Globalisation and geographical mobility of people have resulted in more heterogeneous societies and more regular communication with people from different linguistic and cultural background. This phenomenon has created a dynamic global landscape where interactions across diverse cultural contexts are increasingly commonplace. An ideal situation for interaction is the one when one interlocutor speaks the language of the other; more often, however, people communicate using a third language, known by both parties. This third language often serves as a lingua franca, facilitating communication in a multicultural world. The aim of a foreign language course is to teach the learners to communicate not only with native speakers, but also, more frequently, with non-native speakers. This objective reflects the practical realities of modern communication needs, emphasizing the importance of functional language skills over mere grammatical correctness.
In a foreign language classroom, students usually learn a language while living in their own country. Their access to target culture is limited; therefore, other means of familiarising them with the L2 culture must be incorporated into the curriculum. This often involves using multimedia resources, cultural artifacts, and virtual exchanges to create an immersive learning environment. The students of the English language, as they learn an international language, become able to interact with people from different countries, which makes such communication intercultural. This ability underscores the global significance of English as a tool for bridging cultural gaps. In order to successfully function in a culturally diverse world, they need to develop intercultural communicative competence (ICC).
The concept of ICC is crucial in today’s interconnected world. ICC involves not just linguistic proficiency but also the ability to navigate and mediate between different cultural perspectives. The importance of ICC as a goal of formal education in Europe is reflected in its inclusion in the Common European Framework of Reference for Languages, the European guide for language teaching. The CEFR outlines specific competencies that language learners need to develop to communicate effectively across cultures. However, the implementation and its potential success are not widely researched in Poland. The objectives of this thesis are to present theoretical underpinnings of ICC, its teaching and learning, and to investigate by means of a questionnaire the outcomes of introducing ICC to schools.
The first chapter discusses the origins of the notion of communicative competence and its models. As the authors of these models redefined the existing ones, the models show the development from CC to ICC. The chapter also focuses on the culture itself and its relationship to language. The development of communicative competence (CC) has been extensively studied, starting with Dell Hymes’ foundational work, which emphasized the social aspects of language use. Later, Michael Canale and Merrill Swain expanded on this by identifying grammatical, sociolinguistic, discourse, and strategic competencies as key components. These models highlight how language is not just a system of rules but a medium for cultural expression and social interaction.
Intercultural communicative competence builds on these foundations by adding a crucial dimension: the ability to engage meaningfully with speakers from different cultural backgrounds. Byram’s model of ICC, for instance, includes attitudes (curiosity and openness), knowledge (of social groups and their products and practices), skills (interpreting and relating), and critical cultural awareness. This model underscores that effective communication requires more than linguistic ability; it requires cultural insight and empathy.
The theory of both learning and teaching the target culture is the focus of the second chapter. Its first part covers various stages of familiarising oneself with an unknown culture, the concept of cultural awareness, and advantages of learning a foreign culture. Cultural awareness is a multi-stage process that begins with recognizing cultural differences and culminates in appreciating and valuing these differences. This process involves developing cultural sensitivity, which is essential for reducing ethnocentrism and fostering mutual respect.
The further part of the chapter focuses on various aspects of teaching culture, namely different ways of teaching culture, various approaches to teaching culture, the goals of teaching culture, techniques, the actual cultural content to be taught, and choices and challenges that a teacher faces as well as the hindrances to teaching culture. Various pedagogical approaches can be employed to teach culture in language classrooms. These include the use of authentic materials, cultural simulations, role-playing, and intercultural projects. Each approach has its strengths and limitations, and teachers must navigate these to create effective learning experiences.
One approach is the integration of cultural components into language lessons, where cultural content is not treated as a separate subject but is embedded in language instruction. This can be achieved through thematic units that explore cultural practices, values, and artifacts. Another approach is experiential learning, where students engage in activities that mimic real-life intercultural interactions. This method helps students develop practical skills for navigating cultural differences.
Finally, the third chapter contains the details of the study conducted to find out how high-school learners of English evaluate their own ICC. The chapter also provides some rules of ICC assessment and an overview of the tools that can be used in assessment, with the emphasis on critical incidents. Assessment of ICC is complex and multifaceted, often requiring a combination of self-assessment, peer assessment, and teacher evaluation. Tools such as intercultural sensitivity scales, reflective journals, and critical incident analysis are commonly used. These tools help students reflect on their intercultural experiences and measure their progress in developing ICC.
Critical incidents are particularly useful for assessing ICC as they involve analyzing real-life situations where cultural misunderstandings occur. By reflecting on these incidents, students can identify the cultural factors at play and learn strategies for resolving conflicts and improving communication. This method not only assesses their current level of competence but also promotes ongoing learning and adaptation.
The study conducted as part of this thesis involved high-school learners of English in Poland. Using a questionnaire, the study aimed to gauge students’ perceptions of their own ICC and the effectiveness of their language education in developing this competence. Preliminary findings suggest that while students recognize the importance of ICC, there are gaps in their actual competence, highlighting the need for more focused and integrated cultural instruction in language curricula.
In conclusion, the development of ICC is essential for effective communication in our increasingly globalized world. Language education must go beyond teaching linguistic skills to include cultural understanding and intercultural skills. This thesis contributes to the understanding of how ICC can be integrated into language education and provides insights into the current state of ICC education in Poland. Further research is needed to explore best practices and develop effective teaching strategies that can be applied in diverse educational contexts.