Integrating Michael Byram's Concept of Intercultural Communicative

Competence (ICC) into English Language Teaching: Implications for

Educators

This paper was created to fullfill a course

“Cross Cultural Understanding”
Lecturer : Tomy Kartika Putra M.Pd

By :
Kinanti Dwiqalsa P (21882032438)
Dwy Nova Oki Ardila (21882032452)
Yuliani Milantina (21882032436)

STKIP PGRI PONOROGO

ENGLISH LANGUAGE EDUCATION DEPARTMENT
2024
 PREFACE

The author would like to thank God Almighty for His blessings and grace, the author can
complete this paper. The paper with title” Integrating Michael Byram's Concept of
Intercultural Communicative Competence (ICC) into English Language Teaching:
Implications for Educators” was written to fulfill the project of the Cross Cultural
Understanding. Furthermore, thanks to Mr. Tomy as the lecturer who always helps and
provides a lot of useful knowledge, so that this paper assignment can be completed.
This paper assignment explains the Integrating Michael Byram's Concept of Intercultural
Communicative Competence (ICC) into English Language Teaching. This paper is far from
perfect, therefore the author expects criticism and suggestions to make this paper better.
Hopefully this paper can be used as a reference to study the Integrating Michael Byram's
Concept of Intercultural Communicative Competence.

Ponorogo

April, 3th 2024

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 TABLE OF CONTENTS

PREFACE............................................................................................................................2
TABEL OF CONTENT.......................................................................................................3
CHAPTER 1 : INTRODUCTION
1.1 Background of the paper................................................................................................4
1.2 Purpose of the paper.......................................................................................................4
CHAPTER 2 : DISCUSSION
2.1 The origin of the concept of intercultural communicative competence by Michael
Byram.............................................................................................................................5
2.2 Intercultural Communicative Competence (ICC) Concept...........................................6
2.3 Various Ways Involved in Teaching Intercultural Communication Competence
in ELT............................................................................................................................7
CHAPTER 3 : CONCLUSION
3.1 Conclusion.....................................................................................................................8

BIBLIOGRAPHY................................................................................................................9

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 CHAPTER I
INTRODUCTION

1.1 Background Of The Paper

In the era of globalization, characterized by rapid advancements in technology,
economy, and communication, intercultural interactions have become increasingly
prevalent. These interactions manifest in various facets of daily life, ranging from
educational environments to the realms of business and international relations. For
example, students and educators from diverse cultural backgrounds frequently engage in
interactions within educational settings, be it in classrooms or through international
exchange programs, highlighting the necessity of understanding and navigating
interactions with individuals from different cultural backgrounds.
This phenomenon underscores the importance of comprehending the complexities of
cross-cultural dynamics and devising suitable strategies to enhance students' intercultural
communication skills in educational contexts. While language proficiency remains
crucial, a profound understanding of diverse cultural norms, values, and practices is
equally essential. Educators must design learning experiences that encourage reflection
and deeper appreciation of other cultures, fostering open-mindedness and curiosity
towards cultural differences.
Recognizing the significance of fostering intercultural competence, educators are
challenged to adopt inclusive, student-centered teaching approaches that empower
learners to navigate diverse cultural landscapes confidently. Such approaches go beyond
traditional language instruction, emphasizing the development of critical thinking skills
and cultural sensitivity. By cultivating a classroom environment that celebrates diversity
and promotes intercultural understanding, educators play a pivotal role in preparing
students for success in an interconnected world.
Michael Byram, a prominent scholar in the field of intercultural communication,
emphasizes the importance of ICC by stating, 'Intercultural Communicative Competence
is the ability to communicate effectively and appropriately with people from other
cultures.' Byram argues that ICC encompasses not only linguistic competence but also
intercultural knowledge, skills, and attitudes, crucial for successful communication
across cultural boundaries. Additionally, Byram highlights the role of empathy in
intercultural communication, stating that 'Empathy is central to Intercultural
Communicative Competence, as it enables individuals to understand others' perspectives
and adapt their communication accordingly.' This perspective underscores the holistic
nature of ICC, emphasizing the interplay between language, culture, and empathy in
effective intercultural communication."
Therefore, the primary objective of this paper is to provide a comprehensive
understanding of the concept of Intercultural Communicative Competence (ICC) as
proposed by Michael Byram. By delving into the origins of this concept, elucidating its
essence, and formulating pertinent teaching strategies related to ICC, we aim for this

