Towards intercultural communicative competence in ELT

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Authenticity, Culture and Language Learning (2006, background): “This model implies that competence in another language entails a correspondence between the communicative realisation of these three categories and their realisation by a hypostatised ‘native speaker’ of that language (Alptekin, 2002; Block, 2003; White, 1997).”
Which English? Whose English? An investigation of ‘non-native’ teachers' beliefs about target varieties (2010, background): “For example, problems have been identified with the conceptualisation of the NS, an idealised figure conforming only very loosely, if at all, to the actual usage of the majority of first language (L1) speakers (Alptekin, 2002 ; Kramsch, 1993 ; Leung, Harris, & Rampton, 1997 ).”
CULTURE IN LANGUAGE LEARNING AND TEACHING (2005, background): “Besides, we are reminded of the fact that English language is the most studied language all over the world, whereby the language has gained a lingua franca status (Alptekin, 2002; Smith, 1976).”
E-learning and the development of intercultural competence (2006, background): “…and diversity of the target culture communities, researchers cautioned that within the communicative competence framework, learning a foreign language could become a kind of enculturalization where one acquired new cultural frames of reference and a new world view (Alptekin, 2002; Widdowson, 1994).”