Developing Global Competence in World Language Education

Refreshingly, this text stays focused on the actual behavior of intercultural communication. While it uses many contrasts to the Japanese cultural style, the four dimensions of competence it illustrates are generally applicable to the intentional development of global competence in language classrooms and international exchange. And in arguing for ‘adopting values beyond our horizon,’ it appropriately treats cultural values as preferences for certain kinds of behavior, making it easier for readers to avoid ethical dualities and instead increase their range of suitable communication.

Milton J. Bennett, Ph.D.,

Executive Director

Intercultural Development Research Institute

In 2015, nearly 200 United Nations (UN) member states adopted the UN Sustainable Development Goals and their targets to improve life on our shared planet by 2030. The fourth goal calls for quality education for all and addresses two key areas: global citizenship and sustainable development. In 2009, I also acknowledged a similar goal in an article titled “Developing Intercultural Competencies: An Educational Imperative for the 21st Century.” The current work by Egitim and Harumi now makes an important contribution toward advancing these goals by providing a pedagogical model that may be applied cross-culturally in classroom settings. This is a work which should be in the hands of all educators and students involved in language and cross-cultural education.

Alvino E. Fantini, Ph.D.,

Professor Emeritus

School for International Training, Brattleboro, Vermont, USA

Soyhan Egitim and Seiko Harumi’s Developing Global Competence in World Language Education: A Four-Step Framework for Success presents a convincing challenge to rethink language education beyond proficiency and test performance. Their Four-Step Framework provides a compelling model for integrating linguistic proficiency, cross-cultural knowledge, adaptability, and intercultural values into second language learning. By emphasizing curiosity, communication flexibility, and reflective practice, the book moves language education toward promoting globally competent speakers who can navigate real-world intercultural interactions. The book is essential reading for language educators, curriculum designers, and policymakers seeking to bridge the gap between policy aspirations and classroom realities. Graduate students in applied linguistics and intercultural communication will also find its insights invaluable. With practical applications grounded in empirical studies, this work provides the necessary tools to cultivate language learners who are not just proficient but also culturally and communicatively agile in a globalized world.

Jim McKinley, Ph.D.,

Professor of Applied Linguistics

University College London