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 paper to serve as a valuable resource for educators and practitioners alike. Through an
exploration of ICC, educators can equip students with the necessary skills to thrive in an
increasingly interconnected world, promoting mutual understanding and effective
communication across cultural boundaries within the context of English language
teaching.
1.2 Purpose Of The Paper
1. Provide a comprehensive understanding of the concept of Intercultural Communicative
Competence by Michael Byram
2. To delve into the origins of the concept of Interculrural Communicative Competence
(ICC)
3. To formulate partinent teaching strategies relate to Interculrural Communicative
Competence (ICC)

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 CHAPTER 2
DISCUSSION

2.1 The origin of the concept of intercultural communicative competence by Michael

Byram
Intercultural Communicative Competence (ICC) is a significant concept in today's
era of globalization, where cross-cultural interactions have become an integral part of
everyday life. To gain a deeper understanding of this concept, we need to look back and
trace the roots and development of ICC from the past to the present. By examining its
origins, we can recognize the conceptual foundations that shape our understanding of
cross-cultural communication and apply it in the increasingly complex and globally
connected contexts of today.
Cross-cultural studies and intercultural communication have become increasingly
deep and relevant research subjects with the growing complexity of international
interactions and global mobility. In the latter half of the 20th century, this phenomenon
reached its peak with a significant interest in understanding intercultural dynamics as a
response to the rampant social, political, and economic changes worldwide. The
openness of the global market, the explosion of information through mass media, and
rapid economic growth have led to an unstoppable process of globalization, accelerating
the flow of goods, people, and ideas worldwide. Cultural exchanges and cross-cultural
interactions have become more frequent, presenting new challenges and opportunities in
understanding and managing international relations.
During this period, influential thinkers and researchers such as Edward T. Hall, Geert
Hofstede, and Milton J. Bennett played central roles in formulating and introducing
fundamental concepts about culture and communication. They brought about paradigm
shifts in how we understand and treat cross-cultural interactions. Through their works, a
strong foundation was formed for the development of theories and practices in the field
of cross-cultural and intercultural communication, which now serve as the mainstay for
deeper studies in understanding the complexity of cross-cultural relations in various
contexts, ranging from education to business to international diplomacy.
Edward T. Hall, for example, a prominent anthropologist, is known for his
contributions to developing the theory of social space and cultural dimensions that
influence human interactions. Through his seminal works such as "The Silent Language"
and "The Hidden Dimension," Hall explored how perceptions of space and time vary
among different cultures. He highlighted the importance of understanding these
differences in shaping human communication patterns because underlying cultural values
tend to influence how people interact and communicate with each other. Hall also
elucidated the concepts of "high-context" and "low-context" communication,
distinguishing communication styles in different cultures, helping readers better
understand the complexities of cross-cultural interactions. With a holistic approach, Hall

