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Components of Intercultural Teaching Competence

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Components of Intercultural Teaching Competence

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- Model and encourage perspective-taking in the classroom
- Model and encourage non-judgemental approaches to discussing cultural, social, or other types of difference.
- Facilitate discussion among students with a variety of communication styles.
- Model tolerance for ambiguity
- Create an inclusive learning environment that recognizes the barriers students face in participating
- Expect and accept difference, and appreciate differences in the relationship between teachers and learners across cultures
- Tailor messages to audiences with different levels of linguistic ability

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For example, recognize when students approach global issues from monocultural perspectives, and encourage students to consider the same issue from a variety of perspectives by asking questions and expressing a diversity of opinions in class, and model openness towards indigenous methodologies and ways of knowing (Bennett & Bennett 2004; Bond, Qian, & Huang, 2003).

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Process Model of Intercultural Competence

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Process Model of Intercultural Competence

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Attitudes: developing respect (valuing other cultures), openness (withholding judgment), and curiosity & discovery (tolerating ambiguity)

Knowledge: cultural self-awareness, deep cultural knowledge, other world views, sociolinguistic awareness; being able to listen, observe, and evaluate; being able to analyze, interpret, and relate

Desired Internal Outcomes: Informed frame of reference shift to create adaptability, flexibility, ethnorelative view, empathy skills

Desired External outcomes: Effective and appropriate communication and behavior in an intercultural situation

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Reflections on Chapter 7 - Developing Intercultural Competence in Supporting Students Globally

Written by Ben Cecil, M.S. - Assistant Director, International Student Life - University of Georgia, USA

Intercultural competence is a buzzword that student affairs practitioners often hear about related to outcomes of an undergraduate education, but what does it actually mean? How do we actually achieve intercultural competence when students arrive to colleges and universities in different places developmentally and with a breadth of various life experiences? Darla Deardorff's chapter in Supporting Students Globally begins the conversation about developing intercultural competence for college students, working to debunk the myths and misconceptions surrounding intercultural competency development (pg. 127). At its core, this chapter reminds us to focus on the core of what intercultural competence means, and challenges us to remember that much of the work and information surrounding intercultural competency development in college students is U.S.-based and U.S.-centric.

One of the biggest takeaways from this chapter is a reminder that developing intercultural competence takes work. Deardorff highlights this in the first part of her chapter, noting that many of the 'intercultural myths' (pg. 127) she identifies are ways that higher education believes intercultural competence can be developed. It is important to remember that intercultural competency development is a lifelong process, and the time when a student begins development of these skills in a collegiate setting may be merely laying their foundation. Intercultural competence is not something that develops because of attendance at one program, taking one academic course, experiencing one co-curricular opportunity, or participating in an abroad experience. Of course, these can be critical components to developing intercultural competence, but are not part of some 'magic formula' that will ultimately allow a student to suddenly be an interculturally competent person.

The chapter provides a chance to explore the different definitions of intercultural competence as well as the various models and theoretical perspectives that relate to this work. Many of us know or already use the iceberg concept of culture in intercultural education work. Deardorff offers this model as an example of a way in which we can explain culture, but not necessarily the best way to develop intercultural competence. As Deardorff notes, focusing on only the 'tip of the iceberg' - or those elements of culture that are more easily seen or accessible, such as festivals, food, music, or dance only offer a brief glimpse into specific cultures, and perhaps close the door to opportunities for more enriching dialogue (p. 130). The best opportunities to learn from others about their stories and perspectives, Deardorff cites, are often found in more informal settings (p. 131). However, recognizing the different myths and misconceptions at the beginning of the chapter, we must challenge ourselves as student affairs professionals to not just assume that creating the space for this dialogue automatically assumes that the 'magic' will happen . Utilizing the models presented in the chapter (p. 134) in order to understand how intercultural competence develops from a process-based perspective is critical in developing programs, services, and opportunities for students to engage around these topics.

The process model of intercultural competence (p. 134) by Deardorff provides a way for us to visualize the way in which we all can develop intercultural competency skills. There different areas of focus that ultimately seek to create positive internal and external outcomes as interculturally competent people. You can see below the ways in which our attitudes and knowledge affect the desired internal and external outcomes. You also are likely able to see areas in which student affairs professionals can impact learning in these different areas to allow students the chance to explore their own attitudes and further develop intercultural knowledge.

