Fostering and assessing Intercultural Communicative Competence. A multi-perspective reflective observation.

Abstract

Following the European Commission's indications, this dissertation aims to clarify, as well as identify, the key competences for living in an increasingly inter-connected world, and to examine scientific literature. Recently the concept of Intercultural Communicative Competence (ICC) has gained considerable significance in the educational sector. However, despite growing international literature and the interest of European institutions, many gaps and limitations remain: there are misunderstandings and disagreements in terminology and on an operational level; questions inherent to education have not been reflected upon appropriately; and educational measurements that are often summative and restrictive have been applied. This is why the urgent need has emerged to reflect in a holistic way on the concept of ICC. When it comes to ICC assessment, there are a host of open questions that await some more definite answers. There is extensive debate as to whether IC can be assessed in a valid and reliable way. This thesis takes on board the complexity of the field by exploring and reflecting on the numerous ICC assessment tools currently researched and employed. In particular, it examines the potential of dynamic assessment to develop student ICC.