TRANSCULTURAL COMPETENCE: HOW DO WE GET THERE?

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TRANSCULTURAL COMPETENCE HOW DO WE GET THERE?
SUSAN KNIGHT CENTRAL MICHIGAN UNIVERSITY ACTFL
2013 Session 1635375
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Self check

1. What percent of your class time is devoted to
   teaching culture? What percent of your testing?
2. Are products, practices and perspectives dealt
   with equally?
3. How motivated are you to maintain your own
   culture knowledge? How do you do this? (Where
   does your information come from?)
4. What are barriers to keeping abreast of cultural
   changes?

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Do you have any of these as student objectives?

• critical thinking
• global understanding
• cross-cultural perspectives
• transcultural competence

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SOME BASIC ASSUMPTIONSDO WE AGREE??

1. STEREOTYPES ABOUND
2. A LACK OF INTERCULTURAL CONTACT CAN RESULT IN
   FEAR, MISUNDERSTANDINGS, CONFLICT, ETHNIC STRIFE,
   HATE AND GENOCIDE (Fantini)
3. IT IS IMPOSSIBLE TO KNOW ALL OF THE CULTURAL
   PERSPECTIVES OF EVEN YOUR OWN CULTURE OR THOSE OF
   YOUR SUBGROUP

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• There is a crying need for understanding and
  mutual acceptance among the worlds people and
  until we can see an issue or practice from
  anothers point of view, there will be no mutual
  understanding. (Omaggio)
• Open mindedness involves an active disposition to
  welcome points of view hitherto alien (Dewey)

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HANVEYS STAGES OF CROSS-CULTURAL AWARENESS

• 1. CULTURE SEEN AS STEREOTYPED, SUPERFICIAL
• 2. FRUSTRATION WITH CULTURE
• 3. ACCEPTS NEW CULTURE AS AN ALTERNATIVE
• BEHAVIOR RATHER THAN WRONG
• (achievable goal for high school)
• UNDERSTANDS HOW MEMBERS OF TARGET
• CULTURE FEEL
• (college students should strive for this)

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SOME BASIC GOALS

• HELP DEVELOP IN STUDENTS
• AN OPENNESS TO LEARNING NEW ASPECTS OF THEIR OWN
  AND OTHER CULTURES
• A CURIOSITY ABOUT OTHER PERSPECTIVES
• A REALIZATION THAT LIVING LEARNING
• TOOLS OR A PROCESS BY WHICH TO ENHANCE THAT
  LEARNING

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1) Examination of a process model2) EXAMINE
Culture lessons in 3 settings based on this
model a) Projects/tasks in the FL classrooms
b) Examples from university classes/instructors
cited for their ability to change
attitudes c) Study abroad tasks

• But.. HOW IS THIS DONE? HOW MIGHT THESE GOALS
  BE REACHED IN A CLASSROOM?

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TWO BASIC THEORIES/MODELS

• Information-acquisition approach teacher
  provides students information and facts.
• Constructivist/process oriented approach-
  students construct their views of culture via
  social and communicative interaction.
• -assumes a period of disequilibrium the
  construction of new meanings from old ones

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Past research on this model

• Wright (2000). used both approaches to cultural
  learning with college students learning German.
  Both had same factual information but 2nd group
  had added tasks
• Pose a problem or topic leading to confusion
• Encourage students to address problem themselves
  first (teacher only served as mediator)
• Students shared opinions put reasoning in words
• Probing questions with wait time so they could
  think about answer
• Opportunity to reflect on topic in relationship
  to their attitudes
• Abrams (2002) produced similar results

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Deardorff (2006) and Bryran (1997)- first step in
developing intercultural competence begins with
examination of attitudes. Morgan (1993) did a
comprehensive review of the research and theory
on attitude changes with regard to FL classroom
learning and concluded that four aspects need to
be considered when attempting to change student
attitudes, namely (1) awareness of their own
cultural attitudes. (2) active student
involvement with controversial materials (3)
novel classroom activities, (4) struggle with
complex material ? own conclusions,
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Example of Classroom Research based on Morgans
model

• TOPIC CHOICE- illegal immigration
• PRE- AND POST QUESTIONNAIRE- of attitudes
• SELECTION OF MATERIALS- various viewpoints from
  various perspectives (primary information source
  is not instructorarticles video)
• CONSTRUCTION OF VARIOUS STUDENT TASKS

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Film Arobics Cultural Comparisons

• Other tasks pre-listening maps comprehension
  Z-charts values clarification via imaginate,
  debates, etc.