Attitudes: developing respect (valuing other cultures), openness (withholding judgment), and curiosity & discovery (tolerating ambiguity)

Knowledge: cultural self-awareness, deep cultural knowledge, other world views, sociolinguistic awareness; being able to listen, observe, and evaluate; being able to analyze, interpret, and relate

Desired Internal Outcomes: Informed frame of reference shift to create adaptability, flexibility, ethnorelative view, empathy skills

Desired External outcomes: Effective and appropriate communication and behavior in an intercultural situation

Adapted from Figure 7.2 on page 134 (Deardorff, 2016).

After reading and reflecting on this chapter, one area of immense importance that needs to be recognized is that intercultural competence development is a process that occurs over a lifetime. Although I consider myself an interculturally competent person based on the work that I do daily, I also am aware of my own areas of non-understanding and areas of growth. As educators, we often want to be the source of answers, of knowledge, and the best resource for our students. When working with intercultural competency development, we need to remember that we are all experts on only one culture: the culture of our own lived experiences. One of the best parts about my current position is working with students from across the world and a wide range of cultures. However, even as an advisor for many international student organizations, the students and their perspectives often assist in further developing my own intercultural competence. When working with intercultural education and intercultural competency development, there is a baseline of understanding that we as educators should know. At the same time, we need to be open to the idea that we also are on the lifelong journey of developing intercultural competence ourselves, and should be open to learning and listening from others and modeling this way of learning and humility for our students.

Lasly, this chapter is a poignant reminder for those s who work in intercultural education to continue to approach this work in new ways that frame the information in a relevant and applicable way. Deardorff identifies a number of critical questions that outline ways we can continue to impact student learning and development through intercultural competency development toward the end of the chapter (p. 140). Some of the questions focus more on determining attitudes to other cultures, while others focus on developing our own knowledge and skills related to intercultural competence. In addition, a r eminder of the power and importance of reflection in student learning with a wide variety of examples of reflection questions are included to reiterate the importance of reflection in intercultural competency development . As this work continues to be critically important in the global dialogue, student affairs professionals as well as higher education administrators need to remember the power of collaborative partnerships across the university, understanding that intercultural competency development cannot be the sole responsibility of one or two offices within student affairs, or even the Division of Student Affairs. Developing intercultural competence is a goal requiring a multi-lateral focus from the University In which students, faculty, and staff engage in the process of intercultural competency development both inside and outside of the classroom.

Ben Cecil is the Assistant Director of International Student Life at the University of Georgia. In this role, Ben advises international student organizations, oversees international student orientation and the World Leader program, creates opportunities for program and outreach on campus and within the community, and oversees an annual tax-assistance program for international students.

Opinions expressed in this blog are those of the author(s) and do not necessarily reflect the opinions of NASPA. If you agree or disagree with the content of this post, we encourage you to dialogue in the comment section below. NASPA reserves the right to remove any blog that is inaccurate or offensive.

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Chapter 7: Developing Intercultural Competence - International Education Post

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Reflections on Chapter 7 - Developing Intercultural Competence in Supporting Students Globally Written by Ben Cecil, M.S. - Assistant Director, International Student Life - University of Georgia, USA Intercultural competence is a buzzword that student affairs practitioners often hear about related to outcomes of an undergraduate education, but what does it actually mean?

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- Intercultural competence takes work and is a lifelong process.
- As educators we constantly need to be aware of our thoughts and actions, and how this may be received by our students from different cultures.
- It is critical to take the time to self-reflect and constantly update our practices to be sensitive to the unique needs and differences of our students.
- Consider the social identities of students as assets rather than as deficits or limitations

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"The process of becoming more aware of and better understanding one's own culture and other cultures around the world. The aim of intercultural learning is to increase international and cross-cultural tolerance and understanding."

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What is intercultural learning? What do we understand by the word 'culture'? Intercultural communicative competence Intercultural awareness skills How does this affect the role of the teacher? When should we introduce this? Introduction There will have been points in most teachers' careers when we have stopped to wonder "What am I actually doing?".

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“A lot of what we attribute to intercultural competence comes down to motivation and openness.” “Individuals who are motivated to engage with other cultures and are open to new or different ideas are going to be more likely to seek out and make use of information that helps them adapt to new environments.”

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When human resources expert Kendal Callison visited her U.S.-based company's office in Italy for the first time 14 years ago, she set up hour-long meetings with every employee and began each conversation by asking what they thought about their jobs and what could be done better. At lunchtime, a manager took her aside and gently explained that in Italy, things are done differently. Family and personal time are valued, and personal relationships must be established before work issues can be broached, he told her. At least 45 minutes of a one-hour initial meeting would usually be spent on this kind of non-work talk, whether you were dealing with a client or a colleague.

