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Data from 50 students across three semesters are analyzed through Byram’s five IC domains, combining pre- and post-questionnaire results with records of instructional delivery. Quantitative findings show significant change in IC skill domains, while qualitative evidence highlights IC-related attitudes and knowledge tied to perspective-taking. Integrated interpretation informs culture-and-language pedagogy on consciousness-raising strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-and-evaluating-language-learners-intercultural-competence-cultivating-perspective-taking/600896/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-and-evaluating-language-learners-intercultural-competence-cultivating-perspective-taking/600896.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional module supports students in building intercultural competence?","Question",{"text":112,"@type":113},"A module based on student ethnographic interviews with native French speakers is used to elicit the interviewees’ perspectives in a French conversation course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students’ intercultural competence changes evaluated?",{"text":117,"@type":113},"Pre- and post-questionnaires and instructional delivery documentation were analyzed through Byram’s five domains of intercultural competence using mixed methods.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest for language and culture educators?",{"text":121,"@type":113},"Findings indicate meaningful development in key skill domains and reveal attitudes and knowledge linked to perspective-taking, supporting consciousness-raising pedagogical strategies for advancing IC.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600896,1792191746,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","5  \nDeveloping and Evaluating Language Learners’Intercultural Competence: Cultivating Perspective-Taking  \nKristin Hoyt  \nKennesaw State University  \nAbstract  \nThis study investigates the development of intercultural competence (IC) in a university French conversation class through a course module that features student ethnographic interviews with native French speakers. Data collected from 50 students across three semesters are examined through the lens of Byram’s (1997) five domains of IC and used as a framework to identify change in the development of students’ IC. This mixed-method study draws on quantitative and qualitative data from pre-and postquestionnaires along with data documenting instructional delivery. Quantitative results indicate significant change in the skills domains of IC (Skills of Interpreting and Relating and Critical Cultural Awareness), and qualitative data point to IC-related attitudesand knowledge associated with perspective-taking. Analysis of findings by interpreting the convergence of quantitative and qualitative data yields implications for language and culture educators with respect to the impact of consciousness-raising pedagogical strategies for advancing IC.  \nKeywords: Intercultural competence, ethnographic interviews, pedagogy of culture  \nBackground  \nThe development of intercultural competence (IC) has come to the forefront in conceptualizing the teaching of languages, literatures, and cultures (Byram, 2008, 2010; Garrett-Rucks, 2013a; Kramsch, 1995, 2008; Liddicoat & Scarino, 2010, 2013; Scarino, 2008b, 2009, 2010). Teaching that is characterized by tenets of IC features learning experiences that go beyond teacher or textbook dissemination of information about cultural practices and products to address multiple cultural perspectivesand elicit meaningful cultural comparisons. As such, language learners must have opportunities to investigate the diverse perspectives behind cultural products and practices, from the point of view of natives of the target culture(s) . This approach to teaching culture goes beyond teaching a unilateral and fixed culture for a group of peoples and leaves behind the idea of teacher as cultural expert. Moreover, an IC approach to the teaching of culture calls for language learners to deconstruct their own cultural perspectives – to acknowledge their own culture and its influence and impact on their capacity for seeing, understanding, and accepting the “other.” With  \n76 Dimension 2016  \nthese characteristics of IC pedagogy in mind, the present study investigates a module designed to foster opportunities for French language learners to advance their IC ina French conversation course.  \nThere is a long tradition of foreign language (FL) teachers adhering to practices that treat culture as a fifth and supplementary skill. Such approaches typically provide a sampling of products and practices ofthe culture(s) corresponding to the language of study for beginning levels, and highlight literature and media of the culture(s) for higher levels of study. Notwithstanding the rich portrayals of cultural meaning foregrounding the content of these courses, student assignments predominantly center on acquiring knowledge and information about the exemplified cultures.1 Nearly four decades ago, Robinson (1978) reproached the profession for its “magic-carpetride-to-another-culture” mindset that assumed language study is a key to unlock mutual understanding of cultures. Ineffectual and superficial exposure to culture is underscored by research examining the impact of the national FL standards over the past decade, which found that the cultural framework of the Cultures Goal is notably underrepresented or misrepresented by FL teachers across the profession (Phillips & Abbott, 2011). Indeed, ACTFL’s refreshed national FL standards (National Standards Collaborative Board, 2015) highlight the IC-aspect of the Cultures standards, reflecting the need for language learners to explore the","cbCaims18mbm3sqJ","https://ap.wps.com/l/cbCaims18mbm3sqJ","pdf",281959,28,"English","# Abstract\n# Background\n# Research Questions\n# Literature Review","[{\"question\":\"What instructional module supports students in building intercultural competence?\",\"answer\":\"A module based on student ethnographic interviews with native French speakers is used to elicit the interviewees’ perspectives in a French conversation course.\"},{\"question\":\"How were students’ intercultural competence changes evaluated?\",\"answer\":\"Pre- and post-questionnaires and instructional delivery documentation were analyzed through Byram’s five domains of intercultural competence using mixed methods.\"},{\"question\":\"What do the results suggest for language and culture educators?\",\"answer\":\"Findings indicate meaningful development in key skill domains and reveal attitudes and knowledge linked to perspective-taking, supporting consciousness-raising pedagogical strategies for advancing IC.\"}]","Developing and Evaluating Language Learners’ Intercultural Competence - Cultivating Perspective-Taking | PDF",1792091593,71]