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Going beyond intercultural communicative competence to become global citizens

Yi Gui


The hot trend of global and intercultural citizen education has aroused heated discussion among the second language
learners and teachers especially during the post epidemic era, which has been a new challenge for the government-funded international
institutes in China. According to three guidance documents, China Education Modernization 2035, China Medium- and Long-term National
Education Reform Modernization (2010-2020), and College English Curriculum Requirements of China (CECR,2020), the new policy of
internationalization of the curriculum and the cultivation of the students’ intercultural communicative competence has been put on agenda by
College Foreign Language Teaching Steering Committee of China. In response to the CECR, the implementation of the new curriculum and
syllabus should emphasize the integration of the intercultural education into the language education. The ultimate goal is to enhance learners’
understanding of multiple local and global communities, to foster their skills of successful interaction in intercultural circumstances, and
to cultivate their intercultural communicative competence (ICC). Thus, the language learners will have the global competence (GC) and
become the global citizens.


intercultural communicative competence; global competence; global citizen

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DOI: http://dx.doi.org/10.18686/modern-management-forum.v6i11.6618