ISSN: 1579-9794
Hikma 24(1) (2025), 1 - 5
RODRÍGUEZ ARANCÓN, PILAR. HOW TO DEVELOP AND
EVALUATE INTERCULTURAL COMPETENCE IN A BLENDED LEARNING
ENVIRONMENT. MADRID, SINDÉRESIS, 2023, 336 PP., ISBN 978-84-
19199-66-9
The term “intercultural competence” ‒ generally understood as the
ability to interact with members of cultures different from one’s own in a
flexible, appropriate and effective way ‒ is challenging to define due to its
inherent complexity, a fact recognized by scholars such as Spitzberg and
Changnon (2009), who advocate for a deeper examination. In her latest
research monograph entitled How to develop and evaluate intercultural
competence in a blended learning environment, Pilar Rodríguez Arancón
provides a vision that goes beyond mere definitional boundaries.
Acknowledging a long-standing terminological gap, Arancón draws attention
to the role of interculturality in language teaching scholarship. The author
endeavours to substantiate that both language and culture are not only
intricately intertwined but also mutually reinforcing components, thereby
advocating for a new intercultural approach in foreign language learning
(Byram, 1989; Kramsch, 1998; Oliveras & Llobera, 2000).
Intercultural competence does not emerge spontaneously, but must
be intentionally oriented and developed (Kohls, 1996; Storti, 1997). It
therefore becomes imperative for language educators to facilitate learners’
adeptness at engaging with individuals from diverse cultural backgrounds.
This involves fostering awareness of one’s own cultural identity while
simultaneously honing the capacity to navigate and comprehend the cultural
identities of others.
Like the Common European Framework of Reference for Languages
(CEFR, Council of Europe, 2001), Rodríguez Arancón argues that
governments and educational institutions must encourage policies that foster
and develop interculturalism and multilingualism. After reviewing some of the
linguistic policies enacted in countries in different continents, the author then
focuses on the status quo of teaching practices in higher education and
ultimately offers a didactic proposal developed in a blended learning
environment. As an example, she hones in on the experiences of Spanish-
speaking adult learners of English as a foreign language with an emphasis
on intercultural awareness.
Among the many ideas shared by the author is the importance of
adapting teaching to different students across different curricula and in
different cultures. This calls for the incorporation of multiple perspectives into
course frameworks, thereby promoting opportunities for critical introspection
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and facilitating substantial intercultural encounters and exchanges that
enrich the learning experience. Furthermore, despite the wide availability of
curricular materials for language learning, there is still little research on the
role of intercultural competence in the creation of foreign language (FL)
materials. Rodríguez Arancón’s rigorous and systematic book strives to fill
this gap and will undoubtedly become a clear reference in the field.
The volume is divided into five chapters, the first one being the
introduction, which outlines the context of this study and its research
objectives.
Chapter 2 unveils the three pivotal facets of this research: the
dynamic evolution of the concept of culture, the application of systemic
functional linguistics, and the intricacies of blended learning. The chapter
contains a succinct exploration into what is culture and an analysis of its
study, followed by a theoretical explanation and the evolution and
characteristics of interculture. After an exhaustive literature review,
Rodríguez Arancón focuses on Butt’s analysis of linguistic exchanges and
describes how his work in systemic functional linguistics reconciles the
sociological approach and the linguistic approach to the study of culture. The
last section of the chapter is devoted to the use of blended learning, which
has proven its great potential in higher education, and is the form of
instruction chosen by the author in order to develop her proposal.
Chapter 3 discusses the challenges of incorporating cultural elements
into FL teaching. Though Content and Language Integrated Learning (CLIL)
programs have been introduced to Spanish Primary schools, language
educators are still faced with a lack of intercultural awareness and a dearth
of substantial guidance in the existing literature. The author provides an
interesting revision of how linguistic policy perspectives have shaped
pedagogical approaches in Australia (multilingual approach), Japan
(monolingual approach), and the United States (multicultural approach). The
chapter ends with an exhaustive review of CEFR’s (Council of Europe, 2001)
taxonomy where the lack of resources for the assessment of intercultural
competence is highlighted.
After standing up for Intercultural Language Teaching (ILT) as a
paradigm that – unlike previous approaches – connects language and
culture, the author focuses on the design of activities that develop
intercultural awareness. Her meticulous examination of printed materials is a
perfect example of how to assess didactic resources’ appropriateness for
working on intercultural issues.
Chapter 4 includes a pedagogical unit devised by the author as part of
the I-AGENT project for A2-level students of English for Specific Purposes
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(see ATLAS (Applying Technology to Languages) Research Group:
http://atlas.uned.es/), which aims to investigate how face-to-face English
classes might be complemented with the use of an innovative software:
Intelligent Computer Assisted Language Learning (ICALL). Rodríguez
Arancón highlights the relevance of teaching from an intercultural
perspective and explains the methodology employed in the course, where I-
AGENT facilitates opportunities for students not only to learn about other
countries’ customs but also to juxtapose and contrast these with their own.
