A Pragmatist Perspective on Building Intercultural Communicative Competency
From Theory to Classroom Practice
Bibliographic Data
| ID | 8936623 |
|---|---|
| Authors | Aleidine J Moeller (University of Nebraska–Lincoln, corresponding author), Sarah R Faltin Osborn (University of Nebraska–Lincoln) |
| Year | 2014 |
| Volume | 47 |
| Issue | 4 |
| Pages | 669-683 |
| Publication date | 2014-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12115 |
| OpenAlex | W2048261263 |
| Language | EN |
| Citations received | 11 |
| References cited | 13 |
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom
CLARITY · Communicative language teaching · Epistemology · Foreign language · Intercultural communication · Language education · Linguistics · Pedagogy · Perspective (graphical · Pragmatism · Sociology · Computer Science · EFL/ESL Teaching and Learning · International Student and Expatriate Challenges · Philosophy · Psychology · Second Language Learning and Teaching
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The Multilingual Subject
| Unique citing works | 11 |
|---|---|
| Citations per year | 1 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 11 |