Intercultural Competence in the Classroom

Name all five components of Byram's model, define each in the author's own terms, and say which of the five a given classroom activity actually develops.

Distinguish the two halves of intercultural knowledge — what a group does, and how interaction itself works — and rebuild a "facts about a country" lesson so that it teaches the second.

Interpret a document or event from another culture, explain it, and relate it to a document from your own, then turn that process into a lesson your students can follow.

Handle the real-time part: acquire what you need in the middle of an interaction you cannot pause, and analyse afterwards what you actually did.

Run a structured reflection on a real intercultural encounter with your own class, using the Council of Europe's Autobiography of Intercultural Encounters.

Evaluate a cultural practice — including one from your own culture — on explicit criteria, and explain the published criticism of Byram's model well enough to argue with it.