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¡¾Ä¿Â¼¡¿ Foreword vii Karen Risager Preface (2020) xi Preface (1997) xv Introduction The Tourist and the Sojourner Teaching and Assessment Intercultural Communicative Competence Teaching and Assessing ICC: A Framework What This Book Is ¡­ What This Book Is Not ¡­ 1 Defi ning and Describing Intercultural Communicative Competence Introduction Communicating Across Linguistic and Cultural Boundaries and Frontiers Communication and Interaction Teaching Intercultural Communication in Context Assessment in the Context of Intercultural Communicative Competence Conclusion: The Language Learner as 'Ethnographer' and/or as 'Applied Linguist' Coda: Intercultural and Pluricultural Competence 2 A Model for Intercultural Communicative Competence Introduction Describing Intercultural Communication and the 'Intercultural Speaker' Attitudes Knowledge Skills Intercultural Communication in Operation Acquiring Intercultural Communicative Competence in an Educational Setting Relating Intercultural Competence to Communication Intercultural Competence Defi ned in Terms of Objectives The Developmental Factor Questions of Power in Intercultural Communication Coda: Moral Relativism, Pluralism and Human Rights 3 Objectives for Teaching, Learning and Assessment Introduction Formulating Teaching, Learning and Assessment Objectives Acquiring Intercultural Competence A Comprehensive Model of Intercultural (Communicative) Competence Coda: Mediation 4 Curriculum Issues Introduction Concepts of Progression A Threshold of Intercultural Communicative Competence? Planning a Curriculum for Intercultural Communicative Competence Two Contrasting Examples: Teaching French in an East Coast Region of the United States and English in Chinese Taiwan Lesson and Course Planning Coda: Intercultural Citizenship and the Teacher's Ethical Responsibilities 5 Assessment Introduction Assessing the Five 'Savoirs' Purposes for Assessment Assessing Levels of Intercultural Communicative Competence Conclusion Coda: Measurement of Intercultural and Related Competences 6 Conclusion Appendix: Glastonbury Public Schools Project References Index