The Development of intercultural ... - English Australia

Paula Dimmell & Sandra Caon-Parsons,

University of Adelaide’s English Language Centre

The Development of intercultural competency: A

structured approach for practical classroom application

The Development of Intercultural Competency (ICC)

A structured approach for practical classroom application

Sandra Caon-Parsons & Paula Dimmell May 2017

Overview 1. Background

2. What is Intercultural Competency (ICC)? 3. A structured approach:

Stages in development of ICC skills Model for Intercultural Competency

Development Curriculum Framework

4. Practical ways: Exploiting current classroom tasks Types of activities Our ICC program

5. Evaluation

Background

University of Adelaide 4

What does being a Global Citizen mean to you?


Someone who sees themselves as part of the world

Being comfortable in different cultural environments and not judging

Thinking about where we fit in on the world stage

Understanding myself and others by breaking down stereotypes

Taking responsibilities for our actions and how they affect others

Being aware of how decisions made by us affect other people in the world

Someone who has an ethical care for the planet and its people

Someone with a strong sense of social justice

Leaving my comfort zone and what I know and learning about others

Someone who feels a sense of responsibility for the world-wide community

rather than just their immediate community

What does being a Global Citizen mean to you?


What is ICC?


“Intercultural competence is the ability to develop targeted knowledge, skills and attitudes that lead to visible behaviour and communication that are both effective and appropriate in intercultural interactions.” Deardorff 2006

Diverse students – different cultures - homestay

Therefore, they have developed ICC skills


Regular contact with diversity does not

necessarily produce intercultural

understanding in students, faculty and

staff. Rather, intercultural understanding

is the product of intent and design

(Habacon 2014).

Intercultural Competency includes skills such as:

• Innovation

• Flexibility, creativity, being proactive

• Developing increased self-confidence

• Problem solving, decision making

• Critical thinking

• Effective communication and collaboration skills

• Building collegial networks

• Ability to operate in diverse cultural environments

• Appreciate multiple perspectives and diversity

• Develop tolerance to change and awareness of specific cultural nuances

• Acknowledge and accept varieties of English as being the ‘norm’

• Effective and appropriate linguistic choices*


A structured approach

Model for developing ICC



DESIRED OUTCOMES

External: Behaving and communicating effectively and appropriately in

intercultural situations

Internal: Seeing from others' perspectives and responding according to the way others desire to be treated

Socio-linguisitic, discourse and linguistic competence

VALUES AND ATTITUDES

Respect and value other cultures

Openess and withholding judgement

Curiosity and tolerance towards ambiguity and uncertainty

Socio-linguisitic, discourse and linguistic awareness

SKILLS

To listen, observe & interpret

To analyse, evaluate and relate

Socio-linguisitic, discourse and linguistic competence

KNOWLEDGE AND UNDERSTANDING

Cultural self-awareness

Deep understanding and knowledge of culture

Culture specific information

Socio-linguistic awareness

Understand multiple perspectives and diversity

Socio-linguisitic, discourse and linguistic awareness

Intercultural Competency (ICC)

Model for Intercultural Competency Development (Caon-Parsons & Dimmell 2016) adapted from Deardorff, 2009

Curriculum


Alignment of the tasks and the elements


Practical ways to develop ICC skills

ICC Skills development

Exploit tasks within own classroom

Embedding a program

across your centre

Working together

with another class

Working with external parties


Exploiting tasks

Find Someone who… ...likes the same kind of food as you.

Find out his or her favourite

...who is a vegetarian.

Find out why and what they like to eat..

…has noticed some cultural differences between their culture and Australia

Find out what they are.

...who has been to a tourist place in Adelaide.

Find out where and what it was like.

...who has a larger family than you

Find out what the difference is.

…who likes playing computer games.

Find out which ones they like the best.

…who thinks English is an easy language

Find out how long they have been learning English

…who loves travelling Find out where they have been or where they would like to go.

...who speaks more than two foreign languages.

Find out what they are.

…who has more than two brothers or two sisters

Find out which and if they are older or younger.

...who arrived in Adelaide after you.

Find out when they arrived.

…who can tell a joke in English

Ask them to tell it to you

...who comes from a large city.

Find out where and how many people live there.

…who celebrates a festival that you do.

Find out what it is.

...who plays a musical instrument. Find out what.

