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developed by some linguists in their models for intercultural teaching in the
context of language education.

In order to achieve those competences above, intercultural language
teaching argues for a set of principles for developing an overall approach to

teaching culture within language (Crozet & Liddicoat, 2000; Liddicoat, 2002b).

The principles include:
1) Culture is integrated into language macroskills not a separate macroskill and

the culture needs to be taught simultaneously with and integrated into
language teaching.

2) Culture is taught from the beginning of language learning and is not delayed
until learners have acquired some of the language. The key concern here is

that delaying input about culture does not delay culture learning, but rather

leads to false culture learning as a result of a lack of awareness of difference
and does not begin the process of thinking about one‘s own culture.

3) The bilingual speaker is the norm and learners are expected to become

competent users of a complex linguistic repertoire involving multiple
languages.

4) Language acquisition involves intercultural exploration: it is an active
interaction with other attitudes, beliefs, and behaviours, not a passive

reception of facts. Intercultural learning comes through interaction, not
simply through exposure and analysis (Bolten, 1993; Knapp & Knapp-

Potthof, 1990).

e. Models of Intercultural Language Learning

Models of intercultural language learning have been proposed by some
experts that give attention more to develop intercultural language learning such as

Byram (2001), Liddicoat (2011), Son & Park (2012), and Daniel (2001).

1) Intercultural language learning model proposed by Byram
In intercultural language learning, Byram (2001) proposed a model of

intercultural language learning in which the Byram‘s model represents to develop
intercultural communicative competence.

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