AN ANALYSIS OF INTERCULTURAL COMMUNICATIVE COMPETENCE DIMENSIONS IN A VIETNAMESE HIGH SCHOOL ENGLISH TEXTBOOK
This study analyzes ICC representation in the Global Success - Grade 11 English textbook, an official resource widely used in Vietnamese high schools. Drawing on Byram’s (1997) ICC framework, a systematic content analysis was conducted to examine all tasks across ten units, focusing on eight ICC dimensions. The findings reveal that despite improvements over earlier materials, the textbook prioritizes linguistic competence and intercultural knowledge over the comprehensive development of ICC. The cultural content mainly conveys factual information rather than promoting active engagement and meaningful intercultural interaction. Besides, critical cultural awareness and intercultural attitudes are underdeveloped. These findings point out a gap between educational policy and textbook development, thereby providing methodological and pedagogical recommendations for teachers using this textbook.