How Do I Approach My Role in Teaching Student with Different Cultural Background

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UNIVERSITY OF NORTH CAROLINA-CHAPEL HILL * AUGUST 12, 2009

How do I approach my role in teaching students with very different cultural backgrounds?

Dr. Darla K. Deardorff d.deardorff@duke.edu

INTERCULTURAL COMPETENCE MODEL
From “The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States” by Dr. Darla K. Deardorff in Journal of Studies in International Education, Fall 2006, 10, p. 241-266 and in The SAGE Handbook of Intercultural Competence, 2009 (Thousand Oaks: Sage). Pyramid Model of Intercultural Competence (Deardorff, 2006. 2009):

DESIRED EXTERNAL OUTCOME: Behaving and communicating effectively and appropriately (based on one’s intercultural knowledge, skills, and attitudes) to achieve one’s goals to some degree

DESIRED INTERNAL OUTCOME: Informed frame of reference/filter shift: Adaptability (to different communication styles & behaviors; adjustment to new cultural environments); Flexibility (selecting and using appropriate communication styles and behaviors; cognitive flexibility); Ethnorelative view; Empathy

Knowledge & Comprehension: Cultural self-awareness; Deep understanding and knowledge of culture (including contexts, role and impact of culture & others’ world views); Culture-specific information; Sociolinguistic awareness

Skills: To listen, observe, and interpret To analyze, evaluate, and relate

Requisite Attitudes: Respect (valuing other cultures, cultural diversity) Openness (to intercultural learning and to people from other cultures, withholding judgment) Curiosity and discovery (tolerating ambiguity and uncertainty) NOTES: • • Move from personal level (attitude) to interpersonal/interactive level (outcomes) Degree of intercultural competence depends on acquired degree of underlying elements Copyright 2006 by D.K. Deardorff

INTERCULTURAL COMPETENCE MODEL
From “The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States” by Dr. Darla K. Deardorff Deardorff in Journal of Studies in International Education, Fall 2006, 10, p. 241-266 and in The SAGE Handbook of Intercultural Competence, 2009 (Thousand Oaks: Sage)

Process Model of Intercultural Competence (Deardorff, 2006, 2009):

Attitudes:
Respect (valuing other cultures); Openness (withholding judgment); Curiosity & discovery (tolerating ambiguity)

Cultural self-awareness, deep cultural knowledge, sociolinguistic awareness

Knowledge & Comprehension:

SKILLS: To listen, observe & evaluate; To analyze, interpret & relate

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

Desired Internal Outcome:
Informed Frame of Reference Shift (adaptability, flexibility, ethnorelative view, empathy)

Notes: •



Begin with attitudes; Move from individual level (attitudes) to interaction level (outcomes) Degree of intercultural competence depends on acquired degree of attitudes, knowledge/comprehension, and skills Copyright 2006 by D.K. Deardorff

INTERCULTURAL COMPETENCE: SELF-EVALUATION
PART ONE. The items listed below are invaluable in developing intercultural competence and in interacting effectively and appropriately with persons from other cultures. Please rate yourself on the following: 5=very high 4=high 3=average 2=below average 1=poor

1. Respect (valuing other cultures) 2. Openness
(to intercultural learning and to people from other cultures)

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

3. Tolerance for ambiguity 4. Flexibility 5. Curiosity and discovery 6. Withholding judgment 7. Cultural self-awareness/understanding 8. Understanding others’ worldviews 9. Culture-specific knowledge 10. Sociolinguistic awareness 11....
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