Title: TRANSCULTURAL COMPETENCE: HOW DO WE GET THERE?
1TRANSCULTURAL COMPETENCE HOW DO WE GET THERE?
SUSAN KNIGHT CENTRAL MICHIGAN UNIVERSITY ACTFL
2013 Session 1635375
2Self check
- What percent of your class time is devoted to
teaching culture? What percent of your testing? - Are products, practices and perspectives dealt
with equally? - How motivated are you to maintain your own
culture knowledge? How do you do this? (Where
does your information come from?) - What are barriers to keeping abreast of cultural
changes?
3Do you have any of these as student objectives?
- critical thinking
- global understanding
- cross-cultural perspectives
- transcultural competence
4SOME BASIC ASSUMPTIONSDO WE AGREE??
- STEREOTYPES ABOUND
- A LACK OF INTERCULTURAL CONTACT CAN RESULT IN
FEAR, MISUNDERSTANDINGS, CONFLICT, ETHNIC STRIFE,
HATE AND GENOCIDE (Fantini) - IT IS IMPOSSIBLE TO KNOW ALL OF THE CULTURAL
PERSPECTIVES OF EVEN YOUR OWN CULTURE OR THOSE OF
YOUR SUBGROUP
5- There is a crying need for understanding and
mutual acceptance among the worlds people and
until we can see an issue or practice from
anothers point of view, there will be no mutual
understanding. (Omaggio) - Open mindedness involves an active disposition to
welcome points of view hitherto alien (Dewey)
6HANVEYS STAGES OF CROSS-CULTURAL AWARENESS
- 1. CULTURE SEEN AS STEREOTYPED, SUPERFICIAL
- 2. FRUSTRATION WITH CULTURE
- 3. ACCEPTS NEW CULTURE AS AN ALTERNATIVE
- BEHAVIOR RATHER THAN WRONG
- (achievable goal for high school)
- UNDERSTANDS HOW MEMBERS OF TARGET
- CULTURE FEEL
- (college students should strive for this)
7SOME BASIC GOALS
- HELP DEVELOP IN STUDENTS
- AN OPENNESS TO LEARNING NEW ASPECTS OF THEIR OWN
AND OTHER CULTURES - A CURIOSITY ABOUT OTHER PERSPECTIVES
- A REALIZATION THAT LIVING LEARNING
- TOOLS OR A PROCESS BY WHICH TO ENHANCE THAT
LEARNING
81) Examination of a process model2) EXAMINE
Culture lessons in 3 settings based on this
model a) Projects/tasks in the FL classrooms
b) Examples from university classes/instructors
cited for their ability to change
attitudes c) Study abroad tasks
- But.. HOW IS THIS DONE? HOW MIGHT THESE GOALS
BE REACHED IN A CLASSROOM?
9TWO BASIC THEORIES/MODELS
- Information-acquisition approach teacher
provides students information and facts. - Constructivist/process oriented approach-
students construct their views of culture via
social and communicative interaction. - -assumes a period of disequilibrium the
construction of new meanings from old ones
10Past research on this model
- Wright (2000). used both approaches to cultural
learning with college students learning German.
Both had same factual information but 2nd group
had added tasks - Pose a problem or topic leading to confusion
- Encourage students to address problem themselves
first (teacher only served as mediator) - Students shared opinions put reasoning in words
- Probing questions with wait time so they could
think about answer - Opportunity to reflect on topic in relationship
to their attitudes - Abrams (2002) produced similar results
11Deardorff (2006) and Bryran (1997)- first step in
developing intercultural competence begins with
examination of attitudes. Morgan (1993) did a
comprehensive review of the research and theory
on attitude changes with regard to FL classroom
learning and concluded that four aspects need to
be considered when attempting to change student
attitudes, namely (1) awareness of their own
cultural attitudes. (2) active student
involvement with controversial materials (3)
novel classroom activities, (4) struggle with
complex material ? own conclusions,
12Example of Classroom Research based on Morgans
model
- TOPIC CHOICE- illegal immigration
- PRE- AND POST QUESTIONNAIRE- of attitudes
- SELECTION OF MATERIALS- various viewpoints from
various perspectives (primary information source
is not instructorarticles video) - CONSTRUCTION OF VARIOUS STUDENT TASKS
13Film Arobics Cultural Comparisons
- Other tasks pre-listening maps comprehension
Z-charts values clarification via imaginate,
debates, etc.