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attempted to embrace cultural diversity and explore its potential as a source of richness in
cross-cultural relations. Therefore, Hall's works not only brought understanding of the
complex dynamics between culture and communication but also raised awareness of the
importance of cross-cultural sensitivity in an increasingly interconnected global context.
Meanwhile, Geert Hofstede is known for his in-depth research on cultural
dimensions that distinguish national cultures. Through his monumental work, "Culture's
Consequences: Comparing Values, Behaviors, Institutions and Organizations Across
Nations," Hofstede identified and analyzed cultural dimensions that influence human
behavior in specific cultural contexts. One of Hofstede's major contributions is the
development of cultural dimension theory, which includes four main dimensions:
individualism versus collectivism, power distance, uncertainty avoidance, and
masculinity versus femininity. The individualism versus collectivism dimension depicts
the extent to which individuals in a culture tend to prioritize personal interests over group
interests. In the power distance dimension, Hofstede considers how power inequality is
acknowledged and accepted within a culture. Uncertainty avoidance refers to the level of
comfort individuals or societies have in dealing with unpredictable or unstructured
situations. Finally, the masculinity versus femininity dimension depicts the extent to
which traditional masculine values such as ambition, dominance, and achievement are
emphasized compared to traditional feminine values such as cooperation, concern for
quality of life, and empathy. Through careful empirical approaches, Hofstede not only
identified these cultural dimensions but also provided substantial empirical data to
support his findings, making a significant contribution to understanding cultural
differences and their implications in various contexts, including cross-cultural
communication.
Additionally, Milton J. Bennett played a significant role in introducing the
Developmental Model of Intercultural Sensitivity (DMIS). This model describes the
levels of cultural awareness individuals possess, ranging from ethnocentrism to
integrative stages, with each stage indicating increasing levels of awareness and
inclusivity towards other cultures. Early stages, such as ethnocentrism, are characterized
by narrow views and a lack of understanding of other cultures, while the integrative stage
marks individuals' ability to adopt diverse perspectives and embrace cultural diversity
with understanding.
Bennett's contribution provides a profound insight into how individuals develop in
understanding and interacting with other cultures, as well as ways to develop effective
cross-cultural competence. By understanding the levels of cultural awareness described
in this model, individuals can identify where they stand on the cultural awareness
spectrum and take concrete steps to develop their understanding and cross-cultural skills.
Moreover, this model also provides a useful framework for educators and practitioners to
help individuals overcome cross-cultural barriers and build more effective relationships
with people from different cultural backgrounds. Bennett's contribution to the
development of DMIS not only enriches our understanding of the complexity of cross-
cultural interactions but also provides practical tools that can be used in real-life
situations to enhance cross-cultural sensitivity and competence.
Thus, before the concept of Intercultural Communicative Competence (ICC) by
Michael Byram was proposed, figures such as Edward T. Hall, Geert Hofstede, and
Milton J. Bennett had brought significant insights into understanding cultural differences

7
and their impact on human interaction. And by the end of the 20th century, the
contributions of these figures formed the theoretical foundation essential for the
development of understanding cross-cultural communication. This created an important
intellectual context for the emergence of the ICC concept by Michael Byram, who later
proposed a comprehensive framework for understanding and developing ICC.
Then, during that time, there was a significant breakthrough in understanding cross-
cultural communication with the publication of "Teaching and Researching Intercultural
Communicative Competence" by Michael Byram, a distinguished education professor at
Durham University, England. In this innovative work, Byram not only identified the need
for cross-cultural competence in the rapidly evolving era of globalization but also
proposed a highly comprehensive framework for understanding and developing such
abilities.
In his book "Teaching and Researching Intercultural Communicative Competence,"
Michael Byram explains that ICC is not limited to proficiency in foreign languages but
also encompasses a deep understanding of other cultures and the ability to communicate
effectively in diverse cultural contexts. Byram identifies four main components of ICC:
knowledge, attitude, skills, and critical cultural awareness. He elaborates that knowledge
of other cultures includes understanding aspects such as language, history, values, and
social norms of those cultures. In another quote, Byram emphasizes, "To be competent,
one has to know about the other culture as well as one's own; one has to have an
understanding which is objective and detached, seeing similarities and differences
(Byram,2020). This demonstrates the importance of having an objective and detached
understanding of other cultures and the ability to perceive similarities and differences
between cultures.\
Furthermore, Byram stresses the importance of an open, tolerant attitude that
appreciates cultural diversity as part of ICC. He states that this attitude should be marked
by curiosity and respect for other cultures. Byram asserts, "The attitudes of empathy and
openness are necessary conditions of language competence in any circumstances, but
they are essential in intercultural communication (Byram,2009). This indicates that
empathy and openness are essential prerequisites for cross-cultural communication.
Cross-cultural communication skills also become a significant focus in the ICC
concept formulated by Byram. He emphasizes that these skills include the ability to
gather information, interpret hidden cultural meanings, and convey messages accurately
in various cultural contexts. Byram explains, "The skills include the ability to interpret
verbal and non-verbal messages accurately, taking into account the cultural context in
which they are produced (Boye & Byram, 2017). Thus, it is essential for individuals to
interpret verbal and non-verbal messages accurately, considering the cultural context in
which those messages are produced.
Lastly, Byram highlights the importance of critical cultural awareness in ICC. He
explains that this awareness includes the ability to recognize and understand cultural
differences and their impact on communication, as well as to respond to them wisely and
build mutually beneficial relationships. Byram emphasizes, "Critical cultural awareness
involves the ability to evaluate and understand cultural differences, rather than simply
accepting them as 'normal' or 'strange' (byram,2020). This indicates that critical cultural
awareness requires the ability to evaluate and understand cultural differences, rather than
merely accepting them as 'normal' or 'strange'. Thus, the ICC concept proposed by Byram