…who likes the same music as you

Find out what kind or who


To become aware of links with other places (e.g. through food)

To compare similarities and differences between places in various parts of the world, including own setting

To help students interact with each other as individuals (initially not focusing on cultural backgrounds)

To acknowledge that everyone should be included and able to participate

To break down barriers To develop a deeper and more personal understanding of diversity

To listen to others - looking at different viewpoints

To participate in group activities, with an awareness of inclusivity

Personal Critical Incidents


ICC skills development

• To deepen understanding and interaction with different cultures

• To compare similarities and differences between places in various parts of the world,

including own setting

• To construct creative and positive outcomes of conflict

• To show sensitivity to diverse perspectives and cultural norms when managing conflict

• To integrate new or revised perspectives into own learning, thinking and actions

Language skills development

• To review / learn past tenses for describing events

• To review / learn questions forms

• To review / learn vocab related to confusion / annoyance

• To review / learn language related to giving suggestions

• To refine paraphrasing skills

Types of activities

• Ice Breakers (to encourage students to engage in intercultural communication)

• Mini-case studies / scenarios / critical incidents (to stimulate discussion in groups and engagement in intercultural communication)

• Student Diversity Profiles (to understand the cultural backgrounds of students in the classroom)

• Case studies for group discussion and critical analysis relating to cultural differences (to facilitate extended discussion and engage in the learning process)

• Beginner role plays and simulation (to facilitate intercultural communication, negotiation and discussion, and engage in experiential learning)

• Pair work and Group work (to work collaboratively in class to facilitate intercultural interactions in different contexts)

• Interactive games (to encourage students to interact with each other, and adapt to cultural differences and the cultural norms and values of others)

• Intercultural games (to encourage students to interact with each other, explore and manage cultural differences, and reflect of changes to cultural understanding, attitudes and behaviours)

• Advanced level role-plays (to practise and apply intercultural knowledge, skills and understanding).


Facilitating Learner

Autonomy

Awareness Activities

Developing Understanding

Our ICC Program


Strategic Goals

Graduate Attributes /

Internationalisation of the Curriculum

Intercultural Competency Skills

Program

Global Citizenship

21st C learners

20 week program

5 week cycle

Timetable

12 independent lesson plans – 60 – 90 minutes

20 week program – 4 lessons



Program Evaluations


How much did you enjoy today’s activity?


Why? Opportunity to practise listening and speaking skills

Speaking with people of different cultural backgrounds

Other responses

•sharing /exchange ideas on different topics •using English in a different situation than the usual class •Talking about interesting topics •Practise pronunciation •Find out our shortcomings •Improve vocab •Practise casual English •Listen to another teacher •Speak more rather than listen to teacher

•Increase interaction between cultures •Broaden our ‘horizons’ •Open our minds •Understand ‘different thinking’ •Understanding different cultures •Increase knowledge of another country •Exchange experiences •Understanding different accents

•Different focus •Relaxation from assignments •Improve confidence •Increase interest in English •More fun •Practise critical thinking •Speaking without pressure •Overcome shyness •Motivated when meeting new people •A change


Speaking with people of different cultural backgrounds

•Increase interaction between cultures •Broaden our ‘horizons’ •Open our minds •Understand ‘different thinking’ •Understanding different cultures •Increase knowledge of another country •Exchange experiences •Understanding different accents

Student reflection - difficulties


[VALUE]%

[VALUE]%

[VALUE]%

[VALUE]%

[VALUE]%

[VALUE]%

[VALUE]%

Understanding the otherstudents' pronunciation

Listening to other accents

Lack of vocab

My ability to express my ideasin English

The classroom was too noisy

Starting a conversation

Other



Why is it important for teachers?

• Professional Development

Good Practice


“Good teaching across cultures will:

• Focus on students as learners

• Respect and adjust for diversity

• Provide context specific information and support

• Facilitate meaningful intercultural dialogue and engagement

• Be adaptable, flexible and responsive to evidence

• Prepare students for life in a globalised world”

(Learning and Teaching Across Cultures : Good Practice Principles – Office for Learning and Teaching and IEAA)

[email protected] [email protected]

mailto:[email protected]

mailto:[email protected]

Bibliography Anderson, L. W., & Krathwohl, D. R (Eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

Bennett, J. (2011). 'Developing Intercultural Competence For International Education Faculty and Staff ', paper presented at the AIEA conference, San Francisco, CA, USA, 22 February 2011

Bennett, M. J. (1986). A developmental approach to training intercultural sensitivity. in J. Martin (Guest Ed.), Special Issue on Intercultural Training, International Journal of Intercultural Relations. Vol 10, No.2. 179-186.

