Intercultural Intercultural CompetenceCompetence

as a pluralistic approachas a pluralistic approach

Antoinette Camilleri GrimaAntoinette Camilleri Grima

What is ICC?What is ICC?

‘‘transcending the transcending the limitations of one’s own limitations of one’s own

world view’world view’ (Fantini 2000, p.31)(Fantini 2000, p.31)

Through an education for ICC:Through an education for ICC:

We open up to other ways of thinking We open up to other ways of thinking and other ways of logicand other ways of logic

We find a tongue in which we can We find a tongue in which we can speak our humanity to each otherspeak our humanity to each other

We learn to see that our own view of We learn to see that our own view of the world is just one among manythe world is just one among many

(Willems 2002: 19)(Willems 2002: 19)

What is the specific aim of ICC What is the specific aim of ICC as a pluralistic approach?as a pluralistic approach?

I’m Polish, and I was invited for dinner I’m Polish, and I was invited for dinner while in Paris together with an while in Paris together with an Englishman and a Spaniard. We all Englishman and a Spaniard. We all arrived at the door at the same time. arrived at the door at the same time. Our host asked us to come in. Being Our host asked us to come in. Being the only lady in the group I tried to the only lady in the group I tried to go in first, but I did not have the time go in first, but I did not have the time as the Englishman preceded me. as the Englishman preceded me. The Spaniard then kept the door The Spaniard then kept the door open for me and made a gesture open for me and made a gesture inviting me in before him. We inviting me in before him. We passed a comment about how rude passed a comment about how rude the Englishman was!the Englishman was!

I’m French. Before going to China I learned a I’m French. Before going to China I learned a few essential phrases and felt very confident few essential phrases and felt very confident in my ability to communicate. Soon after I in my ability to communicate. Soon after I arrived there, I found myself in front of a cake arrived there, I found myself in front of a cake stall. I pointed my finger at the object I stall. I pointed my finger at the object I desired and said “Those two” in Chinese, desired and said “Those two” in Chinese, pointing my finger at the object. The seller pointing my finger at the object. The seller hesitated a little, looked at my fingers and hesitated a little, looked at my fingers and started to put more and more cakes in the started to put more and more cakes in the bag. “No, no, two” I repeated again putting bag. “No, no, two” I repeated again putting two fingers on my nose. She filled the bag two fingers on my nose. She filled the bag and asked me to pay for my custom.and asked me to pay for my custom.

I was very frustrated, and only later did I learn I was very frustrated, and only later did I learn that placing the thumb and the index finger that placing the thumb and the index finger on my nose pointing outwards meant ‘eight’.on my nose pointing outwards meant ‘eight’.

Your intercultural experienceYour intercultural experienceNo. 1No. 1

Think of an unhappy intercultural Think of an unhappy intercultural incident in which you were involved incident in which you were involved and found yourself at a loss and found yourself at a loss understanding what was going on.understanding what was going on.

Write it down.Write it down. Share it with your neighbour and Share it with your neighbour and

explain why it was strange for you.explain why it was strange for you.

In our day to day encounters, what In our day to day encounters, what happens the moment we realise that, happens the moment we realise that,

for example:for example:

things are not working out as usualthings are not working out as usual we’re not being understoodwe’re not being understood the other person’s behaviour is strangethe other person’s behaviour is strange we cannot make sense of what’s we cannot make sense of what’s

happeninghappening someone was offended unintentionallysomeone was offended unintentionally

We experience...We experience...

SurpriseSurprise DiscomfortDiscomfort IrritationIrritation ShockShock AngerAnger Losing faceLosing face HumourHumour

What happened to the fish?What happened to the fish?

It was It was surprisedsurprised to see the tadpole to see the tadpole change into a frogchange into a frog

It was It was curiouscurious to hear about the new to hear about the new world the frog described upon his world the frog described upon his returnreturn

It was only able to It was only able to partly partly ‘‘understandunderstand’ the world outside the ’ the world outside the water, and only from it’s own point of water, and only from it’s own point of viewview

The fish did have...The fish did have...