8
 provides a solid foundation for understanding and developing effective cross-cultural
communication skills.
As a distinguished education professor at Durham University, England, Michael
Byram did not suddenly create the concept of Intercultural Communicative Competence
(ICC). This concept emerged as a response to the demands of the times faced by global
society at the end of the 20th century. At that time, there was a significant increase in
cross-cultural interactions and global mobility, which demanded individuals to have
effective communication skills in different cultural contexts. Byram realized that
proficiency in foreign languages alone was not enough to successfully communicate in
multicultural environments. Therefore, he formulated the ICC concept to describe a more
comprehensive framework that includes understanding of other cultures, an open attitude
towards cultural diversity, cross-cultural communication skills, and critical cultural
awareness. Thus, this concept did not emerge suddenly but as a result of deep reflection
on the need for cross-cultural communication competence in the era of globalization.
2.2 Intercultural Communicative Competence (ICC) Concept
In understanding cross-cultural communication, it is important to comprehend the
concept of Intercultural Communicative Competence (ICC). This concept consists of
several key components, which holistically form the foundation for individuals to
interact effectively in multicultural environments. In his renowned book, "Teaching and
Researching Intercultural Communicative Competence," Michael Byram outlines four
key elements that shape the ICC concept:

1) Knowledge of Other Cultures (Knowledge)

This is a crucial component of ICC. This knowledge goes beyond mere mastery of a
foreign language, encompassing a deep understanding of various aspects of other
cultures, including language, history, values, and social norms governing daily life. In
his book, Byram explains that knowledge of other cultures is a crucial foundation for
effective communication in cross-cultural contexts. Byram's quote, "To be competent,
one has to know about the other culture as well as one's own; one has to have an
understanding which is objective and detached, seeing similarities and differences,"
underscores the importance of having an objective and detached understanding of other
cultures and the ability to perceive similarities and differences between them
(byram,2020).
A concrete example illustrating the importance of cultural knowledge arises when
an expatriate from the United States relocates to Japan and learns about the local
culture. They immerse themselves not only in the Japanese language but also in
learning about food etiquette, honor norms, and culturally appropriate communication
styles in Japan. When attending dinner gatherings with Japanese coworkers, the
knowledge they acquire helps them respond to situations wisely. For instance, they
avoid finishing their drinks too quickly, mimic the guests' habit of speaking softly, and
use body language that shows respect. As a result, they successfully build good
relationships with their coworkers and receive praise for their courtesy. Thus,
knowledge of Japanese culture not only helps them communicate more effectively but
also opens doors to smoother integration into a culturally diverse work environment.

