Birgit Wiest
State Seminar for Initial Teacher Training (Realschule) Reutlingen Germany
Byram’s Model of Intercultural Communicative competence (1997)1
There are various definitions of intercultural competence. The model of Byram, professor of education at
Durham University in England, has been most influential in Europe. It can be used as a starting point in the
foreign language classroom. The process of acquiring intercultural competence involves five elements, or
‘savoirs’, as he calls them:
Attitudes (savoir être)
They are most often described in terms of curiosity and openness towards other cultures. Other key
words are "cultural sensitivity", "tolerance of ambiguity", "respect of otherness", and "empathy". This
involves a certain willingness with learners to relativize their own culture by questioning their existing
values and beliefs. In the classroom it makes sense to focus on what cultures have in common and to
start from similarities and common perspectives instead of looking for differences in order not to
reinforce existing stereotypes and prejudices.
Knowledge (savoir)
You can only change your attitudes and values if you have socio-cultural knowledge. English as a
lingua franca plays an important role in a global world where the focus is no longer on the AngloSaxon countries. Cultural difference might therefore create mighty cultural communicative challenges.
Knowledge is important not only in everyday behaviour situations, but also in terms of religious
beliefs, values and attitudes. Knowledge in a wider sense therefore goes far beyond "background
studies" (so-called Landeskunde in Germany) - it covers not only literature and well-known pieces of
1
Byram, M.: (1997): Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multicultural Matters.
Tübingen: Gunter Narr Verlag
art (so-called high culture or Culture with a capital C) -bus also everyday phenomena in relation to
time, distance and nearness.
Skills (I) of interpreting and relating (savoir comprendre)
These skills include text-based learning and working with documents. It is a main aim in the classroom
to enable students to analyse the cultural meaning being conveyed to them by classic literature and
other sorts of texts, documents or events, to explain it and to relate it to documents from their own
culture.
Skills (II) of discovery and interaction (savoir apprendre/faire)
They are the ability to acquire new knowledge of a culture and cultural practices and the ability to
operate knowledge, attitudes and skills under the constraints of real-time communication (face-to-faceencounters) and interaction. Social interaction in real time can of course also take place via internet.
Foreign language skills are a central element here. In order to cope with such encounters, students
need to be able to interpret, to explain, to enquire and they also need strategies of politeness.
Critical cultural awareness (savoir s’engager)
Critical cultural awareness/political education is the aim of intercultural learning. Students should be
able to perceive (see, hear and feel) and critically evaluate perspectives, practices and products in their
own and the target cultures and countries. In a process of balancing their own perspective in relation to
the other perspectives students should develop intercultural sensitivity which is acceptance as well as
tolerance towards intercultural phenomena.
(1) (Intercultural ) attitudes (savoir être)
(3)Skills I (savoir comprendre)

ability to interpret a document or
event from another culture, to
explain it and relate it to
documents from one’s own

Curiosity and openness, readiness to
suspend disbelief about other
cultures and belief about one’s own

Willingness to relativize one’s owns
values, beliefs and behaviors, not to
assume that they are the only correct
ones

Ability to look at one's own values
from an outsider’s perspective.
(5) Critical cultural awareness ( savoir
(4)Skills II (savoir comprendre)
s’engager)



ability to evaluate ( critically and criteriabased) perspectives, practices and
products in one’s own and other cultures

ability to acquire new knowledge
of a culture and cultural
practices
ability to operate knowledge,
attitudes and skills under the
constraints of real-time
communication and interaction
development of language
competence
(2)Knowledge (savoirs)
http://www.school-partnerships.eu

knowledge about social groups and
cultures in one’s own country and
in the countries of one’s interlocutors.

