Cultural competence

Draft

Introduction

Cultural literacy or intercultural competence or being able to cope with cultural diversity is becoming increasingly important.

With increasing cultural diversity as a result of globalization, intercultural competence (IC) to interact and co-exist in multicultural environments is recognized as being very important. (Corder and U-Mackey, 2015).

Heyward (2002) cited by Deithl & Prints (2008), defines intercultural literacy as the competencies, understandings, attitudes, language, proficiencies, participation and identities necessary for effective cross-cultural engagement.

Teaching intercultural literacy

Deborah Corder and Alice U-Mackey (2015) argue that educating intercultural literacy is very challenging. Cognitive aims (e.g. learners being able to pass an exam) can be met, however, meeting affective and behavioral goals might be much more difficult.

Research shows that the development of IC is a complex process that involves cognitive, metacognitive, affective and behavioural development, and has to be intentionally developed over time (Ehrenreich 2006; Stier 2006; Crossman 2011; Deardorff 2011). As Perry and Southwell (2011) and Witte (2011) point out, there is increasing evidence that the normal classroom or lecture context with a cognitive orientation alone cannot provide the environment for learners to develop the necessary competencies. Nor will IC automatically develop by just encountering other cultures whether in the classroom, through study abroad, overseas holidays, the workplace or social settings.

Technologies for cultural literacy

According to Anstadt (2015), an environment like second life has several affordances:

• The ability to role play simulations without compromising the identity of the individual. Yet at the same time there, is a relationship between users virtual lives and their real lives.
• A simulated environment offers the potential for a range of experiences that is not available in "real live", including connecting with people that otherwise cannot be met.

Bibliography

• Bruckman, A. (1997). MOOSE Crossing: Construction, community, and learning in a networked virtual world for kids. Unpublished PhD, MIT.

• Anstadt, Scott P. "Use of Second Life to Teach Cultural Diversity and Cultural Competency" (March 25, 2015). SoTL Commons Conference. Paper 162. http://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/162

• Cooper, V. (2009). Inter-cultural student interaction in post-graduate business and information technology programs: the potentialities of global study tours. Higher Education Research & Development, 28(6), 557-570.

• Corder, Deborah. & U-Mackey, Alice. (2015). Encountering and dealing with difference: second life and intercultural competence, Intercultural Education, DOI:10.1080/14675986.2015.1091213

• Crossman, J. (2003). Secular spiritual development in education from international and global perspectives. Oxford Review of Education, 29(4), 503-520.

• Crossman, J. E. 2011. “Experiential Learning About Intercultural Communication Through Intercultural Communication. Internationalising a Business Communication Curriculum.” Journal of Intercultural Communication. Accessed November 11, 2011. http://www.immi.se/intercultural/nr25/crossman.htm

• Deardorff, D. 2011. “Intercultural Competence in Foreign Language Classrooms: A Framework and Implications for Educators.” In Intercultural Competence: Concepts, Challenges Evaluation. Vol. 10, edited by A.

• Diehl, W. C., & Prins, E. (2008). Unintended outcomes in Second Life: Intercultural literacy and cultural identity in a virtual world. Language and Intercultural Communication, 8(2), 17.

• Diehl, William, C. and Prins, Esther, Unintended Outcomes in Second Life: Intercultural Literacy and Cultural Identity in a Virtual World, Language and Intercultural Communication (Impact Factor: 0.65). 05/2008; 8(2):101-118. DOI: 10.1080/14708470802139619 Research gate

• Earley, P.; Ang, S. (2003). Cultural intelligence. Individual interactions across cultures. Stanford, California: Stanford Business Books.

• Eblen, A.; Mills, C.; Britton, P. (2004). Walking the talk: teaching intercultural communication experientially. Communication Journal of New Zealand, 5(2), 27-46.

• Gibson, K.; Rimmington, G.; Landwehr-Brown, M. (2008). Developing global awareness and responsible world citizenship with global learning. Roeper Review, 30, 11-23.

• Gudykunst, W.; Ting-Tommey, S. (1996). Communication in personal relationships across cultures: an introduction. In Gudykunst, W.; Ting-Toomey, S.; Tsukasa, N. (eds.): Communication in Personal Relationships across Cultures, pp. 3-19, Thousand Oaks: Sage Publications.

• Guo, Y. 2010. “The Concept and Development of Intercultural Competence.” In Becoming Intercultural: Inside and Outside the Classroom, edited by Y. Tsai and S. Houghton, 23–47. Newcastle upon Tyne: Cambridge Scholars Publishing.

• Halualani, R. T. 2011. “In/Visible Dimensions: Framing the Intercultural Communication Course Through a Critical Intercultural Communication Framework.” Intercultural Education 22 (1): 43–54. doi:10.1080/14675986.2011.549644.

• Harrison, J. ( 2001). Developing intercultural communication and understanding through social studies in Israel. The Social Studies, 92(6), 252-259.

• Heyward, M. (2002). From international to intercultural: Redefining the international school for a globalized world. Journal of Research in International Education 1 (1) 9-32.

• Hiller, G. G. 2010. “Innovative Methods for Promoting and Assessing Intercultural Competence in Higher Education.” Proceedings of Intercultural Competence Conference 1:144–168.

• Hofestede, G. (1984). Cultures consequences: international differences in work-related values. Beverly Hills, CA: Sage.

• Holliday, A. 2011. Intercultural Communication and Ideology. London: Sage.

• Jarmon, L., Traphagan, T., Mayrath, M., & Trivedi, A. (2008).Exploration of learning in Second Life in an interdisciplinary communication course. Paper presentation at American Educational Research Association (AERA). New York, New York.

• Kimmel, K., and S. Volet. 2012. “University Students’ Perceptions of and Attitudes towards Culturally Diverse Group Work: Does Context Matter?” Journal of Studies in International Education 16 (2): 157–181. doi:10.1177/1028315310373833.

• Perry, L. B., and L. Southwell. 2011. “Developing Intercultural Understanding and Skills: Models and Approaches.” Intercultural Education 22 (6): 453–466. doi:10.1080/14675986.2011.644948.

• Salmon, G., Nie, M., & Edirisingha, P. (2010). Developing a five-stage model of learning in second life. Educational Research.Special Issue: Virtual Worlds and Education, 52(2), 169-182. doi:10.1080/00131881.2010.482744

• Stier, J. 2006. “Internationalisation, Intercultural Communication and Intercultural Competence.” Journal of Intercultural Communication 11: 1–12.

• Turner, Y. 2009. “Knowing Me, Knowing You”, is There Nothing We Can Do?: Pedagogic Challenges in Using Group Work to Create an Intercultural Learning Space.” Journal of Studies in International Education 13 (2): 240–255. doi:10.1177/1028315308329789.

• Unesco (2009), Investing in Cultural Diversity and Intercultural Dialogue. World Report, home page PDF

• Vernon, R., Lewis, L., & Lynch, D. (2009). Virtual worlds and Social Work education: Potentials for “Second Life”. Advances in Social Work 10(2), 176-192.

• Witte, A. 2011. “On the Teachability and Learnability of Intercultural Competence: Developing Facets of the ‘Inter’.” In Intercultural Competence: Concepts, Challenges, Evaluations, edited by A. Witte and T. Harden. Bern: Peter Lang.