This section is particularly compelling, not least because the author explains
how the selection of topics in the FL classroom is dependent on students’
learning needs and is aligned with the learning objectives, ultimately
informing the development of teaching materials. Furthermore, the topics
align with the CEFR’s seven categories of European society and culture, and
strive to mirror real-life situations learners might encounter in their
professional endeavours. The vast amount of information on how to develop
a didactic unit with contextualised and motivating intercultural activities will
be an invaluable resource to educators. Following this pertinent and specific
sequence of proposed activities, the sample unit included at the end of this
chapter can be interesting and useful to anyone working in the field of
language teaching and blended learning. Highly usable, the proposal
culminates in a reflection on assessment and provides a detailed ten-item
rubric which can be adapted to different levels and delves into both internal
and external aspects of the verbal or non-verbal message, along with its
contextual elements.
Chapter 5 provides an overview of the book and hints at future
research avenues.
Language education is undoubtedly facing a challenge on how to
incorporate the interconnection between language and culture into basic
transversal skills and communicative knowledge as globalisation demands.
Intercultural competence can meet that challenge and this monograph
sheds light on the need for guidance on teaching and on how to
systematically evaluate these essential skills, and highlights the benefits of a
flexible and autonomous learning approach that enhances exposure to FL.
Grounded in sociological aspects, linguistic foundations, and flexible
technology-enhanced learning, Rodríguez Arancón’s work makes a very
persuasive point, albeit highly theoretical, on a really efficient way to
approach intercultural competence in blended learning environments. In
reviewing the book, it is evident that chapters 2 and 3 delve into complex
conceptual ideas. While this depth of theoretical discussion is undoubtedly
valuable for readers with a strong research focus, it may present challenges
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for those primarily interested in teaching applications. For educators who
prioritize practical application over theoretical abstraction, integrating more
examples of didactic practice could greatly enhance their engagement and
comprehension. Chapter 4 offers readers a detailed sample unit, providing
an insightful glimpse into the cultural sections of one of the nine units of I-
AGENT. While the depth of detail in this sample unit is commendable,
readers may find themselves yearning for a broader understanding of the
remaining units within I-AGENT. Providing a schematic overview or
summary of the structure and content of the other units would offer readers a
valuable roadmap, enabling them to grasp the overall scope and
organization of the curriculum.
Furthermore, after the prospect of delving into de implementation of
didactic proposals outlined in Chapter 5, readers will become eager to
witness the real-world application of these proposals and to learn from the
tangible results that emerge from their implementation. Indeed, the seamless
integration of intercultural competence courses for children or young adults
would not only be welcomed but also represents a crucial step towards
shaping the future of language education.
In an era in which globalisation reveals the importance of speaking
multiple languages, more emphasis should be placed on the study of
intercultural skills. This is indeed a prominent field that invites serious
reflection on the factors that influence the way in which people create their
identities and how they see themselves in contraposition to others. This
priceless book contributes to this field while facilitating educators’ reflective
journeys with authentic materials that identify major gaps to address in
intercultural competence teaching and maps out an agenda for future ways
forward. How to develop and evaluate intercultural competence in a blended
learning environment will likely become a go-to monograph for educators
and researchers alike. The author’s expertise shines through in her clear
explanations and insightful guidance, making complex concepts accessible
to both early-career researchers and those with more experience. This book
is a must-have for educators who strive to make their classrooms inclusive
and global.
REFERENCES
Byram, M. (1989). Cultural Studies and Foreign Language Education.
Clevedon: Multilingual Matters.
Commission of the European Communities (2000). A Memorandum of
Lifelong Learning. Brussels: European Commission.
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Council of Europe. (2001). Common European Framework of Reference for
Languages: Learning, teaching, assessment. Strasbourg: Council of
Europe Publishing.
Kohls, L. R. (1996). Survival kit for overseas living. Intercultural Press.
Kramsch, C. (1998). Language and Culture. Oxford University Press.
Oliveras, À & Llobera, M. (2000). Hacia la competencia intercultural en el
aprendizaje de una lengua extranjera. Estudio del choque cultural y
los malentendidos. Edinumen.
Spitzberg, B.H. & Changnon, G. (2009). Conceptualizing Intercultural
Competence. In Deardorff, D.K. (Ed.), The SAGE Handbook of
Intercultural Competence (pp. 2–52). Thousand Oaks, Sage.
Storti, C. (1997). Culture matters: The Peace Corps cross-cultural workbook.
Peace Corps Information Collection and Exchange.
[GLORIA TORRALBA]
