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Philologia Hispalensis 39/1 (2025) 255-276
(CC BY-NC-SA 4.0)
INTERCULTURAL COMMUNICATIVE COMPETENCE:
CURRENT TRENDS AND CRITICAL DIMENSION
COMPETENCIA COMUNICATIVA INTERCULTURAL:
TENDENCIAS ACTUALES Y DIMENSIÓN CRÍTICA
Jacqueline Ga cía Bo e o
Uni e sidad del Quindío
jga [email protected]
0000-0002-9850-7947)
Ma ga i a Alexand a Bo e o Res epo
Uni e sidad del Quindío
mabo e [email protected]
0000-0001-7534-3874
C is ian Camilo Reyes-Galeano
Uni e sidad del Quindío
cc [email protected]
0000-0002-7447-153X)
Ye ay González-Plasencia
Uni e sidad de Salamanca
ye a[email p o ec ed]
0000-0002-1757-2932
Recibido: 25-07-2024 | Acep ado: 18-10-2024
Cómo ci a : Ga cía Bo e o, J., Bo e o Res epo, M. A., Reyes-Galeano, C. C. y González-Plasencia,
Y. (2025). In e cul u al communica i e compe ence: cu en ends and c i ical dimension.
Philologia Hispalensis, 39(1), 255-276. h ps://dx.doi.o g/10.12795/PH.2025. 39.i01.10
Abs ac
This a icle epo s a sys ema ic e iew o In e cul u al Communica i e Compe ence
(ICC) in he ield o o eign language eaching and lea ning wi h he aim o iden i ying
endencies in ICC esea ch. Based on he PRISMA me hodology (U ú ia & Bon ill, 2010),
he e was conduc ed an analysis o 79 esea ch and e lec ion a icles w i en be ween
2010 and 2022 which me all he c i e ia es ablished in a sea ch p o ocol. The sea ch was
256 J. Ga cía Bo e o / M. A. Bo e o Res epo / C. C. Reyes-Galeano / Y. González-Plasencia
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de eloped in wo phases. The i s phase places emphasis on iden i ying a ious ends
ega ding ICC and he second one ocused on he c i ical dimension o ICC. The analysis o
all he s udies lead o he iden i ica ion o se e al challenges ha could be assumed om
u u e esea che s: app oaching ICC om a c i ical pe spec i e, implemen ing inno a i e
s a egies o he de elopmen o ICC, analyzing ICC in o policies and cu iculums.
The o ay in o his ield b oadens he iew o wha language eaching should be in he
educa ion o omo ow.
Keywo ds: In e cul u al Communica i e Compe ence, o eign languages, PRISMA
decla a ion.
Resumen
Es e a ículo p esen a una e isión sis emá ica de la Compe encia Comunica i a
In e cul u al (CCI) en el campo de la enseñanza y el ap endizaje de lenguas ex anje as
con el obje i o de iden i ica endencias in es iga i as en la in es igación de la CCI. Con
base en la me odología PRISMA (U ú ia & Bon ill, 2010), se ealizó un análisis de 79 a í-
culos de in es igación y e lexión esc i os en e los años 2010 y 2022 que cumplie on con
odos los c i e ios es ablecidos en un p o ocolo de búsqueda. La búsqueda se desa olló en
dos ases. La p ime a ase puso én asis en las endencias in es iga i as en el campo de la
CCI y la segunda se cen ó especí icamen e en la dimensión c í ica de la CCI. El análisis de
odos los es udios condujo a la iden i icación de a ios desa íos que pod ían se asumidos
po los u u os in es igado es: abo da las CCI desde una pe spec i a c í ica, implemen a
es a egias inno ado as pa a el desa ollo de la CCI, analiza las CCI en polí icas y cu ícu-
los. La incu sión en es e campo amplía la isión de lo que debe ía se la enseñanza de idio-
mas en la educación del mañana.
Palab as cla e: Compe encia Comunica i a In e cul u al, lenguas ex anje as, decla ación
PRISMA.
