Abstract
The presentation deals with the attempt to enhance intercultural competence in students as an outcome of a one-semester English language course at a university. It examines both, the selection of tasks and study materials on the side of the teacher and the learning process on the side of the student.
The objective is to assess the extent to which the desired aim has been reached and to identify useful strategies which encourage changes in students. The analysis will draw on Deardorff's Process Model of Intercultural Competence.
The model consists of four interconnected elements. They are attitudes, knowledge and comprehension, internal outcome and external outcome.
The first two are to be found in an individual, the latter two are related to interaction. Teacher's lesson plans and students' reflective journals will be reviewed and confronted with the model.
Content analysis of approximately fifty reflective journals written by students from five different courses taught at different times and to diversely composed groups will be conducted. Additional written notes, reviews and evaluations by students will be included, as well as reflective notes from the teacher.
Firstly, the objective of teaching intercultural competence will be defined. Secondly, the theoretical aspects of the learning proces will be introduced.
Finally, the results of the content analysis will be presented.