Cultural competence

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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.

Johanna E. Crossoman led a qualitative study that {{iscover how undergraduate and culturally diverse students experienced a collaborative, international, online, experiential project to learn about intercultural communication. Student participants in the study endorsed experiential learning in culturally diverse groups about intercultural communication through intercultural communication.}}

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

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