14RESULTS
- QUANTITATIVE (PRE- AND POST-QUESTIONNAIRE
RESULTS) - QUALITATIVE (FREE WRITES, OPEN ENDED QUESTIONS,
DEBATES, ETC)
15Questionnaire results Major attitude changes
-
- 2/3rds of questions answered were significantly
different in pre/post test - showing greater understanding of immigrant
perspective
16ITEMS WITH GREATEST CHANGE
- Illegal immigrants often suffer poor working
conditions even though they are now in the US - Many of these jobs are dangerous in one way or
another - Americans do benefit from Hispanic undocumented
laborers - Illegal immigrants do face discrimination in the
U.S. - Not all who live in the U.S. should speak English
- I understand how one might illegally cross into
another country and why someone might do so.
17Student comments
- Enjoyed project
- At times I wanted to be on the other side because
that is how I feel now - Wish there was a sequel to the movie
- Liked the games and activities we did in class
- I understand this situation better
18Goal of project
- Not to indoctrinate, but to show another
perspective and let the students decide. - Becoming aware of our own biases and helping
students recognize theirs are first important
steps in teaching for cultural understand in our
classrooms (Omaggio)
19AATSP presentation by Regina Casale Longwood
Central School District, Middle Island NY
- Used the film Deputized, (2012) examining the
hate crime that resulted in murder of Ecuadorian
immigrant Marcelo Lucero in Long Island - PEW research center info - 65 of hate crimes
against Latinos 35 all other races and women - Examples of pre- and post-viewing activities
20ANOTHER CLASSROOM EXAMPLE
- Role plays using a model proposed by Smith and
Otero (1977) 2 Americans traveling through
imaginary countries of Crony, Ord, Fondi, Dandi
or Lindi. They lost their money and need to ask
natives for help. - When Fondis agree with something they frown and
look down when they disagree, they smile and nod
their heads. - Dandis stand 12 inches or closer to people when
talking to them. - Cronies would not listen to a male if he asks for
a favor because females decide everything
important.
21COMPARING PERSPECTIVES BEGIN WITH YOUR CLASS
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26clothing tipping customs degree of
eye contact Food gestures
methods of worship works of art
personal distance
practices
products
perspectives views on equality
rules of politeness religious
beliefs time management relationship with
nature concept of beauty (adapted from
Maximizing Study Abroad, p. 47)
27 PREPONDERANCE OF BELIEF Human beings
Nature controls Control nature/life
Human beings 10lt.5..gt1 (Edwar
d C. Stewart, American Cultural Pattern A
Cross Cultural Perspective)
28 (Edward C. Stewart, American Cultural
Pattern A Cross Cultural Perspective)
29Time comparisonsto chart
- U.S. --Time is money!
- Spanish -- He who rushes, arrives first at the
grave. - Japanese -- When in a hurry, take the
roundabout route and The more haste--the less
speed. - The Arabs caution -- Haste is the devils work
and patience is from the Merciful (Allah). - The Chinese long-term perspective -- Drips of
water wear through stone and Feather by
feather the goose is plucked. - Ecuador -- Little by little one walks far.
- Zaire --The peanuts dont grow until the rains
come. - Ethiopia --If you wait long enough, even an egg
will walk (the chicken will hatch).
30Spanish 101 ARTIFACTSmoving from product to
practice to perspective
31What do you feel seeing this person?
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33STUDY II EXAMINATION OF UNIVERSITY COURSES
SELECTED AS ENHANCING PERSPECTIVE OF THE OTHER
- Chairs of departments identified courses and
professors - Courses were examined for components of the
model. - Evaluation of syllabi and tasks assigned
- Follow up discussion with professor
34Examination of 25 syllabi for examples of
Morgans 4 points
- Awareness of students own cultural attitudes
- Active student involvement with controversial
materials - Novel classroom activities
- Struggle with complex material ? own conclusions
(content that is reflected upon and transformed
personalized not memorized)
35PRELIMINARY RESULTS (2)
- Discussion with professors regarding course for
examples of Morgans 4 points - awareness of their own cultural attitudes
(14/25) - active student involvement with controversial
materials (21/25) - novel classroom activities (15/25)
- struggle with complex material ? own conclusions
(19/25)
36Philosophy 118 Moral problems
- Teeter-totter model using yes /no questions.
- formulate your question clearly
- give the best reasons in favor of yes answer
and then best for no - weigh up the reasons
- accept the answer that has the most going for it
(i.e., weighs more) - Worked through examples in class (e.g., Tracy
Latimer death penalty euthanasia the Dutch
laws versus the Oregon laws )
37TESOL
- Uses books (e.g., Guadalupe Valdes book Con
respeto) to have students do value comparisons
for different cultures - What does it mean to be successful in different
cultures? - Makes students find articles on controversial
issues both pro and con. Must be from quality
source. They must write a page summary of each,
and then a 2-page summary of their position based
on the facts.