"That was amazingly enlightening for me," says Callison, "because here I'd been a bull in a china shop jumping into business content without warming up and developing that personal connection." She quickly switched her approach, resulting in colleagues opening up to her and "sharing more meaningful information about what was going well and not well."

The experience taught Callison, now a Seattle-based senior human resources executive for Auth0, the importance of intercultural competence, which refers to a person's ability to adapt or perform effectively within and across cultural contexts.

Intercultural, or cross-cultural, competence is a crucial skill-set in today's global workplace, where employees are more likely to interact with co-workers, vendors or customers from different cultures and countries, and need to work productively with people who have been shaped by different values, beliefs and experiences.

Immigration and demographic changes have made the United States more diverse. According to the U.S. Census Bureau, about 50 percent of children under 5 today are part of a minority race or ethnic group, and it's expected that by about midcentury, the U.S. population will be majority-minority. The number of foreign-born workers increased to 16.5 percent in 2014 from almost 15 percent in 2005, according to the U.S. Bureau of Labor Statistics.

These and other changes in the fabric of American society make intercultural competence more valuable than ever before. It is increasingly being viewed as a necessary skill not only in business but in the military, K-12 schools and colleges.
What does it mean to be interculturally competent?
ETS researchers have been studying how to assess intercultural competence, which requires defining and understanding the construct, including identifying the types of evidence that would indicate that someone is interculturally competent and the process through which people can develop those skills. One research partner is the U.S. Army.

LisaRe Babin, a research psychologist with the U.S. Army Research Institute's field office at Fort Leavenworth, Kan., has worked with ETS to develop assessments of intercultural competence for soldier training. Babin defines this competency as the knowledge, skills and abilities that help someone successfully engage with people from another culture. It's an essential skill for soldiers who deploy to other countries and work in close-knit units with others from diverse backgrounds.

"Coming to the Army can be very tumultuous for folks if they're not used to being around different types of people from all over the world," says Babin. Within units, other soldiers may be immigrants or come from widely different cultures, which can lead to frictions and tension.

Some characteristics appear to help people approach others in an interculturally competent way. Babin said these include "perspective-taking" - trying to see things through another's eyes - and enjoying being in challenging, diverse environments.

Upbringing could play a part as well.

People who come from bilingual households, for example, "are already kind of conditioned and experienced in having to think about the world in two different ways," Babin says. "When they deploy to a completely foreign environment, they may already have the listening skills, observation skills or motivation to interact with [another person in a way] that makes their cross-cultural experience more positive, versus someone who is more rigid in their understanding of cultural differences."

Jennifer Klafehn, an associate research scientist in ETS's Academic to Career Center, says intercultural competence is more a process reflected in what one "does" than a static set of skills and abilities that one "has." People who are cross-culturally competent are continually acquiring and evaluating new cultural information and then using that information to revise their beliefs as necessary.

Klafehn says someone who has a "relatively open mindset" may have an easier time achieving cultural competence, because they are likely to be more accepting of new information and perspectives. On the other hand, people with more closed mindsets may take longer to learn how to bridge differences and work together.

"A lot of what we attribute to intercultural competence comes down to motivation and openness," Klafehn says. "Individuals who are motivated to engage with other cultures and are open to new or different ideas are going to be more likely to seek out and make use of information that helps them adapt to new environments."
Workforce training in intercultural competence
Carol Olsby, a global and domestic human relations consultant who heads the Global HR Consortium, says companies are on the lookout for employees with intercultural skills and experience - and often have trouble finding it.

In a 2016 survey of more than 2,700 HR execs conducted by the Society for Human Resource Management, 15 percent of respondents reported that they had encountered shortages in job applicants' diversity skills, such as "the ability to work well with a diverse workforce and customer base."

Yet, such diversity and intercultural understanding provide a competitive advantage. Research from McKinsey shows that companies with more diverse staff make more money. Businesses that understand this advantage try to develop intercultural competence in their employees through training, mentoring sessions, one-on-one coaching and other means, Olsby says.

The military starts developing soldiers' lessons in basic training, Babin says. Soldiers who will deploy to foreign countries often first "deploy" to simulated villages where actors play residents the soldiers may encounter. This gives them an opportunity to practice interactions and become familiar with operating in a culturally unfamiliar environment.
Diversity and intercultural training in education
The U.S. Department of Education has issued a framework for developing global and cultural competencies that starts with early learning and continues through elementary, secondary and postsecondary education. Goals for the curriculum include developing empathy, cultural understanding and other collaborative skills.

