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ERIC Number: EJ1023683
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0957-1736
Making Intercultural Communicative Competence and Identity-Development Visible for Assessment Purposes in Foreign Language Education
Houghton, Stephanie Ann
Language Learning Journal, v41 n3 p311-325 2013
This article reports on an action research case study conducted at a university in Japan, which explored how student identity-development can be made visible in potentially assessable ways through materials design in intercultural communicative competence (ICC)-oriented foreign language education. It suggests that identity-development can be nurtured by applying the Intercultural Dialogue (ID) Model. Various kinds of behavioural evidence from students' written work upon which ICC assessment can be based are presented in the form of statement patterns indicative of student achievement of stated learning objectives and student self-discrepancy. Implications for the assessment of ICC and identity-development are considered. Firstly, the assessment of Byram's "savoir apprendre/faire" in Stage 2 of the ID Model should be based on recorded interaction and/or direct oral testing. Secondly, assessment should be partly formative and partly summative and it should take place both continuously and at fixed points, since they are "all" needed to illuminate student ICC and identity-development, which is both a critical and a creative process.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A