Date of this Version
Published in Foreign Language Annals, Vol. 47, Iss. 4, pp. 669–683.
This article analyzes and synthesizes the major theoretical frameworks for building intercultural communicative competency (ICC) within the domain of the foreign language classroom. Researchers used a pragmatist orientation as a venue for the translation of theoretical models into usable, accessible guidelines for classroom teachers in order to provide a deeper understanding and clarity of ICC and its implementation in the language classroom