Processes of interaction at societal
and individual levels
2
Developing “Intercultural awareness” and “intercultural
competence” in foreign language classes
“Knowledge, awareness and understanding of the relation (similarities and distinctive differences) between the
'world of origin' and the 'world of the target community' produce an intercultural awareness. It is, of course,
important to note that intercultural awareness includes an awareness of the regional and social diversity of
both worlds. It is also enriched by awareness of a wider range of cultures than those carried by the learner's L1
and L2. This wider awareness helps to place both in context. In addition to objective knowledge, intercultural
awareness covers awareness of how each community appears from the perspective of the other, often in the
form of national stereotypes.”2
Teaching techniques and principles3
General rule:
According to the model of Byram described above the four aspects of intercultural learning are attitude,
knowledge, skills and critical awareness. All activities in the whole frame of the learning environment should
support theses aspects. Tools of comparison must therefore help students to discover their partners’ life and
gain (more) insight into their own life.
As a general rule it is best to start from the positive, to look out for similarities and common perspectives
instead of differences (key questions such as what we all like/ enjoy/prefer/eat/drink/dislike most/ are worried
about/feel sad about…will help your students; see paper: observation tasks).
Aims
Tasks
Learners are motivated and are
emotionally involved.
Let’s hear/learn about…
Learners are curious about the other
culture and engage with other
cultural practices.
What's it (usually)like…….in our
country/with you/in your
family/…?
Learners become aware of and
reflect their own cultural practices.
Collect…. /Explain why you
chose…
Find out…
What are you especially
interested in?
Teaching techniques3
explorative approach:
interview and survey
observation tasks
activities in a multicultural
classroom environment
analytic approach:
2
Michael Byram, Bella Gribkowa, Hugh Starkey: Developing the intercultural dimension in language teaching. A practical
introduction for teachers. Council of Europe, Strasbourg,2002, page 34 ff
3
based on: Hass, Frank: What’s the difference? – Vom Landeskundeunterricht zum interkulturellen Lernen. In:
Haß, F. (Hrsg.): Fachdidaktik Englisch. Tradition/Innovation/Praxis. Stuttgart: Klett 2006, p.140-146
http://www.school-partnerships.eu
3
Learners compare cultural practices
and realize similarities and
differences.
Learners evaluate their own cultural
practices (critical cultural
awareness).
Who.../How…/When…?
What did you
see/hear/learn/discover?
Which important facts about the
country, the state and the people
did you learn?
What were/are your feelings?
working with case studies,
websites, films,
documents, photos and
pictures, children’s and
adult literature,texts
written by learners from
other cultures( giving
additional information )
What did you (not) like?
Learners possibly develop their own
(new) positions and create (new)
discourses/products (coordinating
perspectives, transforming
practice).
Learners discover and understand
other cultural practices by changing
perspectives in the learning process.
During this process the integration of
cultural knowledge can become
necessary.
What would you like to talk
about?
When did you feel uncomfortable
/ homesick?
Let’s compare our own
values/attitudes…with…
Who is affected? In which way?
What might their feelings be?
Imagine you could/would/were….
What/Where could be the
reason?
Could it be different? Why (not)?
Name differences and things we
have in common.
creative approach:
simulation, scenario
activities
self-reflective approach:
biography work and selfreflection( diary, portfolio)
simulation
role play and simulations
and scenario activities
critical incidents
interactive approach:
face-to-face-encounters
field trips
school exchanges
real time communication
conflict-solving exercises
I. Explorative approach
Task-based learning and project-work is an established method of teaching in complex situations with a
complex task applying creative problem-solving techniques.
If you are looking for tasks use themes and topics being already there and build projects around
authentic real-life themes. You can rely on modern textbooks providing plenty of subject-bound themes
and topics to build on in order to develop cross-curricular project work.
To enhance students' self-esteem find challenging activities that require skills (surveys, interviews,
observation tasks, reports, exhibitions). Set clear goals, and give constructive feedback focused on wellperformed activities and on progress. Encourage students’ initiative!
Make sure products are made public and are discussed such as by:
http://www.school-partnerships.eu
4