1. In oduc ion
In e cul u al Communica i e Compe ence (he eina e , ICC), s udied om he
con ex o bilingual educa ion, is a opic o g owing in e es in ecen yea s, mainly
due o he con empo a y dynamics gene a ed by globaliza ion and by he pos -
pandemic socie y ha b ough along social, poli ical, economic, and cul u al
changes ha undoub edly c ea ed new communica ion scena ios. Thus, mig a o y
phenomena, he use o new echnologies as media ion in he educa ional ield
and, hence, he s udy o bilingualism as a linguis ic eali y ha pe mea es all he
dynamics o he cu en socie y, pa icula ly he school sys em, make he s udy o
language con ac ele an om di e en pe spec i es.
F om a sociolinguis ic pe spec i e, he s udy o ICC allows he analysis o he
complexi y o language and he di e en scena ios o con ac be ween languages-
cul u es and he linguis ic and cul u al iches ha con ibu e o he unde s anding
o he eaching and lea ning p ocesses. F om a psycholinguis ic pe spec i e,
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s udying ICC makes possible he unde s anding o bilinguali y, p ope ly speaking,
such as he indi iduals’ in e cul u al compe ence, sel - ecogni ion, cul u al iden i y
and, o e all, he ecogni ion o indi iduals and hei abili ies o communica e in an
inc easingly in e connec ed wo ld.
This a icle o e s a gene al pano ama o ICC cu en endencies iden i ied in he
li e a u e making emphasis on all he s udies ha b ing he c i ical dimension in o
discussion. This sys ema ic e iew gi es educa o s, esea che s and policy make s
challenges and oppo uni ies in he ield o o eign language educa ion o be e
eaching and lea ning p ocesses in e e y educa ional con ex .
2. Li e a u e e iew
Al hough he li e a u e uses he e ms IC (in e cul u al communica ion) and
ICC as synonymous, his a icle adhe es o he ICC concep gi en ha – as
indica ed by By am (1997) – his is he e m ha in ol es he in e ac ion wi h a
o eign language. ICC has been de ined by mul iple au ho s as an abili y o ca y
ou adequa e and e ec i e communica ion wi h people om o he cul u es
(By am, 1997; Fan ini & Ti mizi, 2006; Oli e as Vilaseca, 2000) and as an abili y o
communica e app op ia ely, bea ing in mind a ec i e, cogni i e, and p ocedu al
dimensions (Benne , 2008; Meye , 1991; Vilá Baños, 2005; Wiseman, 2002). In his
ega d, Wiseman explains “ICC compe ence in ol es he knowledge, mo i a ion
and skills o in e ac e ec i ely and app op ia ely wi h membe s o di e en
cul u es” (Wiseman, 2002: 208); on his pa , Benne desc ibes ICC as “a se o
cogni i e, a ec i e and beha io al skills and cha ac e is ics ha suppo e ec i e
and app op ia e in e ac ion in a a ie y o cul u al con ex s” (Benne , 2008: 97).
Resea ch on ICC p oposes cul u e and iden i y as insepa able elemen s in bilingual
p ocesses (Bo ghe i, 2019; He e a Pineda, 2018; He e a-To es & Pé ez-Gue e o,
2021; So o-Molina & Méndez-Ri e a, 2021); he use o echnology as inno a i e
s a egy o p omo e ICC e ec i ely (Manzana es T ique , 2020; Zadie al., 2021);
s udy o mino i y languages as s a egy o s eng hen cul u al iden i y (Howa d-
Mal e de, 1998; Sumon e, 2020); new ins umen s o analyze ICC (González
Plasencia, 2019).
The s udy o ICC and i s ela ionship wi h o eign language eaching and lea ning
shows ha 2021 is he yea wi h mos in es iga ions epo ed in he li e a u e
( ollowing he sea ch p o ocol s ablished)1, as e idenced in Figu e 1.
1 This sea ch p o ocol is explained wi h mo e de ailed in he Me hodology sec ion (§3).
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Figu e 1
Numbe o publica ions consul ed om 2010 o 2022
No e. O iginal esea ch da a.
