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1 Introduction

There is general agreement that intercultural competence, which has been especially developed in language training, is becoming more and more necessary for citizens today, as they encounter colleagues, clients or friends, at home or abroad, during work or leisure. This competence is based on a deep sensitive understanding of the other person and on communicative capacities. One would not expect eLearning to offer the required environment for developing such interpersonal capacities. However, it will be argued here that developing intercultural awareness in learners can be facilitated by elearning environments. Furthermore, as pedagogical practices, previously based mainly on paper technology, gradually integrate digital technology, a much more important goal can be attained with teachers: a renewed understanding of the cultural embeddedness of learning and teaching. This can lead to an urgently needed empowerment of educational actors who are confronted with specific new cultural challenges that the use of digital technology and knowledge is generating today.

eLearning Papers • www.elearningpapers.eu • 1 No 7 • February 2008 • ISSN 1887-1542

2 Acquiring intercultural competence through elearning

Learners and teachers have to cope more and more with the crucial issue of cultural heterogeneity. School and university populations are increasingly multicultural, as people migrate for professional, social or political reasons. The globalisation of the economy is bringing together people of different hemispheres, cultures, civilisations, people that need to speak to each other and to understand one other. One important answer to this cultural diversity has been the generalisation of multilinguism in European schools. Training students in a second and in a third language has brought about a maturing of sociocultural educational goals, strategies and methods in language education and the development of specific elearning resources for cultural competences. It is therefore important to begin this reflection by framing the notion of students’ “intercultural competence”, in reference to the substantial educational work already accomplished.

All across Europe, schools and universities have been setting up new training contents and methods in order to develop in students’ intercultural skills and competence. Otto Lüdemann retraces how the intercultural dimension has been present from the very beginning in European Commission initiatives and programmes such as Erasmus (1987), Lingua (1990), Jean-Monnet Action (1990), or Socrates (1995). Research and pedagogical practices had focused on knowledge of culture and language fluency but have now come to integrate intercultural relations and communications.

Learning goals have been transformed along the way. Byram, an important actor in European language education policy, wrote