Curiosity/Interest in diversity (3)*Curiosity/Interest in diversity (3)* Receptiveness to diversity (5)*Receptiveness to diversity (5)* Motivation to observe...(8)*Motivation to observe...(8)* Desire to find out about other Desire to find out about other

cultures (9.5)*cultures (9.5)**(CARAP/FREPA resources: Attitudes)*(CARAP/FREPA resources: Attitudes)

But the moment it left the waterBut the moment it left the waterThe fish failed...why?The fish failed...why?

It hadIt had A false sense of confidence in her A false sense of confidence in her

abilityability False expectations about adjustmentFalse expectations about adjustment A lack of true understanding of A lack of true understanding of

cultural dynamicscultural dynamics(Bennett 1993)(Bennett 1993)

Having a few, isolated resources Having a few, isolated resources is not enough. is not enough.

In Byram’s (1992:11) wordsIn Byram’s (1992:11) words, ,

the fish remained the fish remained

““firmly anchored in her own values firmly anchored in her own values and cultureand culture””

ICC as a pluralistic approach is ICC as a pluralistic approach is not really about the fish...not really about the fish...

...Could it be more about the ...Could it be more about the tadpole and the frog?!tadpole and the frog?!

My intercultural experienceMy intercultural experience

I was part of an international group of I was part of an international group of colleagues about to enter an Austrian colleagues about to enter an Austrian restaurant for an evening meal. Next to restaurant for an evening meal. Next to me was an Austrian gentleman who, as me was an Austrian gentleman who, as soon as we got to the door rushed to open soon as we got to the door rushed to open it. At first I thought he was really polite it. At first I thought he was really polite and so I quickly moved forward towards and so I quickly moved forward towards the door. However, to my amazement, he the door. However, to my amazement, he stepped ahead of me, and entered before stepped ahead of me, and entered before me.me.

Sequel...Sequel...I was slightly offended, but once we were I was slightly offended, but once we were seated he explained to me that in Austria it seated he explained to me that in Austria it was considered polite for a man to precede was considered polite for a man to precede the woman upon entering, and to let the the woman upon entering, and to let the woman out first when leaving the building! woman out first when leaving the building! I think he had noticed that I felt I think he had noticed that I felt uncomfortable with his action, and gave me uncomfortable with his action, and gave me the opportunity to discuss our customs and the opportunity to discuss our customs and expectations for a while.expectations for a while.After that little talk I enjoyed the meal After that little talk I enjoyed the meal better!better!

Notice that this time...Notice that this time...

Although there was again an Although there was again an ‘uncomfortable’ intercultural event, ‘uncomfortable’ intercultural event, the conclusion was different.the conclusion was different.

This Austrian gentleman possessed This Austrian gentleman possessed that kind of intercultural competence that kind of intercultural competence described in the described in the GuideGuide::

““...the capacity to ...the capacity to interpret another way interpret another way of life and to explain it of life and to explain it to those who live to those who live another.”another.”

((GuideGuide, p. 32), p. 32)

The Austrian gentleman had the The Austrian gentleman had the relevant competences as described relevant competences as described

in CARAP/FREPA (p. 126):in CARAP/FREPA (p. 126):

A competence in resolving conflict, A competence in resolving conflict, clarifying misunderstanding (C1.1)clarifying misunderstanding (C1.1)

A competence in mediation (C1.3)A competence in mediation (C1.3) A competence of decentring (C3)A competence of decentring (C3) A competence in recognising the A competence in recognising the

‘other’ (C7)‘other’ (C7)

There needs to be a There needs to be a mobilisation of a mobilisation of a

sophisticated network of sophisticated network of global competences and global competences and

resourcesresources

Your intercultural experienceYour intercultural experienceNo. 2No. 2

Think of another intercultural event, Think of another intercultural event, with a happy and successful endingwith a happy and successful ending

Write it downWrite it down Share it with your neighbourShare it with your neighbour Together try to identify the Together try to identify the

competences and some of the competences and some of the resources (in CARAP/FREPA) resources (in CARAP/FREPA) mobilised for its successful outcomemobilised for its successful outcome

What happens to you as a result of What happens to you as a result of your intercultural experiences?your intercultural experiences?

