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Primary Teachers Knowledge When Initiating Intercultural Communicative Competence / Sonja Brunsmeier.
// Tesol Quarterly Volume 51, Issue 1 March 2017. 2017.p. 143–155. In the classroom it is generally up to the teacher to put ICC into practice. This poses a big challenge for the primary teacher since currently only vague theoretical conceptions of this competence exist. According to Spitzberg and Chagnon (2009, p. 5), “conceptualizations of intercultural communication competence are highly diverse in their disciplines, terminologies, and scholarly and practical objectives.” What makes teaching ICC even more challenging is that these conceptions “are presented in universalist terms, i.e. independent of context and age of the learners” (Hu & Byram, 2009, p. xii). In the last decade more and more researchers have acknowledged this need and hence also provided concrete teaching ideas and materials (cf. Corbett, 2010; Mueller-Hartmann, Schocker, & Pant, 2013). Nevertheless, for the specific age group of young learners in the ELT context hardly any practical suggestions for initiating ICC exist.
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