Integrating intercultural competence into language learning through technology

Culture has long been seen as a fundamental component of language learning. While its importance is universally recognized, there is no consensus on what the term encompasses, how culture should be integrated into language instruction, or on what role technology can and should play in that process. In this column, we will be looking at the latter issue, at the ways in which technology can support teachers and learners as they seek to understand language through culture and culture through language. In particular, we will look at the growing interest in moving beyond traditional representations of culture in the classroom (i.e., the cultural products and traditions of the target language) to the concept of intercultural communication competence (ICC), defined by Alvino Fantini as “the complex of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different from oneself” (2005, p. 1). In addition to looking at the most common approach to providing intercultural experience and learning to students—through telecollaboration—we will also look at new opportunities afforded by technological change. This will include some discussion of assessment options.