Shen (2021) s a es ha , al hough globaliza ion has aised in e es in he s udy o
ICC, i was he a i al o he COVID-19 pandemic ha inc eased i s s udy, mainly
h ough he media ion o echnology in he educa ional ield, which allowed o
g ea e in e ac ion among di e en cul u es. Recen ly, he s udy o ICC con inues
o gain in e es , and a signi ican numbe o in es iga ions now cen e hei analysis
on he c i ical dimension o ICC (Agui ee al., 2022); pedagogical s a egies o he
de elopmen o ICC (Nguyen, 2022; Villegas Pa edese al., 2022); analysis o cul u al
aspec s in he w i ing by college s uden s (Cas illón-He nándeze al., 2022); and
measu emen ins umen s o he IC (Luo & Chan, 2022).
The eby, his a icle in oduces he analysis o di e en s udies in he ield o ICC
and bilingual educa ion, conside ing he ollowing guiding ques ions:
1. Wha a e he esea ch ends on he in e cul u al communica i e
compe ence (ICC) in he ield o o eign language eaching?
2. How is he c i ical dimension included in ICC s udies?
3. Me hodology
This sec ion accoun s o he me hodological p ocedu e ca ied ou o de elop he
sys ema ic e iew. I includes he explana ion o he sea ch p o ocol and he esul s
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ob ained in each o he ou s eps de eloped (iden i ica ion, sc eening, eligibili y
and inclusion).
This sys ema ic e iew adhe ed o he PRISMA decla a ion (U ú ia & Bon ill,
2010). The e iew was de eloped in wo phases. The i s one places emphasis
on iden i ying a ious ends ega ding ICC and he second one ocused on he
c i ical dimension o ICC. In bo h phases o he s udy, he p o ocol s ablished he
ollowing inclusion c i e ia: s udies conduc ed in English and Spanish on ICC, in
all school con ex s – na ionally and in e na ionally – since 2010 o he p esen and
which ollowed he con en a iables es ablished (ICC, o eign language, bilingual
educa ion/ c i ical dimension, c i icali y). The p incipal exclusion c i e ion
es ablished he ac o no ha ing open access o he a icles consul ed.
3.1. Phase 1. ICC ends in o eign language eaching
In his phase he sea ch s a egy used was he ollowing (“in e cul u al compe ence”
o “In e cul u al communica i e compe ence”) and (“ o eign language” o “Bilingual
T aining”).
—S ep 1. Iden i ica ion
The da abases consul ed in he iden i ica ion p ocess we e: Academic
sea ch, EBSCO, Science Di ec , J-ga e, Scielo, Sage, Ox o d and Scopus. Table
1 shows he numbe o a icles iden i ied.
Table 1
Da a bases consul ed in he i s phase
Da a bases A icles Pe cen ages
Academic sea ch 21 27,3%
EBSCO 20 26,0%
Science Di ec 20 26,0%
O he sou ces216 20,8%
TOTAL 77
No a. O iginal esea ch da a.
As shown in Table 1, a o al o 77 a icles we e iden i ied using he sea ch
s a egy a o emen ioned. This i s p ocedu e was ca ied ou conside ing
2 J-ga e, Scielo, Sage, Ox o d, Scopus.
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he i les and abs ac s o each s udy o de e mine hei cohe ence wi h he
c i e ia es ablished.
—S eps 2 and 3. Sc eening and eligibili y
In he p ocess o sc eening (which includes he dele ion o duplica es) and
eligibili y (which is a comple e eading o he ex s o e i y he inclusion c i-
e ia) 16 a icles we e excluded. Thus, 61 a icles we e pa o he s udy.
3.2. Phase 2. ICC and c i ical dimension
In he second phase, he sea ch s a egy used was (“in e cul u al compe ence”
o “in e cul u al communica i e compe ence”) and (“c i icali y” o “c i ical
dimension”)
—S ep 1. Iden i ica ion
In he iden i ica ion p ocess i was possible o selec a o al o wen y- wo
(22) a icles in he Web o Science (WOS), SCOPUS and Academic Sea ch da-
abases as shown in Table 2.
Table 2
Da a bases consul ed in he second phase
Da a bases A icles Pe cen ages
WOS 8 36,36%
SCOPUS 6 27,28%
Academic Sea ch 8 36,36%
TOTAL 22
No e. Au ho s’ c ea ion.
