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Intercultural Communicative Competence-Based English Programmes in Developing Chinese EFL Students’ Intercultural Competence

Table 3: ICC-based curriculum (Caon-Parsons & Dimmell, 2020)

Domain: AttitudesDemonstrate reverence and appreciation for diverse culturesMaintain a receptive attitude and abstain from passing judgmentsDisplay inquisitiveness and forbearance towards vagueness and uncertaintyPossess awareness of sociolinguistic, discourse, and linguistic factors.
Elements Level of development
Awareness Raising Understanding Autonomy
Sense of identity and self-esteem Awareness of and pride in own individuality Esteeming one’s and others’ uniquenessBeing receptive to fresh concepts and perspectives that may challenge one’s own Appreciation of multi-faceted and flexible nature of personal identity
Respect for people Show consideration for others’ sentiments and notions. Acknowledging the outcomes of one’s speech, conduct, and decisions. Analyzing and evaluating consequences of words, actions and choices
Appreciation and regard for differences. Positive outlook towards diversity and differences being open to learning from others’ experiences Acknowledging multiple perspectives on issues, and realizing that the majority view may not always be accurate Respecting everyone’s right to express their viewpoint and actively evaluating and overcoming personal biases and prejudices Actively evaluating and overcoming personal biases and prejudices Desire to enhance one's understanding of diverse cultures and engage in meaningful interactions with them.
Dedication to participation and inclusion Recognizes the importance of involving and enabling every individual to take part. Willingness to reach agreement through compromise Dedication to the values of inclusivity and proactive encouragement of others’ participation in the decision-making process
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