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Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioral, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross-cultural education are terms used for the training to achieve cultural competence.
A model of ICC (or IC) widely accepted in foreign language education has been proposed by Byram. [2] This model includes five components, all of which are needed for a student to become an "intercultural speaker": attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about one's own.
Intercultural communication is a discipline that studies communication across different cultures and social groups, or how culture affects communication.It describes the wide range of communication processes and problems that naturally appear within an organization or social context made up of individuals from different religious, social, ethnic, and educational backgrounds.
Cross-cultural competence is not an end in itself, but is a set of variables that contribute to intercultural effectiveness. Whereas previous models have tended to emphasize subjective outcomes, focusing primarily on adjustment, outcomes of interest here include both subjective and objective outcomes.
Bennett's initial idea was for trainers to utilize the model to evaluate trainees' intercultural awareness and help them improve intercultural sensitivity, also sometimes referred to as cultural sensitivity, which is the ability of accepting and adapting to a brand new and different culture.
SIETAR is an educational membership organization for those professionals who are concerned with the challenges and rewards of intercultural relations. SIETAR was founded in the United States in 1974 by a few dedicated individuals to draw together professionals engaged in various forms of intercultural learning and engagement research and training.
The Purnell Model for Cultural Competence is a broadly utilized model for teaching and studying intercultural competence, especially within the nursing profession. Employing a method of the model incorporates ideas about cultures, persons, healthcare and health professional into a distinct and extensive evaluation instrument used to establish and evaluate cultural competence in healthcare.
In a similar study conducted by Abbe, et al. (2007), this same concept of cross-cultural competence (here referred to as 3C), was found to enable leaders to interact in any culture, as opposed to language and regional knowledge, which only work in specific cultures. 3C is dynamic and subject to develop over time.