Deardorff (2006) presents a model to visualize the components and desired outcomes of intercultural competence. This model is created from the list of components of intercultural competence and visualizes them in a framework with different levels, or a hierarchy of needs, to process the skills required for intercultural competence. In both Byram’s and Deardorff’s accounts of intercultural competence, attitudes are the fundamental starting point to acquisition.

input, including skills, knowledge, comprehension, cultural self-awareness, deep understanding, knowledge of culture, culture-specific knowledge, sociolinguistic awareness.

Bok, D. C. (2006). Our underachieving colleges : a candid look at how much learners learn and why they should be learning more. Princeton: Princeton University Press.

Byram, M. (1997). Teaching and Assessing Intercultural competence. Clevedon: Multilingual Matters Ltd.

Deardorff. (2006, Fall). Identification and Assessment of Intercultural Competence as a Learner Outcome of Internalization. Journal of Studies in International Education, ss. 241-266.

Deardorff, D. K. (2009). Exploring interculturally competent teaching in social sciences classrooms. Enhancing Learning in the Social Sciences, ss. 1-18.

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press.

Tomalin, B., & Stempleski, S. (1993). Cultural Awareness. Oxford: Oxford university Press.

Lund, R. (2012). Kulturforskjeller: et nytt fokus i engelskopplæringen. Norsk Pedagogisk Tidsskrift, ss. 42-53.