—S ep 2 and 3. Sc eening and eligibili y
In he p ocess o sc eening and eligibili y 4 a icles we e excluded because
hey co esponded o duplica es in he di e en da abases. Thus, a o al o
18 a icles made pa o he e iew. Figu e 2 summa izes he p ocess de elo-
ped in he wo phases.
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Figu e 2
Phase 1 and 2
No e. Au ho s’ c ea ion.
As shown in he diag am, a o al o 79 a icles we e included in bo h phases.
In phase 1 se e al endencies we e iden i ied, including: he coun ies whe e ICC
is mos s udied, he me hodology implemen ed in ICC s udies, and he con ex s
whe e ICC is mos ly analyzed; in phase 2 i was possible o analyze how is ICC om
i s c i ical dimension app oached in FL se ings.
4. Resul s and discussion
4.1. Phase 1. ICC esea ch ends
Add essing he i s ques ion: Wha a e he esea ch ends on he in e cul u al
communica i e compe ence (ICC) in he ield o o eign language eaching? I was
possible o iden i y se e al endencies as shown below:
4.1.1. ICC and esea ch me hodologies
One o he i s endencies a ound ICC and bilingual educa ion deals wi h he
esea ch me hodology. Mos o he s udies in his ield we e conduc ed p ima ily
om a quali a i e pe spec i e (n=25; 40,99%); ew s udies add essed said a iable
om a quan i a i e (n=9; 14,75%) o mixed pe spec i e (n=11; 18,03%), and mos o
he pape s co esponded o e lec ions and e iew pape s (n=16; 26,23%).
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S udies ha ocused on he quali a i e and mixed syn hesis inqui ed mainly on
he a i udes, pe cep ions, and concep ions o s uden s and/o eache s ega ding
he in e cul u al communica i e compe ence, as in he esea ch by Ponce de
Leão (2018) who desc ibes he pe cep ions, p o ile, and p ac ice o nine eache s
om schools in Po ugal abou ICC. The eache s in said con ex , acco ding o he
esul s, con inue o g an ele ance o he de elopmen o he communica i e
compe ence ( ocused on he linguis ic compe ence) and assume ha including he
cul u al aspec is ime consuming; hey exp ess hei desi e o con ibu e o he
de elopmen o ICC, bu his is no e lec ed in hei eaching p ac ice because hey
ha e no cla i y on he ype o skills ha mus be de eloped in s uden s o achie e
said goal. Likewise, English eaching, in his con ex , is associa ed mainly wi h
cul u al aspec s o he Uni ed S a es and he Uni ed Kingdom, lea ing he o he
Anglophone coun ies ou o s udy; his is e idenced in he ma e ials chosen by he
eache s. I is concluded, hen, he need o ain he eaching s a on ICC so hey
can b ing i e ec i ely o he class oom.
Żammi (2021) in he esea ch wi h Mal ese eache s eached simila conclusions.
Al hough eache s showed a posi i e a i ude wi h ega ds o he in oduc ion o ICC,
in hei eaching p ac ices he e is no eal didac ic ansposi ion in he class oom.
The o egoing due o he lack o aining in his opic. The au ho concludes by
highligh ing he need o de elop in e cul u al skills in o eign language eache s so
hey can in e ac e ec i ely wi h people om o he cul u es and, abo e all, so hey
can p omo e his skill in hei s uden s.
In his same line, Naidu (2020), in Aus alia, epo ed homogeneous indings in
a quali a i e s udy wi h 10 eache s o Indonesian as o eign language, which shows
he need o o mal aining o eache s, gi en ha al hough o icial documen s
and ins i u ional policies ecognize in e cul u ali y as an impo an aspec in he
cu iculum, con usion emains on he pa o he eaching s a ega ding he
language-cul u e ela ionship and, hence, a conscious p ac ice whe e cul u e is
in eg a ed in o he eaching and lea ning p ocesses is no ca ied ou e ec i ely.
