deepening study abroad students’ intercultural …...matthew goode, feb. 2016 intercultural...

Deepening Study Abroad Students’ Intercultural Competence Through Reflection

Matthew Goode, Ph.D. Center for Teaching Excellence Boston College

Matthew Goode, Feb. 2016

Intercultural Competence


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

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/)


https://idiinventory.com/products/the-intercultural-development-inventory-idi/

https://idiinventory.com/products/the-intercultural-development-inventory-idi/

Intercultural Development Continuum

Source: IDI, LLC


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


Reflective Learning

“…[T]he intention to learn as a result of reflection.” --Moon, 2004, p. 80


Reflective Learning, cont.

Personal & interpersonal Learning about self & others Critical incidents Learning goals for students Clear expectations of students Cultural differences & similarities


Reflective Learning Strategies

1. Journaling 2. Blogging 3. Primary Research 4. Peer Reflection


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


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


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


Blog Example


Blog Examples

Georgetown University’s Junior Year Abroad Network Example blog

University of Minnesota’s Global Change in Thailand Video Blogs Example blog


http://berkleycenter.georgetown.edu/projects/junior-year-abroad-network

http://berkleycenter.georgetown.edu/projects/junior-year-abroad-network

http://berkleycenter.georgetown.edu/letters/georgetown-a-cross-campus-cross-cultural-perspective

http://cehdthailand2015.blogspot.com/

http://cehdthailand2015.blogspot.com/

https://www.youtube.com/watch?v=iFkQyCa5a9g&feature=youtu.be

Primary Research

Identifying a cultural difference Underlying cultural values Primary and secondary sources Conducting interviews in that cultural

context


Peer Reflection

Assign the students to groups Meet on a regular basis Provide some suggested questions for

each meeting


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?


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


Group Activity

Small-Group Activity


Example of Student Reflection

“I wish Germany was more like the U.S., because people are so much friendlier

at home.”



“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.”



“My host family in Mexico is just like my family at home. We all share the

same basic values.”



“It seems like the main difference in

Japan is the food!”



“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.”



“Why can’t people at home be more

open-minded, like they are in Norway?”


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)


Discussion

Which reflective learning strategies have worked for your study abroad

students?


Questions?


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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