Sometimes you feel like the fishSometimes you feel like the fish

ICC is NOT simply about learning ICC is NOT simply about learning to look at the world through to look at the world through

somebody else’s pair of glassessomebody else’s pair of glasses

““Nor is the new competence kept entirely Nor is the new competence kept entirely separate from the old. The learner does separate from the old. The learner does not simply acquire two distinct, unrelated not simply acquire two distinct, unrelated ways of acting and communicating”ways of acting and communicating”

(CEF, p. 43)(CEF, p. 43)

ICC is NOT about encoding and ICC is NOT about encoding and decoding messages and symbolsdecoding messages and symbols

(Ma 2003)(Ma 2003)

Do you sometimes feel Do you sometimes feel like a tadpole turning into a frog?like a tadpole turning into a frog?

In tackling new experiences...In tackling new experiences...We are constantly changing,We are constantly changing,

constructing evolving identities,constructing evolving identities,

redefining our cultures, redefining our cultures,

creating new meanings, creating new meanings,

forming new understandings...forming new understandings...

As the language learner becomes As the language learner becomes plurilingual and develops plurilingual and develops interculturality:interculturality:

““The linguistic and cultural The linguistic and cultural competences in respect of each competences in respect of each language are modified by language are modified by knowledge of the other...”knowledge of the other...”

(CEF, p. 43)(CEF, p. 43)

ICC is NOTICC is NOT

An approach to changing our natural An approach to changing our natural behaviourbehaviour

““The learner of a second or foreign The learner of a second or foreign language and culture does not cease language and culture does not cease to be competent in his or her mother to be competent in his or her mother tongue and the associated culture.”tongue and the associated culture.”

(CEF p. 43)(CEF p. 43)

““Linguistic and cultural Linguistic and cultural competences...competences...

enable the individual to develop an enable the individual to develop an enriched, more complex personality enriched, more complex personality and enhanced capacity for further and enhanced capacity for further language learning and greater language learning and greater openness to new cultural openness to new cultural experiences.”experiences.”

(CEF, p. 43)(CEF, p. 43)

ICC involvesICC involves

A conscious A conscious understandingunderstanding of of the process of adaptationthe process of adaptation

(Bennett 1993)(Bennett 1993)

A high degree of meta-linguistic, meta-A high degree of meta-linguistic, meta-cognitive, and other meta- capabilitiescognitive, and other meta- capabilities

- -

As in our CARAP/FREPAAs in our CARAP/FREPA

ICC is NOT ICC is NOT AA (singular) Competence (singular) Competence

BUTBUT

A sophisticated network of A sophisticated network of Global Global Competences,Competences,

mobilisingmobilising Resources Resources of of Knowledge, Attitudes, SkillsKnowledge, Attitudes, Skills

A singular view of ICCA singular view of ICC

C1

C3C2

A pluralistic view of ICCA pluralistic view of ICC

C1C2

C3C4

ICC

ICC as a pluralistic approachICC as a pluralistic approach

Learning a languageLearning a language

Teacher of a European Teacher of a European language language

Understanding Understanding another cultural another cultural group/s (and one’s group/s (and one’s own) own)

Teaching/learning activities Teaching/learning activities involving several languagesinvolving several languages

European teacher of European teacher of languageslanguages

Developing of a network of Developing of a network of competences and resourcescompetences and resources

GrazziGrazziThankyouThankyou

MerciMerciDankeDanke

GraciasGraciasKKööszszöönnöömm

ReferencesReferences

Abram, I. (2004) ‘Intercultural learning and young children’. In van Keulen (Ed.) Abram, I. (2004) ‘Intercultural learning and young children’. In van Keulen (Ed.) Young children aren’t Young children aren’t biased, are they?biased, are they?. Amsterdam: SWP.. Amsterdam: SWP.