F om a mixed app oach, and wi hin he Colombian con ex , he s udy by Pa iño
Rojase al. (2020) sough o iden i y belie s and pe cep ions abou he concep
o ICC o 241 s uden s om he hi d, i h, se en h, and nin h semes e s in he
English-F ench o eign language ca ee in a public uni e si y h ough a su ey
and a ques ionnai e o open ques ions o ocal g oups. F om his esea ch, i is
concluded ha he e is a need o in ol e ICC in a mo e solid way o consolida e a
c i ical in e cul u ali y and ha u u e p o esso s mus be mo e in o med abou
cul u al aspec s as cen al con en s in he communica ion p ocess. I also concludes
ha i is necessa y o ain p o esso s in he ield o o eign language eaching so
hey can consolida e in o hei p ac ice he language-cul u e ela ionship.
F om his same app oach, he esea ch by Pe ma asa i & And iyan i (2021) c ea ed
an ac ion plan o de elop ICC among college s uden s, gi en ha i ecognizes ha
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many English p o esso s, in Indonesia, do no in eg a e he eaching o he cul u e
and use didac ic and pedagogical ma e ials ha igno e he impo ance o cul u al
elemen s in eaching a o eign language. Shen (2021), also in he Asian con inen ,
p oposes a pedagogical s a egy o de elop ICC among college s uden s by
ecognizing ha “The pe sis ing p oblem is ha mos o he schola s ha e ocused
mo e on language abili y de elopmen while ew ha e paid on ICC de elopmen ”
(Shen, 2021: 188); his au ho c ea es a model o each ICC denomina ed “Online ICC
T aining Model”, which a e i s implemen a ion p o es ha ing posi i e e ec s on
he le el o in e cul u al communica i e compe ence o s uden s.
In he case o quan i a i e esea ch, he s udies owa ds ICC p ima ily epo
he le els o his compe ence eached by eache s and s uden s. I is he case o
he esea ch by Espinoza-F ei e & León-González (2021) who analyzed, om
he cogni i e, p ocedu al and a ec i e dimension, he ICC le el o 442 p ima y
educa ion eache s in Ecuado 3. The s udy a i es a conclusions qui e simila o
hose epo ed in quali a i e and mixed s udies; al hough he impo ance o ICC
is ecognized, he e a e s ill many weaknesses on how his knowledge is pu in o
p ac ice. Among he esul s o said s udy, medium o high le el o knowledge is
e idenced abou he egula o y amewo k ha suppo s in e cul u al educa ion,
bu low le el o knowledge abou he me hodologies inco po a ed in he class oom
o de elop ICC. In o he wo ds, he indings e idenced a e no cong uen among
he dimensions; e en hough high pe cen ages a e obse ed in he cogni i e and
a ec i e dimension, he opposi e is e iden in he p ocedu al dimension. Al onzo
De To a (2020), wi h his same me hodology and conside ing Fan ini’s model
(2006), assessed ICC om ou dimensions: knowledge, skills, a i udes, and cul u al
awa eness, and epo s he impac o mobili y p og ams in he de elopmen o ICC
o college s uden s in Spain. The esul s o his esea ch highligh ed he impo ance
o in e cul u al ins ances o didac ic s a egies ha pe mi con ac be ween na i e
and non-na i e s uden s o imp o e he skills o in e cul u al speake s.
The e lec ion and discussion a icles ound in he li e a u e emphasize on he
analysis o c i ical in e cul u ali y in cu icula policies and designs (Ga cía León
& Ga cía León, 2014)); he impo ance o eache aining o he de elopmen
o ICC (Quin iqueoe al., 2017); he need o de elop ICC in he o eign language
class oom (Fe nández Sánchez-Ala cos, 2021; No eña Peña & Cano Vásquez,
2020; Sánchez-To es, 2014; Rico T oncoso, 2018); and he inco po a ion o new
echnologies as s a egy o imp o e ICC (Ab il He nández, 2018; Hřebačko á, 2019;
McCloskey, 2012).
3 The ins umen used was a ques ionnai e o 34 ques ions g ouped in e e y dimension and o -
ganized in a Like scale om 0 o 10. The ques ionnai e was expe alida ed and pilo ed in he s u-
died con ex . To de e mine he eliabili y o he ins umen he C onbach’s Alpha coe icien es was
conduc ed.