38French 591 France at War in 20th Century
- Began by reflecting on their own war knowledge,
feelings, and experiences - Blackboard readings from FRN newspapers
- Sent professor 3 questions from articles
- Film clips of personal experiences in trenches,
in landmine, etc. - Class visitor who was in France during Algerian
War - Final reflection paper (served as pre-post
test of sorts when no good tests)
39Political Science 275 Great Political Thinkers
- Question political philosophy seeks to answer
How should we live together? What is the best
way for an individual to live? - While many questions cannot be answered, we
should not let this lead us into indifference or
intellectual laziness about answers that have
been given we must be willing to think about
them seriously and consider their strength and
weaknesses. - Some answers are better than others if not, how
could we praise Martin Luther King or condemn
Hitler for their beliefs and actions - TASKS debates-- student prepares 2-page essay
stating his/her position and listing 2 or 3
points made by one of authors in debate
40Culture and civilization of Latin America
- Have students read a about the war between Mexico
and U.S. in the 1800 from a history book for
Mexican children (sexto grado) - Have them read the same history from a U.S.
viewpoint. - Discussion
41Religion 241. Islam an Introduction
- Task Write 3 critical book reviews of books
read using 3 contexts - your encounter with them based on
- your own experience
- your critical reflection on the text
- at least 3 learning events among your
- classroom experiences
42Sociology 323 Racism and Inequality
- Students participate in his project to introduce
at-risk high school students to higher ed. - Students served as mentors to high school
students who did not even consider going to
college. -
43SPN 201 Intermediate SPN
- Task 1 - Make a list of food items that your
family usually eats in a typical week. Where do
you get these items? What comes pre-prepared?
What meals do you eat together? How do your
familys eating patterns reflect the value that
your family puts on different activities? - Task 2 Share lists with 3 classmates. How
similar - Task 3 Look at photographs from Hungry Planet
What the World Eats
44Caveats
- Must be sure that the materials, tasks and
presentation are not indoctrination. -
- Lack of good psychometrical measurement tools
with established statistical norms for changes in
critical thinking, attitude, or values (Follman) - Example Cross-Cultural Adaptability Inventory-
When I meet people who are different from me, I
expect to like them. -
45Setting guidelines
- You are encouraged to introduce into the
discussion any relevant topic that you think is
interesting and important if the rest of us seem
to be overlooking it - Many of the ideas that we will consider are
controversial, and you will probably have strong
feelings and opinions about some of them. I
encourage you to offer your opinions and add to
the discussion. However, personal attacks and
abusive language will not be tolerated. People
can sincerely differ with you without being
stupid, dishonest or malicious.
46Study Abroad the solution ??
- Study abroad in itself does not insure increase
TL fluency or intercultural competence - Findings from
- Knight, Susan and Barbara Schmidt-Rinehart.
(2010). Exploring conditions to enhance
student/host-family interaction abroad. Foreign
Language Annals, Vol. 43, No. 1, 64-80.
47 Conversation tasks with families based on
topics
- 1) Mi preparación
- Vocabulario util
- Mi punto de vista cultural
- Preguntas para la familia
- 2) Información de la familia (la
entrevista/apuntes) - 3) Evaluación de la interacción
- Followed by in-class conversation
48gracias
thanks
danke
Mahalo nui loa
merci
Arigatou gozaimasu. ???????????
49TRANSCULTURAL COMPETENCE HOW DO WE GET THERE?
- SUSAN KNIGHT knigh1sm_at_cmich.edu
- Power point presentation can be found at
- ACTFL Online Community- Session 1635375
- http//www.chsbs.cmich.edu/susan_knight/
50What are sources for showing our students another
perspective?
- Movies/film
- Books and articles
- Guest speakers
- Service learning
- Study abroad
- Internet partners
- other?
51Composite definition for attitudes has been
provided by Baker 1988.
- ATTITUDES are cognitive (i.e., are capable of
being thought about) and affective (i.e., have
feelings and emotions attached to them). They
are dimensional rather than bipolarthey vary in
degree of favourability/unfavourablity.
Attitudes predispose a person to act in a certain
way, but the relationship between attitudes and
actions is not a strong one. They are learnt,
not inherited or genetically endowed and tend to
persist but they can be modified by experience.