documentation (photos, videos, homepage, press-release at local newspaper, information tables
or columns at school)
presentation ( parents’ and/or sponsors’ evening, school development process)
discussion and reflection
feedback ( pupils’ involvement, colleagues)
evaluation
II. Analytic approach:
In class you can work with case studies, websites, school homepages, films, documents, photos and
pictures, children’s and young adult literature, and all kind of texts written by young learners from
other cultures. Encourage virtual and real time communication, prepare and interpret (together with
your students) e-mail communication. Combine topics with IT-knowledge.
It is important to integrate diversity into every topic or unit and to give time to examine texts and
topics from different viewpoints. Encourage students to identify with different points of view (Who is
affected? In which way? What might his/her/their feelings be?).
It is important to adapt material to students’ age and their interests and to find teaching material that
enables students to reflect on attitude and feeling and to change perspective. Short videos can enhance
critical awareness (showing daily situations in the street, in a restaurant, in the flat, at the table, at
school…).
If available- texts, activities and videos might in fact be less curriculum-bound and time –consuming,
they are still very motivating.
To prevent misunderstandings in the process of analysing texts and documents it is important to
provide knowledge in form of additional (historical, economic, political and societal) facts and
information.
III. Creative approach:
Activities for intercultural learning try to develop the “right” intercultural attitude through activities
and games, role plays and simulation. They try to keep the students motivated by enabling them to
identify with the topic that is dealt with.
They work with emotions and the affective part of learning. For intercultural learning this is especially
important because talking about critical incidents and prejudices is otherwise likely to turn into a
delicate matter.
Group dynamics in (a multi-cultural) class can help training the sense of empathy and role-switching.
IV. Self-reflective (and explorative) approach:
While your students are abroad, they should be rather discoverers than tourists, so they need
challenging tasks again. Encourage skills of observation to enable students to understand and to
compare. Perception and observation are the first steps to critical awareness- so give opportunities and
space to explore. Make sure that tasks are fulfilled in mixed national groups or bi-cultural tandems of
the same interest.
http://www.school-partnerships.eu
5
Students will need enough free social time to meet in peer-groups, but also structured activities such as
guided interviews or a structured daily diary.
Diaries are a good tool to make students reflect on their subjective and individual experiences.
According to students' age diaries can be more or less structured. After the face-to-face encounter they
can be explored in class.
V. Simulation
Gaining knowledge, skills, and critical awareness in language classes is easy with activities of the kind
role-play/ simulation/ debating activities etc. Yet it is important to prepare students to encounter
differences without feeding prejudices. If not properly applied, the approach “critical incident” might
feed prejudices rather than help to avoid them. You can’t deny prejudices, but you can reflect on them.
VI. Interactive approach
Of course it is the goal of each partnership to lead to face-to-face-encounters, field trips and school
exchanges. But in modern partnerships the capacity for new technologies has widened the reach of
international partnerships to countries at the far end of the world which are not easy to reach
otherwise.
More and more teachers may find themselves working with colleagues from these countries in
virtually real time communication opportunities provided by the worldwide net.
It is important to prepare students linguistically and to give them plenty of opportunity to experience
the language as a means of authentic communication. For this purpose teachers should use real and
authentic situations to teach communicative strategies (ex: how to refuse politely, how to accept an
invitation, how to enquire for information). Conflict-solving exercises are a good training field in the
classroom.
After all, teachers should always remember that fluency and not accuracy is the aim of communicative
and linguistic preparation.
Teacher’s role or attitude and learning atmosphere
“…The teacher has a role in structuring the learning experience, in helping learners to analyze their