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In Ko ea, based on he concep o in e cul u al c i ical consciousness –
p oposed by By am – Ahn (2015) ca ies ou an analysis o he eaching o English
in imme sion ields and sugges s ha al hough in hese con ex s he de elopmen
o In e cul u al ci izenship, his is an impo an ask o eache s and esea che s,
since i is possible o guide s uden s o c i ically in eg a e in o socie y and help
hei de elopmen h ough conc e e ac ions. The au ho con i ms he impo ance
o equipping s uden s o unc ion in a di e se wo ld, wi h he objec i e, among
o he hings, o o e coming s e eo ypes, unde s anding o he ness and p omo ing
he unde s anding o hei own cul u al alues.
Along he same lines, bu in he Colombian con ex , Calle Díaz (2017) ecognizes
ha bilingual aining con ex s a e an app op ia e scena io o p omo e he
de elopmen o global ci izenship since i is om hese a eas whe e g ea e di e si y
and con luence o di e en cul u es can be e iden . Likewise, he au ho sugges s
ha he social and poli ical dimensions should no be o eign o he educa ional
ield and ha i is he ole o he school o “educa e good ci izens” who assume a
pa icipa ion in he cons uc ion o socie y. In his sense, he au ho analyzes how
Colombian policies con ibu e o he p omo ion o global ci izenship and sugges s
ha al hough basic s anda ds o ci izen compe encies ha e been in oduced in
he cu icula, which a e based on peace and coexis ence, democ a ic pa icipa ion,
plu ali y, iden i y and he app ecia ion o di e ences; and he chai o peace
ha lays i s ounda ions in jus ice, human igh s, he sus ainable use o na u al
esou ces, his o ical memo y, among o he s, he discou se is s ill a om p ac ice
in he class ooms. Fu he mo e, as he au ho analyzes, ins i u ional policies adop
a supe icial iew o global ci izenship and adop basic le els o hose p oposed by
UNESCO o i s de elopmen in he class oom.
4.2.4. ICC o ien ed models
Finally, om he c i ical dimension o in e cul u al communica i e compe ence,
i was possible o iden i y s udies ha ha e con ibu ed o he o ien ed models o
he ICC. I is he case o he esea ch o Pa ks (2018) who, based on esea ch wi h
s uden s en olled in a deg ee p og am in Ge man a ou uni e si ies in he Uni ed
S a es and he Uni ed Kingdom, p oposes a six h knowledge o he amewo k
p o ided by By am: “knowing how o ecognize onesel ” (sa oi se econnai e). This
knowledge is de ined by he au ho as:
The abili y o c i ically e lec on he wo ld and hemsel es om a pe spec i e
si ua ed ou side he lea ne s’ own cul u e/cul u es and ha o he a ge cul u e
(TC). Th ough his c i ical e lec ion, lea ne s a e able o ecognise hemsel es as
membe s o a socie y ha is o eign o o he s and disco e how hei own belie s,
beha iou s and discou se a e compa ably cul u ally ma ked. (Pa ks, 2018: 120)
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In his way, Pa ks explains, he lea ne is si ua ed in a mul ilingual pe spec i e
ha allows him o e lec on his own cul u e(s) and he cul u e o he a ge
language om “ou side” his own pe spec i e, allowing, in u n, o ecognize his
discou se as cul u ally compa able. The au ho , likewise, con ibu es a new elemen
o li e a u e: “communica i e c i icali y,” which she desc ibes as a new o m o
c i icali y ha a ises speci ically om he lea ning o o eign languages in which
he e is a ecogni ion o semio ic sys ems and linguis ic aspec s o he L1 and he
FL, so ha , based on he compa ison and unde s anding o he limi a ions in one’s
own language and in he o eign language, he e can be a econs uc ion o he “I”
concomi an ly wi h he de elopmen o said knowledge.
