Product Details

ISBN-13:	9781800410244
Publisher:	Channel View Publications
Publication date:	12/08/2020
Edition description:	2nd Edition
Pages:	200
Product dimensions:	6.15(w) x 9.20(h) x 0.55(d)

About the Author

Michael Byram is Professor Emeritus at the University of Durham, UK. He has published numerous books, including most recently Teaching Intercultural Competence Across the Age Range: From Theory to Practice (edited with Manuela Wagner and Dorie Conlon Perugini, Multilingual Matters, 2017).

Table of Contents

Foreword

Preface (2020)

Preface (1997)

Introduction

Chapter 1. Defining and Describing Intercultural Communicative Competence

Chapter 2. A Model for Intercultural Communicative Competence

Chapter 3. Objectives for Teaching, Learning and Assessment

Chapter 4. Curriculum Issues

Chapter 5. Assessment

Chapter 6. Conclusion

Appendix - Glastonbury Public Schools Project

References

Index

Editorial Reviews

With remarkable educational integrity, Michael Byram revisits his highly successful 1997 book and responds to his critics. The result is a rich and thoughtfully revamped version of the original classic, adapted to our multicultural societies and mindful of the need to educate language learners to global intercultural citizenship through intercultural communicative competence. The added sections on mediation, teachers' ethical responsibility, and pluralism and human rights are particularly noteworthy.

Claire Kramsch

This new edition not only clarifies the ambiguities and inclusiveness of the ICC theory, but also situates it in a more contemporary and global teaching environment. Byram’s conceptualization of critical cultural awareness leading to democratic citizenship has far more importance now for other non-European regions including Asia, where foreign language is taught mostly for instrumental purposes and the value of wholesome humanistic education is often left behind.

Kahoko Matsumoto

There is little way that anyone can read this book and not believe that all universities should have a foreign language requirement [...] Though gifting this book to your administrator may be a longshot, it definitely belongs in the hands of anyone that will be teaching and/or creating content for language education from now on.

LINGUIST List 32.2158 - Boris Yelin