Intercultural Competence
Intercultural CompetenceGail Samdperil and Christina GuntherSacred Heart University
Today’s Objectives1.Identify problems with cultural awareness perception in the collegeenvironment2.Analyze high-impact learning tools and take-away a framework ofcultural awareness activities (for both faculty and students)3.Adapt activities to diverse educational departments
A DefinitionIntercultural Competence“The ability to relate and communicateeffectively when individuals involved in theinteraction do not share the same culture,ethnicity, language, or other commonexperiences.”Forum on Education Abroad, 2016
Engaging Cultural DiversityThe development of intercultural competence involves gaining a morecomplex understanding of how one engages cultural diversity.Reproduced from the Intercultural Development Inventory Resource Guide by permission of the author, Mitchell R. Hammer,Ph.D., IDI, LLC. Copyright 1998, 2003, 2007, 2012 Mitchell R. Hammer, IDI, LLC. All Rights Reserved.
Knowing our own Cultural HabitsDeeper cultural self-understanding (how one make sense ofand respond to cultural differences in terms of one’s own culturallylearned perceptions, values and practices)Examples:Time as a cultural constructIndividualistic vs communal societies
Knowing Cultural Habits of OthersDeeper cultural other-understanding (different ways peoplefrom other cultural groups make sense of and respond to culturaldifferences).Examples:Waiting in GuatemalaGreeting each other
Why is ICC so Important? Healthcare - lack of cultural competence affects health outcomes Education - Increasingly diverse classrooms. Some teachingstrategies may not engage all students as fully as possible Business - with increasing globalization, worldwide interaction isbecoming commonplace
Field of Intercultural Competence5 decadesof scholarly work
Intercultural Competence Model
Continuous Growth and DevelopmentWhen people receive interculturaltraining it aids them in acquiring theskills that can help them navigate newcultures successfully, as well as helpsthem to recognize and understandtheir own cultural beliefs and values.Paige, 1993
Our Student Data Students believe they are culturally competent, however, datashowed that they fall into a polarization category (N 27) Polarization is a judgmental view in terms of “us vs them” The students’ perception is quite different than the reality
Faculty Role“Given the integral involvement of faculty in shaping thestudent experience, interculturally competentprofessors and instructors are in an excellent positionto help students develop their own competency in thisrealm and facilitate students’ global preparedness.”Deardorff, 2012
Interculturally Competent Faculty1. Understand the complexity of intercultural competence(ICC)2. Design their courses to go beyond knowledgetransmission and address intercultural learning as anoutcome3. Able to successfully teach students from a wide variety ofbackgrounds4. Be prepared to provide feedback to students in theirintercultural journeys
14 Dimensions of Diversity
“Cultural Programming”YOU
How do you get faculty tothis point?Need faculty buy-in(meet faculty where they are)begin withinformalconversationbackground& beliefsParadigm shiftteachingpractices
Reflection Questions for FacultyHow truly open am I to those from different cultural, socioeconomic, andreligious backgrounds?Can I describe my own cultural conditioning? For example, what culturalvalues impact how I behave and communicate with others? Describe.Do I engage in active reflection on my teaching practice and on myinteractions with those from different cultural backgrounds? Do I seek tounderstand why something occurred and what lessons can be learned fromthe situation? How?Am I able to be flexible in responding to students’ learning needs, seeking tounderstand those needs from their cultural perspectives? In what ways?Deardorff, 2012
BARRIERS TO DEVELOPING CULTURALLYCOMPETENT FACULTY Lack of diversity in leadership and workforce. Systems that are poorly designed to meet the needs of diverse faculty andstaff. Poor communication between leadership and faculty of different racial,ethnic, or cultural backgrounds.* Faculty are not being encouraged to develop their own interculturalcompetence
Once Faculty are on their way to ICC .
Results OrientedApproachProcess OrientedApproachPromoteCriticalReflection
The curricula should: increase awareness of racial and ethnic disparities in education andthe importance of sociocultural factors on beliefs and behaviors identify the impact of race, ethnicity, culture, and class on decisionmaking implement high-impact practices to identify beliefs and behaviors develop skills for cross-cultural assessment, communication, andnegotiation
Training ToolsLet’s try it: Photography: my community, my culture( NY Times Culture Shot)
In ClosingWhether student or faculty, becoming interculturally competent is adevelopmental, lifelong process. For faculty guiding their students in the development of thesecompetencies, a process-oriented approach includes theincorporation of learning activities such as critical reflection andanalysis into students’ coursework. Faculty should reflect on the intercultural aspects of their teachingpractice.Deardorff, 2012
Thank you!Contact us with any questions:Gail Samdperil samdperilg@sacredheart.eduChristina Gunther guntherc@sacredheart.edu
Engaging Cultural Diversity The development of intercultural competence involves gaining a more complex understanding of how one engages cultural diversity. Reproduced from the Intercultural Development Inventory Resour
Intercultural Competence Intercultural competence . is the capability to accurately understand and adapt behavior to cultural difference and commonality. Intercultural competence . reflects the degree to which cultural differences and commonalities in values, expectations, beliefs, and practices are effectively bridged, an inclusive .
intercultural communication, adaptation to other cultures, intercultural learning. This concept is defined on the intersection of the concept of culture and competence (Figure 1). Developing Intercultural Competencies using activities with different media 40 Figure 1. Elements, which form the intercultural
In the last decades, Intercultural Competence was reintroduced as Intercultural Communicative Competence (ICC) as the result of its impact on foreign language teaching (López-Rocha & Arévalo-Guerrero, 2014). The distinction between the two needs to
intercultural competence—an individual’s or group’s ability to function effectively across cultures—is one way to address this need.2 Intercultural competence is the capacity to shift perspective and behavior so as to bridge cultural differences in order to reach identified goals.
Change, Globalization, Informatization, And Intercultural Communication, Communicating in culturally diverse work-place, Gateways to Effective Intercultural Communication. Learning Objectives To define intercultural communication To know the significance of intercultural communication in today's world of globalization.
UNI 1 NATURA CIENC LEARN TOGETHER PRIMARY 3 33 LIN Competence in linguistic communication MST Competence in mathematics, science and technology DIG Competence in the use of new technologies LTL Competence in learning to learn SOC Competence in social awareness and citizenship AUT Competence in autonomous learning and personal initiative CUL Competence in artistic and cultural awareness
I. Frequently asked questions 88 J. UNESCO evaluation form 93 Index 99. Figures 0.1 UNESCO Intercultural Competencies Tree xiv 2.1 Intercultural competence model 59 Tables 1.1 Pros and cons of intercultural trainings tools 8 2.1 Foundation of Story Circles 17 Photos 2.1 Story Circles pilot in Bangkok, Thailand 18 .
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