5. Conclusions
Responding o he ini ial esea ch ques ion: Wha a e he esea ch ends on
in e cul u al communica i e compe ence (ICC) in he ield o o eign language
eaching? The ollowing ends may be p oposed. In he i s place, conside ing
esea ch me hodologies, i was ound ha he quali a i e app oach p e ails in ICC
esea ch ela ed o he ield o bilingual educa ion. F om his app oach, eaching
p o iles and s uden s and p o esso s’ pe cep ions owa ds ICC a e mainly analyzed.
O e all, a homogeneous conclusion is obse ed in he di e en s udies analyzed:
he e is minimum de elopmen o ICC in he class ooms due o, p ima ily, he lack
o knowledge abou he language-cul u e ela ionship, which leads o class oom
p ac ices ocused on he de elopmen o linguis ic skills and whe e cul u al aspec s
a e igno ed o shyly and momen a ily included.
Secondly, in he da abases consul ed, Spain and Colombia a e he coun ies ha
in ecen yea s ha e ocused hei esea ch in e es on in e cul u ali y and o eign
language eaching. In hese coun ies, di e en s a egies ha e been explo ed o
de elop in e cul u al skills by using echnology as a p ima y ool a he o e on
o changes and si ua ions imposed by cu en socie y. The ea e , ega ding he
popula ion s udied in he ield o in e cul u ali y, a dicho omous analysis is e iden
in mos o he s udies; ha is, s uden s and p o esso s a e analyzed sepa a ely, no
in he same in e ac ion; besides, he uni e si y con ex is he one ha esea che s
s udy mo e. These indings ep esen a challenge o u u e esea ch ha seek o
explo e ICC om a holis ic pe spec i e and om di e en academic se ings.
Conside ing he second ques ion ha guided his e iew, i was possible o
analyze how ICC is in oduced in language eaching. Thus, i could be e iden
ha he impo ance o language awa eness, ci izenship educa ion, c i ical
in e cul u ali y, o he ness, among many o he cons uc s a e nowadays leading
he academic discussions. Wha he c i ical u n highligh ed is he impo ance o
mo ing om heo y o p ac ice, and he need o including ICC in o educa ional
policies and cu iculums. Fo his o happen, eache aining is necessa y so ha
272 J. Ga cía Bo e o / M. A. Bo e o Res epo / C. C. Reyes-Galeano / Y. González-Plasencia
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he concep o ICC is s eng hened om he concep ual, me hodological, and
didac ic iew. Recognizing he language-cul u e concep ual pe spec i e will be he
s a ing poin o de elop ICC; wi hou his ecogni ion, he ask o anscending o
eaching om he me ely linguis ic iew would be di icul o sol e. A call is made
o he de elopmen o in e cul u al alues in o eign language class ooms om he
ecogni ion o he sel o he ecogni ion o o he s.
All hese indings highligh he impo ance o going beyond con en ional
language eaching and p omo ing a c i ical and in e cul u al app oach ha connec s
language lea ning wi h a deepe unde s anding o he social, poli ical and cul u al
dynamics o socie ies. Language eaching based on in e cul u al communica i e
compe ence om i s c i ical dimension allows he cons uc ion o ac i e ci izens,
who assume a c i ical and e lec i e ole o ace socie y’s p oblems.
C edi Au ho con ibu ion s a emen
—Jacqueline Ga cía Bo e o: Concep ualiza ion, Da a cu a ion, Resea ch,
Me hodology, Visualiza ion, W i ing-o iginal d a , W i ing- e iew.
—C is ian Camilo Reyes Galeano: Fo mal analysis, Da a cu a ion, Resea ch,
Me hodology.
—Ma ga i a Alexand a Bo e o Res epo: supe ision, isualiza ion, edi ing.
—Ye ay González Plasencia: supe ision, isualiza ion, edi ing.
Au ho s’ con ibu ion
—Jacqueline Ga cía Bo e o (au ho ): concep ion o he idea, w i e , edi o .
—Ma ga i a Alexand a Bo e o (au ho ): w i e , supe iso , edi o .
—C is ian Camilo Reyes Galeano (au ho ): w i e , edi o .
—Ye ay González Plasencia (au ho ): w i e , supe iso , edi o .
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