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RESULTS

• QUANTITATIVE (PRE- AND POST-QUESTIONNAIRE
  RESULTS)
• QUALITATIVE (FREE WRITES, OPEN ENDED QUESTIONS,
  DEBATES, ETC)

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Questionnaire results Major attitude changes

• 2/3rds of questions answered were significantly
  different in pre/post test
• showing greater understanding of immigrant
  perspective

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ITEMS WITH GREATEST CHANGE

1. Illegal immigrants often suffer poor working
   conditions even though they are now in the US
2. Many of these jobs are dangerous in one way or
   another
3. Americans do benefit from Hispanic undocumented
   laborers
4. Illegal immigrants do face discrimination in the
   U.S.
5. Not all who live in the U.S. should speak English
6. I understand how one might illegally cross into
   another country and why someone might do so.

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Student comments

• Enjoyed project
• At times I wanted to be on the other side because
  that is how I feel now
• Wish there was a sequel to the movie
• Liked the games and activities we did in class
• I understand this situation better

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Goal of project

• Not to indoctrinate, but to show another
  perspective and let the students decide.
• Becoming aware of our own biases and helping
  students recognize theirs are first important
  steps in teaching for cultural understand in our
  classrooms (Omaggio)

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AATSP presentation by Regina Casale Longwood
Central School District, Middle Island NY

1. Used the film Deputized, (2012) examining the
   hate crime that resulted in murder of Ecuadorian
   immigrant Marcelo Lucero in Long Island
2. PEW research center info - 65 of hate crimes
   against Latinos 35 all other races and women
3. Examples of pre- and post-viewing activities

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ANOTHER CLASSROOM EXAMPLE

• Role plays using a model proposed by Smith and
  Otero (1977) 2 Americans traveling through
  imaginary countries of Crony, Ord, Fondi, Dandi
  or Lindi. They lost their money and need to ask
  natives for help.
• When Fondis agree with something they frown and
  look down when they disagree, they smile and nod
  their heads.
• Dandis stand 12 inches or closer to people when
  talking to them.
• Cronies would not listen to a male if he asks for
  a favor because females decide everything
  important.

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COMPARING PERSPECTIVES BEGIN WITH YOUR CLASS
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clothing tipping customs degree of
eye contact Food gestures
methods of worship works of art
personal distance
practices
products




perspectives views on equality
rules of politeness religious
beliefs time management relationship with
nature concept of beauty (adapted from
Maximizing Study Abroad, p. 47)
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PREPONDERANCE OF BELIEF Human beings
Nature controls Control nature/life
Human beings 10lt.5..gt1 (Edwar
d C. Stewart, American Cultural Pattern A
Cross Cultural Perspective)
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(Edward C. Stewart, American Cultural
Pattern A Cross Cultural Perspective)
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Time comparisonsto chart

• U.S. --Time is money!
• Spanish -- He who rushes, arrives first at the
  grave.
• Japanese -- When in a hurry, take the
  roundabout route and The more haste--the less
  speed.
• The Arabs caution -- Haste is the devils work
  and patience is from the Merciful (Allah).
• The Chinese long-term perspective -- Drips of
  water wear through stone and Feather by
  feather the goose is plucked.
• Ecuador -- Little by little one walks far.
• Zaire --The peanuts dont grow until the rains
  come.
• Ethiopia --If you wait long enough, even an egg
  will walk (the chicken will hatch).

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Spanish 101 ARTIFACTSmoving from product to
practice to perspective
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What do you feel seeing this person?
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STUDY II EXAMINATION OF UNIVERSITY COURSES
SELECTED AS ENHANCING PERSPECTIVE OF THE OTHER

• Chairs of departments identified courses and
  professors
• Courses were examined for components of the
  model.
• Evaluation of syllabi and tasks assigned
• Follow up discussion with professor

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Examination of 25 syllabi for examples of
Morgans 4 points

1. Awareness of students own cultural attitudes
2. Active student involvement with controversial
   materials
3. Novel classroom activities
4. Struggle with complex material ? own conclusions
   (content that is reflected upon and transformed
   personalized not memorized)

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PRELIMINARY RESULTS (2)

• Discussion with professors regarding course for
  examples of Morgans 4 points
• awareness of their own cultural attitudes
  (14/25)
• active student involvement with controversial
  materials (21/25)
• novel classroom activities (15/25)
• struggle with complex material ? own conclusions
  (19/25)

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Philosophy 118 Moral problems

• Teeter-totter model using yes /no questions.
• formulate your question clearly
• give the best reasons in favor of yes answer
  and then best for no
• weigh up the reasons
• accept the answer that has the most going for it
  (i.e., weighs more)
• Worked through examples in class (e.g., Tracy
  Latimer death penalty euthanasia the Dutch
  laws versus the Oregon laws )

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TESOL

• Uses books (e.g., Guadalupe Valdes book Con
  respeto) to have students do value comparisons
  for different cultures
• What does it mean to be successful in different
  cultures?
• Makes students find articles on controversial
  issues both pro and con. Must be from quality
  source. They must write a page summary of each,
  and then a 2-page summary of their position based
  on the facts.

