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Article

Open Access

Teaching Intercultural Competence Using Critical Incident and Cultural Story Telling

Author(s)

LIU Sha

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DOI:10.17265/1539-8072/2023.03.004

Affiliation(s)

University of Shanghai for Science and Technology, Shanghai, China

ABSTRACT

Intercultural literacy is attached increasingly great importance in this interconnected world. People from diversified cultural backgrounds need to interact with each other for various purposes. Schools and organizations offer courses to improve people’s intercultural competence. This paper examines two effective techniques to teach intercultural competence in the classroom setting: critical incident activity and cultural story telling. These two strategies can help achieve the desired objectives of Michael Byram’s intercultural communication model.

KEYWORDS

intercultural communication, intercultural teaching, critical incidents, cultural story telling

Cite this paper

Sino-US English Teaching, March 2023, Vol. 20, No. 3, 101-105 doi:10.17265/1539-8072/2023.03.004

References

Byram, M. (2022). Teaching and assessing intercultural communicative competence (Revisited 2nd ed.). Shanghai: Shanghai Foreign Language Education Press.

Hall, B. (2005). Among cultures: The challenges of communication (2nd ed.). Belmont: Wadsworth.

Wang, S. R. (2016). An interpretation of guidelines on college English teaching. Foreign Language World, 37(3), 2-10.

Wight, A. (1995). The critical incident as a training tool. In S. M. Fowler and M. G. Mumford (Eds.), Intercultural sourcebook: Cross-cultural training methods (Vol. 1, pp. 127-140). Yarmouth: Intercultural Press.

Zhang, H. L., & Wu, S. Q. (2022). Construction of the framework of reference for intercultural competence teaching in China’s foreign language education. Foreign Language World, 43(5), 2-11.