THEORETICAL FOUNDATIONS OF DEVELOPING INTERCULTURAL COMMUNICATIVE COMPETENCE AMONG SECONDARY SCHOOL LEARNERS

The development of intercultural communicative competence has become an essential objective of contemporary foreign language education, particularly in secondary schools where learners are developing their linguistic abilities, social identities, and understanding of cultural diversity. This article examines the theoretical foundations of intercultural communicative competence (ICC) and explores their relevance to teaching English as a foreign language. The study employs a qualitative theoretical research approach based on a focused review, comparative analysis, and synthesis of scholarly literature. Particular attention is given to the contributions of Michael Byram, Darla Deardorff, Claire Kramsch, and other researchers whose work has shaped contemporary approaches to intercultural education. The analysis identifies cultural knowledge, openness, empathy, interpretative skills, critical cultural awareness, and reflective learning as central dimensions of intercultural competence. Furthermore, the article considers the relationship between linguistic and intercultural competence, the developmental characteristics of adolescent learners, and the pedagogical potential of authentic materials, classroom interaction, and digital learning resources. The findings of the theoretical analysis suggest that intercultural competence should be integrated into everyday language teaching through systematic, learner-centered, and reflective educational practices. The article concludes that developing ICC can contribute to preparing secondary school learners for meaningful communication in culturally diverse environments.