Communicative competence suggested by Hymes seems to be inadequate to address the notion of competence in the current glocalized context.

1. MOVING FROM COMMUNICATIVE COMPETENCE TO
INTERCULTURAL COMMUNICATIVE COMPETENCE:
Amali Boralugoda
S3482023

2. GLOCALISATION OF ENGLISH
 In its journey across the globe, English has become increasingly
localised by many communities of speakers around the world, adopting it
to encode and express their cultural conceptualisations. Sharifian (2013)
refers this notion as glocalisation.
 As a result of glocalisation,“English is now redefining national and
individual identities worldwide, shifting political fault lines, creating new
global patterns of wealth and citizenship” (Graddol 2006, 12).
 Increasingly, as globalisation and the new technology continue to bring
people from different cultural and linguistic backgrounds closer together,
the default form of communication in everyday life for many people is
becoming instances of intercultural communication.
 Increased contact between people from different cultural backgrounds
call for new notions of ‘competence’ to be applied for successful
intercultural communication.
 Thus, native speaker models of English language teaching seems rather
irrelevant in the globalised era of learning English.

3. COMMUNICATIVE COMPETENCE
Communicative Competence (Hymes, 1972)
includes four areas of knowledge and skill:
grammatical competence, sociolinguistic
competence, discourse competence, and
strategic competence.

4. COMMUNICATIVE COMPETENCE VS.
INTERCULTURAL COMPETENCE
Communicative Competence (Hymes, 1972)
1. Grammatical Competence: “Mastery of the language code
itself”
2. Sociolinguistic Competence: “Utterances are produced and
understood appropriately in different sociolinguistic contexts”
3. Discourse Competence: “Mastery of how to combine
grammatical forms and meanings to achieve a unified spoken
and written text in different genres…Unity of text is achieved
through cohesion in form and coherence in meaning.”
4. Strategic: “Mastery of verbal and nonverbal communication
strategies…”

5. COMMUNICATIVE COMPETENCE
(HYMES,1972)
Communicative
Competence
Knowledge of
underlying
grammatical
principles
knowledge of how to
combine utterances
and communicative
functions with
respect to discourse
principles
knowledge of how
to use language
in a social context
in order to fulfill
communicative
function

6. CRITICISMS: COMMUNICATIVE COMPETENCE
 developed on the native speaker-based notion of
communicative competence.
 CC is found to be
 utopian,
 native speakership is a linguistic myth,
 it portrays a monolithic perception of the native speaker’s
language and culture, by referring chiefly to mainstream
ways of thinking and behaving.
 unrealistic,
 it fails to reflect the lingua franca status of English.
 Constraining
 it defines both teacher and learner autonomy by associating
the concept of authenticity with the social setting of the
native speaker

7. INTERCULTURAL COMMUNICATIVE
COMPETENCE.
 “the complex abilities needed to perform effectively
and appropriately when interacting with others who
are linguistically and culturally different from
oneself” (Fantini, 2005).

8. INTERCULTURAL COMMUNICATIVE COMPETENCE
(BYRAM, 1997)
1. Attitudes: “Curiosity and openness, readiness to suspend
disbelief about other cultures and belief about one's own.”
2. Knowledge: “of social groups and their products and
practices in one's own and in one's interlocutor's country, and
of the general processes of societal and individual
interaction.”
3. Skills of interpreting and relating: “Ability to interpret a
document or event from another culture, to explain it and
relate it to documents from one's own.”
4. Skills of discovery and interaction: “Ability to acquire new
knowledge of a culture and cultural practices and the ability to
operate knowledge, attitudes and skills under the constraints
of real-time communication and interaction.”
5. Critical cultural awareness/political education: “An ability
to evaluate critically and on the basis of explicit criteria
perspectives, practices and products in one's own and other
cultures and countries.”