responses, and in ensuring that the “culture shock” is productive and not overwhelming and
negative….” (Byram, 1997)
“What language teachers need for the intercultural dimension is not more knowledge of other
countries and cultures, but skills in promoting an atmosphere in the classroom which allows learners
to take risks in their thinking and feeling. Such skills are best developed in practice and in reflection
on experience. They may find common ground in this with teachers of other subjects and/or in taking
part themselves in learning experiences which involve risk and reflection.” ...” The role of the
http://www.school-partnerships.eu
6
language teacher is therefore to develop skills, attitudes and awareness of values just as much as to
develop knowledge of a particular culture or country”.4
Teachers should therefore be able to create a learning atmosphere free of fear and mistake-orientation by
making emotional and affective learning possible. As perception according to the individual will always be
subjective according to students' age and biography and social background – they should be tolerant toward
the subjective expression of attitudes and values. The teacher should also be prepared that the acquisition of
intercultural skills and competences is a long-term process. Intercultural encounters do not necessarily lead to
success, and not automatically lead to intercultural competence- the circumstance under which the real
encounter takes place is important.
It is important for teachers to assume various roles in order to get learners emotionally involved and
motivated, very often it will be the role of a coach and facilitator rather than the traditional teacher. Sometimes
teachers can even participate in the learning process. Accompanying his/her students on field trips and school
exchanges he or she is not only organiser, manager, parent, mediator, financial expert, translator, doctor,
psychologist, consultant and animator but also representative of his/her own country, town, village and
culture.5
Before going abroad or receiving exchange students the following questions might be helpful:
o Should I communicate in German or in the target language?
o What am I supposed to do in case of culture shock?
o How can I deal with conflicts?
o What about my role as language teacher?
o Do I need more tolerance than in class? In which way?
o What is my role in comparison to the other teacher, the accompanying parents, the host family and
the German students there?
Motivation is a key factor, as tasks and activities are not curriculum-bound and therefore will often not be
assessed.
So make sure you provide plenty of extrinsic motivation by bonuses, budgets, mobility activities, certificates
and by making clear the linguistic benefit. You may succeed in enhancing intrinsic motivation by arising
young people’s curiosity (Imagine - somebody wants to get to know you).
Give away responsibility, make sure students are in charge and get attention, that they can show themselves
(empowerment).
Make the state of flow, fun and enjoyment possible! You will experience it yourself!
4
Michael Byram, Bella Gribkowa, Hugh Starkey: Developing the intercultural dimension in language teaching. A
practical introduction for teachers. Council of Europe, Strasbourg 2002, p.13 and 34
5
see: Burwitz-Melzer,E.: Crossing Borders on Tiptoe. Interkulturelles Lernen für Anfänger. In: Der
Fremdsprachliche Unterricht Englisch 1/2000
http://www.school-partnerships.eu
7
References and further reading:
Burwitz-Melzer.E.: Crossing Borders on Tiptoe. Interkulturelles Lernen für Anfänger. Der
Fremdsprachliche Unterricht Englisch 1/2000
eTwinning: Students in eTwinning projects. Casestudies May -November 2011, published by Zentrale
eTwining Koordinierungsstelle (CSS) www.etwinning.net European schoolnet, November 2011
Frank Haß (Hrsg.), Werner Kieweg, Margitta Kuty, Andreas Müller-Hartmann: Fachdidaktik Englisch
Klett Stuttgart 2006
Grosch,Harald/ Groß,Andreas/Leenen,WolfRainer(2000) Methoden interkulturellen Lehrens und
Lernens. Saarbrücken: ASKO Europa-Stiftung.
Küppers, Almut and Pearson, Joseph: Taking the Best from Each World'Third Cultures Kids' (TCK):
raised in Germany with serveral cultures. In: Praxis Englisch, 5/2209
Language teaching - a practical introduction for teachers, Council of Europe Strasbourg 2002, pdf
document in http://www.google.de/search?sourceid=navclient&hl=de&ie=UTF-page 41/42
Müller-Hartmann, A. and Grau, M.: Nur Tourist sein oder den Dialog wagen? In: Interkulturelles Lernen
in der Begegnung. Der fremdsprachliche Unterricht Englisch FU 70/2004
Müller-Hartmann, Andreas und Schocker von Ditfurth, Marita: Introduction to English Language
Teaching, Stuttgart 1992
http://www.school-partnerships.eu
8