Aprendizaje y competencias interculturales

Alessio Surian

doi:10.35197/rx.08.01.e.2012.08.as

Authors

Alessio Surian

DOI:

https://doi.org/10.35197/rx.08.01.e.2012.08.as

Keywords:

transcultural relationships, educational policies

Abstract

The concept of intercultural competence is associated in the literature with lists of skills that allow for “success” as an individual and as an organization in cross-cultural relations, as well as more critical and interested views of the different contexts and social roles that play a role in the definition and perception of these relations.

Authors such as Earley and Ang (2003,

59) prefer the concept of cultural intelligence to the concept of intercultural competence, in relation to how people know how to adapt to new cultural contexts, and in continuity with the work on intelligence by educational psychologists (H. Gardner, R.J. Sternberg), and in relation to the interaction between cognitive styles and management of daily activities (Zhang, Sternberg, 2001, pp. 198-200).

In recent years, a significant number of assessment tools for intercultural competences have been produced from different approaches (Earley and Ang 2003, pp. 193-199; Fowler and Blohm 2004, pp. 37-84; Paige 2004, 85-128).

This contribution investigates the relevant aspects and implications of discourses on intercultural competences for learning processes and for educational policies that integrate an intercultural approach.

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