Beacco, J-C & Byram, M. (2003) Beacco, J-C & Byram, M. (2003) Guide for the development of language education policies in Europe. Guide for the development of language education policies in Europe. From linguistic diversity to plurilingual education.From linguistic diversity to plurilingual education. Council of Europe Council of Europe

Bennett, M.J. (1993) ‘Towards ehtnorelativisim: a developmental model of intercultural sensitivity’. In Bennett, M.J. (1993) ‘Towards ehtnorelativisim: a developmental model of intercultural sensitivity’. In Paige, R.M. (Ed.) Paige, R.M. (Ed.) Education for the Intercultural ExperienceEducation for the Intercultural Experience. Maine: Intercultural Press, Inc.. Maine: Intercultural Press, Inc.

Byram, M. (1992) ‘Foreign Language Learning for European citizenship’. In Byram, M. (1992) ‘Foreign Language Learning for European citizenship’. In Language Learning JournalLanguage Learning Journal, 6, , 6, September, 10-12.September, 10-12.

Camilleri Grima, A. (2002) Camilleri Grima, A. (2002) How Strange! The use of anecdotes in the development of intercultural How Strange! The use of anecdotes in the development of intercultural competencecompetence. European Centre for Modern Languages/Council of Europe.. European Centre for Modern Languages/Council of Europe.

Council of Europe (2001) Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching, Common European Framework of Reference for Languages: Learning, teaching, assessment. Council of Europe and Cambridge University Press.assessment. Council of Europe and Cambridge University Press.

Fantini, A.E. (2000) ‘A Central Concern: Developing Intercultural Competence’. SIT Occasional Paper Fantini, A.E. (2000) ‘A Central Concern: Developing Intercultural Competence’. SIT Occasional Paper Series, Issue No. 1.Series, Issue No. 1.

Ma, L. (2003) ‘Is there an essential difference between Intercultural and Intracultural communication?’. Ma, L. (2003) ‘Is there an essential difference between Intercultural and Intracultural communication?’. In In Journal of Intercultural CommunicationJournal of Intercultural Communication, Issue 6, Feb. 2003-May 2004., Issue 6, Feb. 2003-May 2004.

Rodriguez, A. (2002) ‘Culture to Culturing’. In Rodriguez, A. (2002) ‘Culture to Culturing’. In Journal of Intercultural CommunicationJournal of Intercultural Communication, Issue 5, April 2002., Issue 5, April 2002.

Street, B. (1993) ‘Culture is a Verb. Anthropological aspects of language and cultural process’. In Street, B. (1993) ‘Culture is a Verb. Anthropological aspects of language and cultural process’. In Graddol, D., Thompson, L., and Byram, M. (Eds.) Graddol, D., Thompson, L., and Byram, M. (Eds.) Language and Culture, Language and Culture, BAAL and Multilingual BAAL and Multilingual Matters Ltd.Matters Ltd.

Weaver, G.R. (1993) ‘Understanding and coping with cross-cultural adjustment and stress’. In Paige, R.M. Weaver, G.R. (1993) ‘Understanding and coping with cross-cultural adjustment and stress’. In Paige, R.M. (Ed.) (Ed.) Education for the Intercultural ExperienceEducation for the Intercultural Experience. Maine: Intercultural Press, Inc.. Maine: Intercultural Press, Inc.

Willems, G. M. (2002) Willems, G. M. (2002) Language teacher education policy. Promoting linguistic diversity and intercultural Language teacher education policy. Promoting linguistic diversity and intercultural communicationcommunication. Strasbourg: Council of Europe.. Strasbourg: Council of Europe.