COMPETENŢA INTERCULTURALĂ – COMPONENTĂ DE BAZĂ (FUNDAMENTALĂ) A COMPETENŢEI DIDACTICE

Olga DUHLICHER Catedra Ştiinţe ale Educaţiei

Rezumat

Although the term intercultural competence is now widely used in the field of intercultural communication, it is still not widely understood, nor do interculturalists agree upon a common definition. What most do agree upon is the “doub- le-edged” nature of the intercultural experience; that is, that development of competence in another culture and profici- ency in its language provide the opportunity for powerful reflections into one’s own native world view. Although researchers characterize intercultural competence in various ways, three principal themes (or domains of ability) emerge: 1) the ability to develop and maintain relationships, 2) the ability to communicate effectively and appropriately with minimal loss or distortion, and 3) the ability to attain compliance and obtain cooperation with others. Stated this way, it becomes obvious that similar abilities are desirable, if not altogether necessary, for everyone everyw- here – interculturally and culturally. That is, not only do these domains form part of “intercultural” relations, they are equally germane to “interpersonal” relations. The intercultural level, however, is further complicated when people inter- act across cultures because their commonalities diminish while differences increase dramatically.