This article defines intercultural literacy as the competencies, understandings, attitudes, language proficiencies, participation and identities necessary for effective cross-cultural engagement. A new multidimensional and developmental model for intercultural literacy is proposed with reference to previous culture shock and cross-cultural adjustment models, and some implications for international schools are suggested. International schools, it is argued, are in a unique position to develop understandings and practice in relation to intercultural literacy. Not only can they do so—but they should.
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