Deepening Study Abroad Students’ Intercultural …...Matthew Goode, Feb. 2016 Intercultural...
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Deepening Study Abroad Students’ Intercultural Competence Through Reflection
Matthew Goode, Ph.D. Center for Teaching Excellence Boston College
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Intercultural Competence
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Intercultural Competence Models
Mitch Hammer and Milton Bennett’s “Intercultural Development Continuum,” foundation of Intercultural Development Inventory (1986, 1993, 2012)
Darla Deardorff’s “Process Model of Intercultural Competence” (2008)
Michael Paige’s “Dimensions of Intercultural Learning” (2006) Matthew Goode, Feb. 2016
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Intercultural Competence Definition
“...[T]he capability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities.” (https://idiinventory.com/products/the-intercultural-development-inventory-idi/)
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Intercultural Development Continuum
Source: IDI, LLC
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Role of Reflection
“…Unexamined cultural experiences do not facilitate intercultural competence development. Rather, experience plus cultural reflection result in greater cultural insights and increase students’ intercultural competence.” --Hammer, 2012, p. 131
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Reflective Learning
“…[T]he intention to learn as a result of reflection.” --Moon, 2004, p. 80
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Reflective Learning, cont.
Personal & interpersonal Learning about self & others Critical incidents Learning goals for students Clear expectations of students Cultural differences & similarities
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Reflective Learning Strategies
1. Journaling 2. Blogging 3. Primary Research 4. Peer Reflection
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Journaling
Personal reflection on cultural differences and similarities
Exploring critical incidents Learning about student’s own culture and
host culture A journal is a student’s own space
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Rubric Example
Performance level ANALYTIC CATEGORIES
Definition Advanced (4) Competent (3)
Developing (2)
Needs Development
(1) Global Mindedness
Awareness of world affairs
The student uses affairs involving her host country as a resource for her personal reflection/understanding
Empathy for others from diverse backgrounds
The student is able to relate differences in background and culture to views of the world
Cross-Cultural Learning
Ability to understand and articulate different viewpoints
The student relates her knowledge of local culture to her culture
Tolerance for ambiguity
The student is able to interpret the same fact under the cultural frameworks of her host country and her own
Ability to act in accordance with the local culture
The student gives examples of being able to act in accordance to her host country's cultural norms
Academic enrichment
Ability to understand structure and function in other academic systems
The student gives examples of being able to adapt to the academic system of her host country
Source: Nick Gozik, Boston College
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Blogging
Can be used as an online journal Wide range of platforms Getting feedback from others on your posts Students’ general use of social media Reminder regarding public nature of
blogs
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Blog Example
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Blog Examples
Georgetown University’s Junior Year Abroad Network Example blog
University of Minnesota’s Global Change in Thailand Video Blogs Example blog
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Primary Research
Identifying a cultural difference Underlying cultural values Primary and secondary sources Conducting interviews in that cultural
context
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Peer Reflection
Assign the students to groups Meet on a regular basis Provide some suggested questions for
each meeting
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Examples of ‘Prompts’
Pre-Departure: What do you anticipate being the biggest difference between the United States and the culture of your host country?
In-Country: What is it like to be a university student in your host country? How is this different from or similar to what it’s like to be a student in the U.S.?
Re-Entry: What new interests might you pursue now that you have studied abroad? How can you find ways to pursue these areas of interest?
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Cultural Mentoring
Rooted in self-awareness on the part of instructors and staff
Demonstrating intercultural effectiveness for students
Providing support for, and challenging, students
Making space for intentional reflection before, during, and after the program
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Group Activity
Small-Group Activity
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Example of Student Reflection
“I wish Germany was more like the U.S., because people are so much friendlier
at home.”
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Intercultural Development Continuum
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Example of Student Reflection
“I’ve observed that greeting others with
a hug is not very common in China, even with people you’ve known for an
extended period of time, so I’ve learned to hold back on hugging people here.”
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Intercultural Development Continuum
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Example of Student Reflection
“My host family in Mexico is just like my family at home. We all share the
same basic values.”
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Intercultural Development Continuum
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Example of Student Reflection
“It seems like the main difference in
Japan is the food!”
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Intercultural Development Continuum
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Example of Student Reflection
“I think it’s interesting that people in
Austria can be quite direct in their communication style, while I tend to be
an indirect communicator.”
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Intercultural Development Continuum
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Example of Student Reflection
“Why can’t people at home be more
open-minded, like they are in Norway?”
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Intercultural Development Continuum
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Resources
Building Cultural Competence: Innovative Activities and Models, Berardo and Deardorff (2012)
Maximizing Study Abroad student and instructional guides (2006, 2009) (www.carla.umn.edu/maxsa)
What’s Up with Culture? (online resource) (www2.pacific.edu/sis/culture)
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Discussion
Which reflective learning strategies have worked for your study abroad
students?
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Questions?
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References
Deardorff, D. K. (2008). Intercultural competence: A definition, model, and implications for education abroad. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research, and application in international education (pp. 32-52). Sterling, VA: Stylus Publishing LLC.
Hammer, M. R. (2012). The Intercultural Development Inventory: A new frontier in assessment and development of intercultural competence. In M. Vande Berg, R. M. Paige, & K. H. Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 115-136). Sterling, VA: Stylus Publishing, LLC.
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: RoutledgeFalmer.
Paige, R. M. (2006). Dimensions of intercultural learning. In Paige, R. M., Cohen, A. D., Kappler, B., Chi, J. C., & Lassegard, J. P., Maximizing study abroad: A students’ guide to strategies for language and culture learning and use, 2nd edition, pp. 40-41. Minneapolis, MN: Center for Advanced Research on Language Acquisition, University of Minnesota.
Paige, R. M., & Goode, M. L. (2009). Intercultural competence in international education administration: Cultural mentoring: International education professionals and the development of intercultural competence. In D. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 333-349). Thousand Oaks, CA: SAGE Publishing, Inc.
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