A variety of organizations offer training to teachers and/or students in global and intercultural competencies. Often, this overlaps with training in diversity.

The National Education Association offers a diversity toolkit aimed at developing culturally responsive teaching. Teaching Tolerance, a Southern Poverty Law Center program, provides free classroom and professional development resources to help reduce prejudice, improve intergroup relations and support equitable education. And NAFSA: Association of International Educators (formerly the National Association of Foreign Student Advisers) encourages intercultural competence as part of a "broader sort of global preparedness," says Kevin Hovland, deputy executive director.

Lisa Adams, a consultant in the human rights department at the California Teachers Association, leads three-day professional development workshops that focus on equity in education. She covers topics like implicit bias, cultural competence, and the impacts of stereotyping, societal power and privilege.

A modified version of the training program she periodically delivers to high school students is designed to help widen their perspectives so they understand that the "lens through which you view the world is just your lens - not everyone's lens," she says.

At Skokie School District 68 near Chicago, which includes three elementary schools and one middle school, students speak more than 60 languages. After English, the most prominent is Urdu, followed by Assyrian, Arabic and Spanish, says Barbara Marler, director of English Learners for the district.

"We have immigrants and refugees of all stripes," she says, noting that a district that was predominantly Jewish 40 years ago is now about one-third Jewish, one-third Muslim and one-third Christian.

The district shows the high value it places on intercultural competence by integrating it into the core curriculum and celebrating diversity through regular multicultural nights honoring different cultures, says Marler.

"Our immigrant and refugee students need to develop bicultural facility now that they are in a new country, so we work on that," she says. "We also want our existing students to develop greater cultural proficiency because that's an economic asset they can use in their adult life."

Colleges and universities also emphasize global competencies that can better prepare their students for the workplace.

Appalachian State University in Boone, N.C., provides an undergraduate Global Connections certificate that includes community service related to diversity. To promote inclusion, faculty and students participate in workshops about unconscious bias, and staff are trained to incorporate global content, cultures and languages into existing courses. The university also encourages students to study abroad, and about 25 percent do, roughly double the national average.

Assessing intercultural competence at the collegiate level is increasingly important to meet the demand for graduates who can work productively with a diverse team. To help their fellow colleagues in the field, researchers from ETS partnered with experts at The Institute for Cross Cultural Management at the Florida Institute of Technology to publish a framework that institutions can use when making decisions about adopting an assessment or planning their own assessment development. The framework provides an innovative definition of intercultural competence, a comprehensive overview of existing assessments and guidance for next generation assessment design. Using that same framework, ETS has designed a new assessment of intercultural competence and diversity as part of its Outcomes Assessment Suite. It will be available for institutions to purchase in early 2018.
Measuring and training intercultural competence using games
In the future, businesses, schools and other organizations may be able to teach and assess intercultural competence using computer games as well. Game designers Mike Treanor and Joshua McCoy, both assistant professors of computer science at American University in Washington, D.C., are working with ETS researchers to develop these kinds of assessment environments.

Treanor's and McCoy's "social simulation" games feature fictional cultures that require players to learn unwritten societal rules to achieve objectives. Players interact with artificially intelligent characters, created to respond in countless ways. These interactions force players to adjust behavior based on feedback from others - a key component of intercultural competence.

At present, these games are being used for research purposes only. But they represent a possible future for developing skills that will be increasingly needed as society and the workplace grow ever more diverse.

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Lorna Collier is a writer specializing in education, technology and business. She writes frequently for the National Council of Teachers of English and the Center for Digital Education.

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Why Intercultural Competence is Essential - and How Schools and Businesses Are Helping People Develop It - ETS Open Notes

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When human resources expert Kendal Callison visited her U.S.-based company's office in Italy for the first time 14 years ago, she set up hour-long meetings with every employee and began each conversation by asking what they thought about their jobs and what could be done better.

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- Giving students constant opportunities to play an active role in their learning experiences
- Allows students to choose a research topic that is interesting and relevant to them
- Provides students with choice and allows them to feel in control of their learning
- Resource: Pebblego for primary level students, incorporates text, visuals, audio features and videos.

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“Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone.” (Dei et al., 2000)

“The knowledge children bring to school, derived from personal and cultural experiences, is central to their learning. To overlook this resource is to deny children access to the knowledge construction process.” (Villegas & Lucas, 2002, p.25)