A critical discussion of Byram’s model of intercultural communicative competence in the light of bildung theories

Hild Elisabeth Hoff

doi:10.1080/14675986.2014.992112

Abstract

Inherently concerned with the personal and cultural development of individuals, intercultural competence can be regarded as an inseparable aspect of Bildung. However, while scholars have acknowledged the affiliation between these two concepts, what remains to be investigated is the extent to which notions of Bildung are incorporated in theoretical models of intercultural competence. This is an important aspect to study because such models constitute the foundation for how intercultural competence is understood as an educational goal. The present article examines Byram’s model of intercultural communicative competence, which has been particularly influential within the field of foreign language didactics. The article investigates how this model corresponds to Bildung theories in its description of the ideal encounter between Self (own culture) and Other (foreign cultures), and discusses the learning processes which may be involved. Relying on the theoretical perspectives of Gadamer, Bakhtin, Ricoeur and Klafki, the article argues that, while central aspects of Bildung are evident in Byram’s model, they are downplayed through its emphasis on harmony and agreement. The article further stresses the importance of regarding conflict, ambiguity and difference not solely as challenging aspects of the intercultural encounter, but as potentially fruitful conditions for profound dialogue between Self and Other.

Highlights

Background of the ProjectThe issues addressed in the introductory passages of this thesis are linked to how policy makers and teachers regard the purpose of education
If we look towards the field of L1 education, we find a number of studies which are of interest in relation to the research presented in Article 3, as they include analyses of upper secondary classroom dialogues about literature
This study shows that the participants establish a sense of community through the conversations, for instance by using each other as support when confronted with aspects of the text that they do not understand, and that the discussions function as “a forum where various identityconstruction practices take place” (p. 3)

Summary

Introduction

Background of the ProjectThe issues addressed in the introductory passages of this thesis are linked to how policy makers and teachers regard the purpose of education. The Norwegian philosopher Hellesnes (1992) points out that it is perfectly possible to spend years at school without being exposed to teaching which promotes Bildung This is a pressing concern in school today, since curricula in all subjects and levels of education have become increasingly utilitarian due to a focus on standardisation and testability (Byram, 2010; Fenner, 2017; Tornberg, 2013). Sjøberg (2014) describes this development as a political project rather than a pedagogical one, and he claims that it is based in a desire among international stakeholders to generate productive contributors to a globalised economy He further argues that a narrow focus on “efficient” methods of teaching and learning may lead to a reductive and utilitarian understanding of knowledge, in which the training of practical and measurable skills is emphasised at the expense of more elusory Bildung aims

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