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2) Openness and Tolerance (Attitude):
Having an open, tolerant attitude, and appreciating cultural diversity are essential
aspects of the ICC concept. This includes the ability to treat people from other cultures
with respect and empathy, as well as being willing to learn from their perspectives. In
his book "Teaching and Researching Intercultural Communicative Competence,"
Michael Byram emphasizes, "The attitudes of empathy and openness are necessary
conditions of language competence in any circumstances, but they are essential in
intercultural communication (Byram & Golubeva, 2020). Openness and tolerance
enable individuals to respond wisely in situations involving cultural differences, thus
helping to prevent conflicts and improve the quality of intercultural interactions
For example, in daily life, a student who possesses an open and tolerant attitude will
appreciate the various cultures present in their school environment. They will
enthusiastically welcome classmates from different cultural backgrounds and strive to
understand the values and traditions they hold. Additionally, their openness allows them
to communicate effectively and collaborate with classmates from diverse cultural
backgrounds. For instance, in a group project involving team members from various
cultures, an open and tolerant attitude will help overcome differences in approaches and
working styles, thus creating a harmonious and productive collaboration. Thus,
openness and tolerance not only enrich individuals' experiences in interacting with
other cultures but also enhance intercultural communication effectiveness in daily life.
3) Critical Cultural Awareness
Critical Cultural Awareness is a crucial foundation for building effective cross-
cultural communication competencies, especially in the educational context. In an
increasingly multicultural educational world, teachers and students often interact with
individuals from diverse cultural backgrounds. In such situations, critical cultural
awareness is key to avoiding misunderstandings, conflicts, and discomfort that may
arise due to cultural differences. Michael Byram emphasizes the importance of critical
cultural awareness in his book "Teaching and Researching Intercultural Communicative
Competence," stating that it "involves an understanding of one's own culture and an
understanding of the fact that cultural identities are complex and multi-layered (Byram,
2020).
For example, imagine a teacher teaching a class consisting of students from various
ethnic and cultural backgrounds. In such an environment, critical cultural awareness
helps the teacher understand how the cultural values, norms, and expectations of each
student can influence their learning and interactions in the classroom. A teacher with
critical cultural awareness will seek to understand the cultural perspectives of each
student, as well as observe how cultural diversity can affect their communication
patterns, perceptions, and learning styles. As expressed by Byram, "A critical
understanding of culture involves being aware that cultures are not uniform or fixed,
but are dynamic and diverse.(Boye & Byram, 2017).
Furthermore, critical cultural awareness enables teachers to respond wisely to the
needs and uniqueness of each student. Teachers who understand cultural differences are
more likely to integrate content and teaching methods relevant to students' cultural
backgrounds, thus creating an inclusive and supportive learning environment for all
students. Additionally, critical cultural awareness also helps teachers strengthen
interpersonal relationships with students by showing appreciation and respect for

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 cultural diversity in the classroom. For instance, in teaching world history, a teacher
with critical cultural awareness might integrate various cultural perspectives into their
curriculum. They may select learning materials that encompass significant events and
figures from various cultures worldwide and discuss them in ways that respect the
diversity of students' backgrounds. Such a teacher not only provides a richer and more
meaningful learning experience but also reinforces students' identities and engagement
in history learning.
Thus, critical cultural awareness is not only essential for avoiding
misunderstandings and conflicts in the educational context but also for creating a
supportive and inclusive learning environment for all students. Teachers with critical
cultural awareness can build mutually beneficial relationships with students, facilitate
effective learning, and prepare students to interact productively in an increasingly
multicultural society. As a result, students can develop a deeper understanding of
cultural diversity, enhance cross-cultural communication skills, and become more
skilled and tolerant global citizens.

2.3 Various Ways Involved in Teaching Intercultural Communication Competence in

English Language Teaching (ELT)
An integrated and comprehensive strategy is needed for teaching Intercultural
Communicative Competence (ICC) i English Language Teaching (ELT). This entails
employing a variety of techiques and instructional practices that allow students to
successfully acquire knowledge, attitudes, behaviors, and critical cultural awareness. In
this situation, ELT teachers must actively assist in establishing a safe, motivating, and
exciting learning atmosphere that entices students to actively engage in cross-cultural
learning opportunities. The following are some possible teaching strategies:
1. The Use of Technology: Students can interact with native English speakers and access
global cultural content by utilizing technologies like online learning platforms and video
conferencing. By using this technology, students can engage in virtual cross-cultural
conversations or genuine communication scenarios where they can converse with native
English speakers. They have access to a variety of digital materials, including podcasts,
articles, and films, which showcase diverse cultural facets from around the globe.
Additionally, it helps students study flexibly in accordance with their requirements and
interests through self-directed learning.
2. Authentic Materials; Students can be shown how to use language in authentic cultural
situations by watching documentaries, listening to music, reading books, and watching
news stories. Students can participate in communication scenarios that are comparable to
those they would encounter on a daily basis in the real world by using authentic
resources. For instance, watching movies or listening to music in English teaches
students about several cultural facets of the works while also assisting them in
developing their listening and comprehension skills. Students can observe how language
is used in certain cultural situations, including idioms, phrases, and social conventions
when they interact with authentic resources. This improves students' comprehension of
the cultures connected to the language they are learning and enhances their educational
experience by offering.

