Teaching and assessing intercultural communicative competence
Abstract
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.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Intercultural communicative competence involves attitudes such as openness and curiosity, knowledge of cultural practices, and skills of interpreting and relating meanings across cultures.
“Drawing on Byram's framework, ICC involves several interrelated components, including attitudes (such as openness and curiosity), knowledge of cultural practices, and skills of interpreting and relating meanings across cultures (Byram, 2021;Sercu et al., 2022;Deardorff, 2006).”
From TEACHER TALK AND CLASSROOM DISCOURSE IN INDONESIAN EFL TEACHING: AN INTERCULTURAL PERSPECTIVE (2026) · cites this paper as Byram, 2021
Intercultural communicative competence develops not only through exposure to cultural content but also through interactional practices in which learners actively participate.
“As argued by Michael Byram (2021), intercultural communicative competence develops not only through exposure to cultural content but also through interactional practices in which learners actively participate.”
From TEACHER TALK AND CLASSROOM DISCOURSE IN INDONESIAN EFL TEACHING: AN INTERCULTURAL PERSPECTIVE (2026) · cites this paper as Byram, 2021
Cited by
Sorted by citations
Cross-cultural competence in international business: toward a definition and a model
Johnson, J. P., Lenartowicz, T., & Apud, S. (2006) · Journal of International Business Studies · doi:10.1057/palgrave.jibs.8400205 · Cited by 909 · see citing works
Shin, J., Eslami, Z. R., & Chen, W.-C. (2011) · Language, Culture and Curriculum · doi:10.1080/07908318.2011.614694 · Cited by 241 · see citing works
Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions
Griffith, R. L., Wolfeld, L., Armon, B. K., Rios, J., & Liu, O. L. (2016) · ETS Research Report Series · doi:10.1002/ets2.12112 · Cited by 211 · see citing works
“The results demonstrated that Byram’s (1997) definition of ICC, which focuses heavily on language proficiency, was the highest rated (M = 3.”
BackgroundInfluentialTajeddin, Z., & Teimournezhad, S. (2015) · The Language Learning Journal · doi:10.1080/09571736.2013.869942 · Cited by 185 · see citing works
Walkington, H., Dyer, S., Solem, M., Haigh, M., & Waddington, S. (2018) · Journal of Geography in Higher Education · doi:10.1080/03098265.2017.1379060 · Cited by 67 · see citing works
Poole, A. (2016) · Cogent Education · doi:10.1080/2331186x.2016.1156242 · Cited by 46 · see citing works
“However, ICC develops this approach in significant ways by critiquing the native speaker model which effectively forces the language learner to give up their L1 identity (Byram, 1997).”
BackgroundTeachers’ intercultural competence: A requirement or an option in a culturally diverse classroom?
Álvarez Valdivia, I. M., & González Montoto, I. (2018) · International Journal of Inclusive Education · doi:10.1080/13603116.2017.1377298 · Cited by 41 · see citing works
ICT integration in FLT: An analysis of TPACK implementation in Spanish primary teacher education.
Gómez Sánchez, T. F., Bobadilla-Pérez, M., Rumbo Arcas, B., Fraga-Viñas, L., & Galán-Rodríguez, N. M. (2024) · Digital Education Review · doi:10.1344/der.2024.45.214-221 · Cited by 4 · see citing works
TEACHER TALK AND CLASSROOM DISCOURSE IN INDONESIAN EFL TEACHING: AN INTERCULTURAL PERSPECTIVE
Qothrunnada, Z., & Rini, S. (2026) · ELLTER Journal · doi:10.22236/ellter.v7i1.22465
- Authors
- Byram, M.
- Corresponding author
- Byram, Michael
- ORCID
- Byram, Michael
- Venue
- Multilingual Matters eBooks
- Publisher
- Multilingual Matters
- Published
- 2020-12-31
- OpenAlex
- W1535460495
- Cited by
- 3,286
- References
- 0
- Citations by year
- 2026: 66 · 2025: 210 · 2024: 184 · 2023: 274 · 2022: 237 · 2021: 240 · 2020: 229 · 2019: 220 · 2018: 203 · 2017: 160 · 2016: 191 · 2015: 151 · 2014: 151 · 2013: 154 · 2012: 127
- FWCI
- 197.01
- Type
- book
- Language
- en
- Open access
- closed
- Locations
- Multilingual Matters eBooks (publishedVersion)
- Topics
- Social Sciences › Communication › Language, Communication, and Linguistic Studies
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistic Education and Pedagogy
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- intercultural communicative competence, intercultural communication, language teaching, language assessment, curriculum development, lesson planning, Michael Byram
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
