Intercultural
Competence

Intercultural Competence is the ability to relate effectively and appropriately with people from different cultural backgrounds and across cultural contexts. In LINC programs, where learners acquire language skills for community, educational and workplace settings, it is equally important to foster intercultural competence by explicitly teaching the knowledge, language, skills and attitudes necessary for living and working in a diverse and multicultural country such as Canada.

Developing intercultural competence is an active, intentional process that takes time. Instructors and other professionals working with newcomers to Canada can model intercultural competence by reflecting on the ways their own culture has shaped their identity and worldview, and displaying genuine interest in and respect for other ways of being.

Note that intercultural communicative competence can be distinguished from intercultural competence in that it “focuses attention on communicative competencies, especially the sociocultural element” (ATESL, 2011). It combines linguistic and cultural understanding, awareness, abilities and perspectives that each learner brings into the classroom. Learning activities that can promote intercultural communicative competence include having learners:

• compare and contrast differing cultural values, beliefs, behavioural patterns and expectations
• reflect on personal choices to resist or embrace aspects of Canadian culture
• learn about, engage in and celebrate diverse cultural traditions and customs

Model and teach the language and attitudes of intercultural competence at all CLB levels. For example, at Stage I and in EAL literacy, you can model acceptance, openness and curiosity about learners’ backgrounds, traditions and identities, and introduce learners to diverse Canadian traditions.

Stage II learners are able to engage in more detail with issues relating to culture and society, but this doesn’t necessarily translate to a higher level of intercultural competence. Instructors at Stage II should follow the same intentional and explicit steps to teach the knowledge, skills and attitudes related to intercultural competence.