The impact of explicit instruction in intercultural competence in the world language classroom

Abstract

This article describes a research study of a three-semester elementary Italian language curriculum at a large Midwestern research university that incorporates intercultural competence (IC) training through cognitive dissonance image analyses, conversations with native speakers, classroom discussion, and reflections to determine the impact of this curriculum on learners’ development of IC. Quantitative and qualitative data were gathered over three semesters to assess students’ IC and identify insights into the developmental processes. Students’ development of IC was measured in pre- and posttests using the Intercultural Development Inventory. Students demonstrated positive growth in IC with 9-point gains in developmental orientation scores (p