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French 591 France at War in 20th Century

• Began by reflecting on their own war knowledge,
  feelings, and experiences
• Blackboard readings from FRN newspapers
• Sent professor 3 questions from articles
• Film clips of personal experiences in trenches,
  in landmine, etc.
• Class visitor who was in France during Algerian
  War
• Final reflection paper (served as pre-post
  test of sorts when no good tests)

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Political Science 275 Great Political Thinkers

• Question political philosophy seeks to answer
  How should we live together? What is the best
  way for an individual to live?
• While many questions cannot be answered, we
  should not let this lead us into indifference or
  intellectual laziness about answers that have
  been given we must be willing to think about
  them seriously and consider their strength and
  weaknesses.
• Some answers are better than others if not, how
  could we praise Martin Luther King or condemn
  Hitler for their beliefs and actions
• TASKS debates-- student prepares 2-page essay
  stating his/her position and listing 2 or 3
  points made by one of authors in debate

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Culture and civilization of Latin America

• Have students read a about the war between Mexico
  and U.S. in the 1800 from a history book for
  Mexican children (sexto grado)
• Have them read the same history from a U.S.
  viewpoint.
• Discussion

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Religion 241. Islam an Introduction

• Task Write 3 critical book reviews of books
  read using 3 contexts
• your encounter with them based on
• your own experience
• your critical reflection on the text
• at least 3 learning events among your
• classroom experiences

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Sociology 323 Racism and Inequality

• Students participate in his project to introduce
  at-risk high school students to higher ed.
• Students served as mentors to high school
  students who did not even consider going to
  college.
•  

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SPN 201 Intermediate SPN

• Task 1 - Make a list of food items that your
  family usually eats in a typical week. Where do
  you get these items? What comes pre-prepared?
  What meals do you eat together? How do your
  familys eating patterns reflect the value that
  your family puts on different activities?
• Task 2 Share lists with 3 classmates. How
  similar
• Task 3 Look at photographs from Hungry Planet
  What the World Eats

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Caveats

• Must be sure that the materials, tasks and
  presentation are not indoctrination.
• Lack of good psychometrical measurement tools
  with established statistical norms for changes in
  critical thinking, attitude, or values (Follman)
• Example Cross-Cultural Adaptability Inventory-
  When I meet people who are different from me, I
  expect to like them.

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Setting guidelines

• You are encouraged to introduce into the
  discussion any relevant topic that you think is
  interesting and important if the rest of us seem
  to be overlooking it
• Many of the ideas that we will consider are
  controversial, and you will probably have strong
  feelings and opinions about some of them. I
  encourage you to offer your opinions and add to
  the discussion. However, personal attacks and
  abusive language will not be tolerated. People
  can sincerely differ with you without being
  stupid, dishonest or malicious.

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Study Abroad the solution ??

• Study abroad in itself does not insure increase
  TL fluency or intercultural competence
• Findings from
• Knight, Susan and Barbara Schmidt-Rinehart.
  (2010). Exploring conditions to enhance
  student/host-family interaction abroad. Foreign
  Language Annals, Vol. 43, No. 1, 64-80.

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Conversation tasks with families based on
topics

• 1) Mi preparación
• Vocabulario util
• Mi punto de vista cultural
• Preguntas para la familia
• 2) Información de la familia (la
  entrevista/apuntes)
• 3) Evaluación de la interacción
• Followed by in-class conversation

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gracias
thanks
danke
Mahalo nui loa
merci
Arigatou gozaimasu. ???????????
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TRANSCULTURAL COMPETENCE HOW DO WE GET THERE?

• SUSAN KNIGHT knigh1sm_at_cmich.edu
• Power point presentation can be found at
• ACTFL Online Community- Session 1635375
• http//www.chsbs.cmich.edu/susan_knight/

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What are sources for showing our students another
perspective?

• Movies/film
• Books and articles
• Guest speakers
• Service learning
• Study abroad
• Internet partners
• other?

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Composite definition for attitudes has been
provided by Baker 1988.

•   ATTITUDES are cognitive (i.e., are capable of
  being thought about) and affective (i.e., have
  feelings and emotions attached to them). They
  are dimensional rather than bipolarthey vary in
  degree of favourability/unfavourablity.
  Attitudes predispose a person to act in a certain
  way, but the relationship between attitudes and
  actions is not a strong one. They are learnt,
  not inherited or genetically endowed and tend to
  persist but they can be modified by experience.