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3. Cultural Integration in Language Learning: To introduce students to a variety of
cultural facets and communication situations, teachers might incorporate cultural content
into the English language curriculum. Teachers can include texts, music, or movies, for
instance, that highlight the range of cultures found in English-speaking countries. As a
result, students acquire a broader grasp of English-speaking cultures in addition to
learning the language. By teaching students about the customs, beliefs, and cultural
practices of diverse English-speaking groups across the globe, integrating culture into
language instruction also aids in the development of intercultural competence. Since they
feel involved and connected to the material being studied, this can increase pupils'
motivation and interest in learning a language. Teachers contribute to the creation of an
inclusive and empowered learning environment where students can learn languages by
introducing cultural components into their lessons.
4. Interactive Activities: Students can engage and connect with friends from diverse
cultural backgrounds through interactive activities including role-playing, group
discussions, and cooperative projects. Students can actively engage in communicative
scenarios that mimic real-world encounters by means of these interactive exercises.
Students can practice communicating in many circumstances by assuming roles from
different cultures during role-playing activities. Students' cross-cultural awareness is
enhanced through group conversations where they can share their opinions and
experiences about both their own and other cultures. Students can collaborate to produce
presentations or products that showcase their cross-cultural communication abilities and
cultural awareness through collaborative projects. Through these engaging exercises,
students not only enhance their speaking and listening abilities but also deepen their
comprehension of various cultural viewpoints.
5. Reflection and Discussion: Students' comprehension of ICC can be improved by
encouraging them to consider their own experiences, challenge preconceptions, and talk
about cultural differences. Students can think about how their own experiences shape
their understanding of culture and how to react more sensibly to cultural differences by
engaging in reflective practice. Through teacher-led discussions, students can investigate
other cultural perspectives and ask thought-provoking questions to get an understanding
of the complexities involved in cross-cultural interactions. Teachers assist students in
developing important skills to recognize and dispel prejudices and gain a greater
appreciation for cultural diversity by encouraging introspection and dialogue.
Additionally, it enables students to gain knowledge from the perspectives and
experiences of others, deepening their grasp of intercultural communication and ICC and
enhancing their ability to connect and communicate in cross-cultural contexts.
6. Ongoing Evaluation: Teachers can evaluate their students' progress in establishing their
ICC by using assessment systems that incorporate project activities, presentations, and
reflections. With this method, teachers are able to assess their students' cross-cultural
interaction and communication skills in addition to their language competency. While
project assignments let students use their knowledge and abilities in practical settings,
presentations let them share with the class what they've learned about other cultures and
their experiences interacting with people from different backgrounds. Reflection also
enables students to assess their own ICC development, pinpointing areas of strength and
need for improvement. Teachers can provide students more thorough feedback and help

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 them track their progress in gaining a comprehensive understanding and intercultural
abilities by using several forms of supportive evaluation. Continuous assessment also
enables educators to

CHAPTER 3
CONCLUSION

3.1 Conclusion
In this paper, the concept of Intercultural Communicative Competence (ICC) has
been elucidated as a crucial foundation for understanding and developing cross-cultural
communication skills. From the explanations provided, the main findings are that the
application of the ICC concept in the context of English language teaching has
significant implications for educators and students alike. One of the key findings is that
the ICC concept enables students to broaden their understanding of various cultures,
enrich their cross-cultural communication skills, and enhance their ability to interact with
individuals from different cultural backgrounds. The implication is that English
educators need to adopt teaching approaches that integrate ICC components into their
curriculum. This can be achieved through the use of learning materials that incorporate
relevant cultural content, the development of cross-cultural communication skills, and
providing opportunities for interaction with native speakers or individuals from different
cultures. Furthermore, educators also play a vital role in exemplifying open and tolerant
attitudes towards cultural diversity, as well as facilitating student reflection on their
cross-cultural communication experiences. By strengthening students' understanding of
the ICC concept and providing them with appropriate skills, English educators can
prepare students to communicate and interact effectively in an increasingly global and
multicultural society. Thus, the integration of the ICC concept into English language
teaching is not just about improving language proficiency but also about equipping
students with the skills necessary to succeed in complex multicultural contexts. Through
these efforts, educators can become agents of change in reinforcing students' cross-
cultural communication competencies and preparing them to be skilled and tolerant
global citizens.

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