Intercultural Communicative Competencies and Cultural Exhibition
If culture is understood as the set of values, world visions, behavior, traditions, artistic expressions and behaviors of a certain group of people, in convenient to distinguish two concepts that often generate confusion: multiculturalism and interculturality. The concept of multiculturalism implies the existence of two or more cultures in a territory without necessarily having interaction between them, in the words of Klopp and Zank (2000), this concept implies coexistence but not necessarily cooperation or integration. On the other hand, interculturality implies that two cultures coexist generating relationship and communication between them and as points out Kim (2009), this concept goes beyond tolerance and mutual understanding because it implies the generation of innovation and knowledge, as well as theinvolvement and rethinking ideas for the benefit of communities.
In the level of tongues teaching, interculturality also plays an important role because it is considered an important competence for effective communication, integration and understanding of different realities in order to make the learning of a language more effective and fluidWhen human groups live with different characteristics (Bugnone, 2015). Thus, the term intercultural communicative competence that implies the use of the language is born a different communicational situations and social functions through a process of interaction in a certain context where they exchange meanings and symbols between two cultures through a common codewhere the identity of the interlocutors (Johnson, 2004) is put into play.
Byran (1997) highlights the importance of intercultural education because the individual in the communication process with counterparts from other cultures develops the ability to adapt and insert itself in different contexts, generating information exchange as well as constructive and positive relationships within a mediumAlthough they can coexist different identities and visions.
In the specific case of the teaching of foreign languages, it was the same byran and collaborators (2001) who pointed out that interculturality should not be seen as problems but on the contrary, as an opportunity for teachers to bring to the classroom,Although partially, elements of the culture belonging to the language that is being taught so that the students themselves have more awareness of their own values and visions so that they critically see their own behavior and thus urge them to investigate on their own elements elementsKey of culture that is being learned, understanding that language and culture are inseparable elements.
Following in line with the author, for the purpose of this research, the cultural exhibition in a foreign country is not enough, as is the case of students subject to study, so that there is cultural understanding and improvements in linguistic competence, on the contrary, theFeelings that a foreigner feels in another land can be related to resistance and space rejection when he comes from a country developed to one on the way of development.
Bibliography
- Bugnone, Ana. (2015). Language, culture and interculturality in the teaching of foreign languages.
- Byram, m. (1997). Teaching and Asssessing Intercultural Communicative Competence. Clevedon: Multilingual Matters Ltd.
- Byram, m., Nichols, a., & Stevens, D. (2001). Intercultural Developing Competence in practice. Clevedon, England: Multilingual Matters.
- Johnson, m. (2004). A Philosophy of Second Language Acquisition. New York: Vail Ballou Press.
- Kim, t. (2009). Transnational Academic Mobility, Internationalization and Interculturality in Higher Education. Intercultural Education, 20 (5), 395–405.
- Klopp, b. & Zank, W. (2000). The German Melting-Pot: Multiculturality in Historical Perspective. German Studies Review
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