Bennett, J. (2011). 'Developing Intercultural Competence For International Education Faculty and Staff ', paper presented at the AIEA conference, San Francisco, CA, USA, 22 February 2011

Bloom, B. S. (Ed.), Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook 1: Cognitive domain. New York: David McKay.

Byram, Michael. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.

Deardorff, D. K. (2006) , The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States, Journal of Studies in International Education 10:241-266

Deardorff, Darla K., ed. (2009). The SAGE Handbook of Intercultural Competence. Thousand Oaks, CA: Sage.

Earley, P.C, Ang, S & Tan, J 2006, CQ: Developing Cultural Intelligence at Work, Palo Alto, CA: Stanford University Press

Freeman, M., Treleaven, L., Ramburuth, P., Leask, B., Caulfield, N., Simpson, L., Ridings, S., & Sykes, C. (2009) Embedding the development of intercultural competence in business education ALTC Project Final Report Sydney: ALTC http://www.altc.edu.au/resource-embeddingdevelopment-business-usyd-2009

Habacon A E (2014) The Intercultural Promise: Intercultural understanding mid-level strategic plan UBC Vancouver, The University of British Columbia Vancouver Campus: The University of British Columbia Vancouver Campus.

Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). Measuring intercultural sensitivity: The Intercultural Development Inventory in International Journal of Intercultural Relations, 27, 421-443


Howard, G. S. (1980). Response-shift bias a problem in evaluating interventions with pre/post self-reports, Evaluation Review, 4(1), 93-106. Howard Hamilton, M. F., Richardson, B. J., & Shuford, B. (1998). Promoting multicultural education: A holistic approach. College Student Affairs Journal, 18, 5–17. Lam, T. C. & Bengo, P. (2003). A comparison of three retrospective self-reporting methods of measuring change in instructional practice in American Journal of Evaluation, 24(1), 65-80. Leask, B. (2008). Internationalisation, globalisation and curriculum innovation. In Hellsten, M., & Reid, A. Researching International Pedagogies (pp. 9-26).Springer: Netherlands. Learning and Teaching Across Cultures: Good Practice Principles – Office for Learning and Teaching and IEAA http://www.ieaa.org.au/documents/item/124 Oxfam.org.uk (2006) Education for Global Citizenship : A Guide for schools http://www.oxfam.org.uk/education/global-citizenship/global-citizenship-guides Petford, N., &Shiel, C. (2008). A holistic approach to the ‘globalisation’ agenda at Bournemouth University: the role of senior managers. In C. Shiel& A.McKenzie, (Eds.), The Global University: the role of senior managers (19-24). London: DEA River House. Ramburuth P, Tahhan D.A (2008) Developing Intercultural Competence in Business Education Exemplars and Activities, http://sydney.edu.au/business/__data/assets/pdf_file/0019/74431/UNSWDevIntCompBusiness.pdf Ridings, S., Simpson, L., Leask, B., Freeman, M., Ramburuth, P., Treleaven, L., Sykes, C. & Fletcher, M. (2008). ALTC Project Update: Developing Intercultural Competence. HERDSA Newsletter December 2008, 30 (3)17-19. Suárez-Orozco M.M & Sattin C (2007) 'Wanted: Global Citizens', The Prepared Graduate, 64(7), pp. 58-62. Sinicrope C, Norris, J, Watanabe Y (2007) Understanding and Assessing Intercultural Competence: A Summary of Theory, Research, and Practice Technical Report for the Foreign Language Program Evaluation Project, University of Hawaii at Manoa: University of Hawaii at Manoa. The British Council (2008) Global citizenship in the English language classroom, http://www.teachingenglish.org.uk/sites/teacheng/files/GlobalCitizenv2.pdf The University of Adelaide 2016, Internationalisation of the Curriculum | Learning & Teaching https://www.adelaide.edu.au/learning/teaching/curriculum/intcurriculum/


http://www.ieaa.org.au/documents/item/124

http://www.oxfam.org.uk/education/global-citizenship/global-citizenship-guides







https://www.adelaide.edu.au/learning/teaching/curriculum/intcurriculum/

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The Development of intercultural ... - English Australia