9. MULTIDIALECTAL COMPETENCE
(CANAGARAJAH, 2006)
 According to Canagarajah the notion of ‘proficiency’
and its assessment are much more complex in the
postmodern era of communication.
 “In a context where we have to constantly shuttle
between different varieties [of English] and
communities, proficiency becomes complex. …
One needs the capacity to negotiate diverse
varieties to facilitate communication”
 Canagarajah refers this as “multidialectal
competence” part of which is “passive competence
to understand new varieties [of English]”.

10. SYMBOLIC COMPETENCE
(KRAMSCH, 2008)
“Social actors in multilingual settings, even if they are
non-native speakers of the languages they use,
seem to activate more than a communicative
competence that would enable them to
communicate accurately, effectively and
appropriately with one another. They seem to
display a particularly acute ability to play with
various linguistic codes and with the various spatial
and temporal resonances of these codes.”

11. Please bring a
plate for morning
tea tomorrow…
Sure. I have
heaps of picnic
plates at home.
COMPARING CC TO ICC

12. OMG!! Does
he have x-ray
vision!!!
COMPARING CC TO ICC
No thongs at
work!!!

13. Hey!! Where’s the
barbie mate?
COMPARING CC TO ICC
Barbi?

14. WHAT DOES IT MEAN TO DEVELOP AND
“POSSESS” INTERCULTURAL COMMUNICATIVE
COMPETENCE ?
 Attitudes, knowledge & skills - Understand that
language and culture and the interactions between them
are situated and variable, that intercultural interactions
need to be ethical, and understand the role of
 power and its distribution play in intercultural
interactions.
 Gain linguistic and cultural knowledge to understand
and interact effectively in multilingual/multicultural
settings.
 Develop an understanding of the roles linguistic and
cultural attitudes play in interactions across
multilingual and multicultural settings and how they
influence the success of such interactions.

15. WHAT DOES IT MEAN TO DEVELOP AND “POSSESS”
INTERCULTURAL COMMUNICATIVE COMPETENCE ?
 Develop the awareness needed to successfully
participate in multilingual/multicultural interactions. This
addresses not only the knowledge and attitudes
discussed above but also how
communication/interaction is structured across
cultures and languages, how communication is
monitored while in interaction, and what factors
support or hinder successful interactions.
 Develop "tools" for understanding their own and
others' ways of interacting in order to be able to
participate effectively in multilingual/multicultural
interactions across a range of languages and cultures.

16.  In conclusion,
The traditional native speaker based models of
competence fail to address the dynamic aspects of
intercultural communication. Therefore, it is high time for
ESL/EAL to reconsider the notion of competency. The
shifting away from Communicative Competence
towards, Intercultural Communicative Competence
may help to uphold the multi cultural values of the
Australian society, while facilitating successful
communication between people from different cultural
back grounds.
 http://www.youtube.com/watch?v=BT0rz7c3jSA

17. WALTZING MATILDA….

18. BIBLIOGRAPHY
 Byram, M. (1997). Teaching and Assessing Intercultural Communicative
Competence: Multilingual Matters.
 Canagarajah, S. (2006). Changing Communicative Needs ,Revised
Assessment Objectives: Testing English as an International Language.
Retrieved October 25, 2014, from
http://personal.psu.edu/users/a/s/asc16/pdf/LAQ.pdf
 Fantini, A. (2006). Exploring and Assessing Intercultural Communicative
Competence. Retrieved October 25, 2014, from
http://digitalcollections.sit.edu/cgi/viewcontent.cgi?article=1001&context=
worldlearning_publications
 Hymes, D.H., Pride, J.B., & Holmes, J. (1972). On Communicative
Competence.
 Kramsch, C. (2008). Ecological perspectives on foreign language
education. Language Teaching, 41(3), 389-408. Retrieved from
http://search.proquest.com/docview/85692729?accountid=13552
 Sharifian, F. (2013). Globalisation and developing metacultural
competence in learning English as an International
Language. Multilingual Education, 3(1), 1-11.