Speaker
Abstract section 5: References
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Multilingual Matters.
Deardorff, D. K. (2006). Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization. Journal of Studies in International Education, 10(3), 241–266. https://doi.org/10.1177/1028315306287002
Abstract section 4: Outcomes/results
Through examples of classroom activities and assignments, the presentation illustrates how students analyze intercultural communication problems, practice communication strategies, and reflect on their own cultural assumptions. Participants will gain insights into how an integrated curriculum can link theoretical knowledge with communicative practice and reflection. The session will provide practical ideas for designing ICC-oriented courses that incorporate experiential and reflective learning in higher education contexts.
Abstract section 2: Contribution/research questions
This practice-oriented presentation introduces the design and implementation of an integrated ICC curriculum at a Japanese university. The presentation demonstrates how multiple courses can be structured to connect theoretical learning, communication practice, and applied intercultural analysis in a coherent program.
Abstract section 3: Content/method
The presentation outlines three interconnected courses: Intercultural Communication Studies, Communication in Additional Languages, and Strategies for Intercultural Communication. These courses respectively focus on theoretical foundations, communication practice, and applied analysis of intercultural situations. The presentation explains how classroom activities such as case studies, discussions, role-plays, and reflective assignments are coordinated across the curriculum.
Abstract section 1: Relevance
Developing intercultural communicative competence (ICC) has become a key objective of higher education in increasingly multicultural and globalized societies. Research suggests that effective ICC education should integrate cultural knowledge, communication skills, and reflective learning (Byram, 1997; Deardorff, 2006). In practice, however, these components are often taught separately within university curricula, creating a gap between theoretical understanding and communicative practice. Addressing this challenge requires curricular designs that connect theory, practice, and reflection in a coherent learning process that supports students’ development of intercultural communicative competence.
| Title | An Integrated Curriculum for Developing ICC |
|---|---|
| Teaching Context | College and university education |