Page 1 of 8

Journal for Studies in Management and Planning

Available at http://internationaljournalofresearch.org/index.php/JSMaP

e-ISSN: 2395-0463

Volume 01 Issue 11

December 2015

Available online: http://internationaljournalofresearch.org/ P a g e | 24

Intercultural Sensitivity and Its Implications in Language Teaching

Javad Ahmadi Fatalaki

Allameh Tabataba’i University

Ahmady.fatalaky@gmail.com

Abstract

What is important in international

communication is the mutual understanding

with regard to the cultural differences.

Robinson (1981) stated that one cannot see

the world from others’ eyes. What is

important is the extension of the worldview

through having more awareness regarding

cultural differences. This study aims at

reviewing the concept of intercultural

sensitivity and its implications in language

teaching in EFL contexts. In this regard, the

researcher perused the literature to have the

appropriate definition for this concept that

is distinctively differentiated from other

concepts such as intercultural awareness

and competence. Then, two important

frameworks were discussed to have the

better view on the underlying factors that

have the key role for the development of

individuals’ intercultural sensitivity.

Intercultural sensitivity was also viewed

from its role in the rudimentary step of

attitude shaping that can have positive and

negative role in language learning.

Keywords: Intercultural competence,

intercultural sensitivity, language teaching,

autonomy.

Introduction

Culture is one of the most controversial

issues that are discussed regarding the

instruction of second or foreign language.

Due to its importance, there have been large

amount of research to specify its role in

language learning. In this regard, there are

two major perspectives. The first one deals

with highlighting L1 cultural background of

language learners without considering the

target community. And, the second view

advocates the presence and integration of the

cultural features of the second and foreign

language in ELT texts books and asks for

the direct and indirect instruction of the

target language culture. The latter

perspective has drawn more attention due to

its importance for the real communication

with native speakers of the target language.

The knowledge of the cultural norms of the

target community provides the language

learners with sense of being global citizens

who can interact appropriately. As Bada

(2000, p. 101) stated, “the need for cultural

literacy in ELT arises mainly from the fact

that most language learners, not exposed to

cultural elements of the society in question,

seem to encounter significant hardship in

communicating meaning to native

speakers.”

One may have studied a foreign language

for years without having the opportunity to

Page 2 of 8

Journal for Studies in Management and Planning

Available at http://internationaljournalofresearch.org/index.php/JSMaP

e-ISSN: 2395-0463

Volume 01 Issue 11

December 2015

Available online: http://internationaljournalofresearch.org/ P a g e | 25

communicate with others in supranational

contexts and therefore this is quite clear that

his/her ability to exchange meaning will be

affected ,to some extent, by his /her lack of

knowledge over the pragmatic norms. In this

case, this is probable that the real act of

communication be hampered due to lack of

knowledge, for example, on the formal and

informal styles. What may be formal in one

community may be exactly the opposite in

other community. This lack of knowledge

necessitates the presence of cultural norms

of the target community in linguistic and

pedagogical aspects of language learning. In

McKay’s (2003) view, culture affects the

language by its influence on semantic,

pragmatic features of the target language

linguistically and it affects the selection of

the authentic materials pedagogically.

Whether the focus on the instruction of these

materials is explicit or implicit, the selected

materials should be the representative of the

normal behaviors of the native speakers of

the target language.

The first and the foremost concern of the

language teachers with regard to the cultural

norms of L2 should be the enough exposure

through different input modalities. Although

the simple exposure seems insufficient, it

can pass cultural norms through the mind of

learners. This can be a beginning phase for

having more interculturally competent

language learners. This stage of the

integration of the target culture norms brings

about cognitive and affective mind

performances that are of our concern in this

paper. Chen and Starosta (1998) considered

the affective aspects of the intercultural

communication and mentioned that

intercultural sensitivity is the locus for the

affective aspects of intercultural

communication. In line with the great

contribution, this study aims at reviewing

the concept of intercultural sensitivity and

its probable implications in language

teaching. This emphasis on intercultural

sensitivity is due to its beneficial role for the

development of the language learners’

intercultural communicative competence

from the affective point of view.

Intercultural Sensitivity

The Definitions of Intercultural Sensitivity

Lack of consensus over any definition that

includes all attributes of intercultural

sensitivity brought about misunderstanding.

Chen and Starosta (1997) believed that the

reason for this issue is that there is no clear

definition that can differentiate intercultural

sensitivity from intercultural awareness and

competence. In wider sense, Chen (1990)

claimed that previous models and studies

regarding intercultural competence have

conceptual ambiguity. In Chen and

Starosta’s view, intercultural awareness is

“the cognitive aspect of intercultural

communication. It refers to the understanding

of cultural conventions that affect how people

think and behave” (Chen& Starosta, 1997, p.

9).Chen and Starosta stated that intercultural

competence is related to the behavioral aspect

of communication and it is shown through the

verbal and non-verbal behaviors in interaction

at supranational levels. Behavioral aspects of

communication are the product of both

intercultural sensitivity and awareness because

the conglomeration of affective and cognitive

aspects leads into a special sort of behavior.

So far, the distinction between intercultural

Page 3 of 8

Journal for Studies in Management and Planning

Available at http://internationaljournalofresearch.org/index.php/JSMaP

e-ISSN: 2395-0463

Volume 01 Issue 11

December 2015

Available online: http://internationaljournalofresearch.org/ P a g e | 26

communication and awareness has been

clarified. Regarding the Intercultural

sensitivity, Chen and Starosta (1997)

considered ‘emotion’ as the key word. Chen

and Starosta defined Intercultural sensitivity

as “an individual's ability to develop a positive

emotion towards understanding and

appreciating cultural differences that promotes

an appropriate and effective behavior in

intercultural communication” (Chen &

Starosta , 1997, p. 5).These aspects should

work hand in hand to serve the communicative

purposes. The lack of coverage on every one

of these aspects may result in failure in

international communication. These aspects

should be taken into account regarding the

preparation of the language learners because

of parallel development of these aspects. That

is, behavior is not always the result of

cognitive and affective aspects. One’s

behavior may occur before cognitive and

affective steps and forms further behaviors.

Therefore, what learners face is an ongoing

process.

Bhawuk and Brislin (1992) pointed out

that intercultural sensitivity is the reaction

individuals show when they confront people

from different cultures. This ability is the

prerequisite for the purposeful

communication. From the practical

perspective, intercultural sensitivity can be

defined in action. That is, characteristics of

the person who is interculturally sensitive

can clarify the difficulty in the definition of

intercultural sensitivity. In this respects,

Chen & Starosta, 2000, p. 4) mentioned that:

interculturally sensitive persons are able to

reach the level of dual identity and enjoy

cultural differences by gradually overcoming

the problems of denying or concealing the

existence of cultural differences and

attempting to defend their own world views,

and moving to develop empathic ability to

accept and adapt cultural differences.

The proposed Models Related to

Intercultural Sensitivity

Bennett (1986; 1993) proposed a framework

through which he claimed for the

developmental stage for the cognitive

process of intercultural sensitivity. He

addressed all the stages in two major

categories, that is, ethnocentric and

ethnorelative. These categories can be called

the major steps that individuals should

follow to have more awareness and

understanding of other cultures and have the

ability to adjust and integrate their cultural

norms with them. Ethnocentrism deals with

the worldview that has been centralized

based on just one culture and context while

ethno relativism advocates the existence of

different world views due to the contextual

and cultural differences and it also mirrors

the reality from different views.

The following table shows the subcategories: