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The Intercultural Dimension in How interculturally competent are you?

The Intercultural Dimension in How interculturally competent are you?. Dr. Alison Gourvès-Hayward: Ecole Supérieure des Télécommunications de Bretagne, France Dr. Fionnuala Kennedy: Waterford Institute of Technology, Ireland. Ms. Aleksandra Sudhershan: Dublin City University, Ireland

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The Intercultural Dimension in How interculturally competent are you?

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  1. The Intercultural Dimension inHow interculturally competent are you? Dr. Alison Gourvès-Hayward: Ecole Supérieure des Télécommunications de Bretagne, France Dr. Fionnuala Kennedy: Waterford Institute of Technology, Ireland. Ms. Aleksandra Sudhershan: Dublin City University, Ireland SIETAR Conference April 2007

  2. Outline of Presentation • ELP and eELP (LOLIPOP) • The intercultural dimension • Pilot: Feedback on intercultural dimension of LOLIPOP • Creating a virtual intercultural space • How intercultural are you?

  3. EU-Funded Lingua 2 Project (2004-2007) • On-line, interactive version of the ELP with an enhanced intercultural dimension • Uses Moodle as VLE • Project development • LOLIPOP learning platform • 8 countries (Austria, France, Germany, Ireland, Latvia, Norway, Poland, Spain) • 12 partners • 7 target languages

  4. ELP - Three Components PassportBiography Dossier

  5. Collecting Selecting Reflecting Projecting Celebrating Archiving Linking / thinking Storytelling Collaborating Publishing Paper versus ePortfolios (Barrett, 2005)

  6. e-features of Lolipop • Online (via VLE Moodle) • Interactive • Multimedia • Allows customisation • “Share” function • Online teacher’s manual

  7. Issues with existing ELPs • Focus on linguistic competence • Intercultural = cultural • Write reflectively (no guidance on this) • Describe experience of another culture • Describe cultural attitudes and behaviour • No self-assessment grids for intercultural • Testing = testing of cultural knowledge

  8. Conceptual model: Byram’s Savoirs? • Savoirs - Knowledge • Savoir être - Attitudes • Savoir comprendre - Skills of interpreting and relating • Savoir apprendre/faire - Skills of discovery and interaction • Savoir s’engager - Skills of cultural critical awareness

  9. Conceptual model: Bennett’s Scale Ethnocentric Ethnorelative (Bennett 1993)

  10. Focus of assessment • Assessment of learning - summative • Assessment forlearning - formative

  11. Issues which arose during the development of the IC dimension • opaque nature of ICC • difficulty of designing a progressive scale from A1 to C2 • Possible ethical implications of statements • lack of familiarity with IC terminology (learners and teachers) • Possibility of being A1 on one dimension and C2 on another • Possibility of having a high level of linguistic competence and poor intercultural skills, or vice versa • ICC not necessarily related to one language • where to include ICC in ELP?

  12. DCU Pilot Feb-April 06 • Multicultural group (ESOL) • LOLIPOP in lab every 2nd week • Feedback: • Class discussions • Wikis • Questionnaire • Oral exam • Focus groups

  13. Intercultural self-assessment

  14. Questionnaire: Positive results of intercultural dimension Students’ comments: • When I read those, they made me reflect about my intercultural skills and the examples were good. • Well organized • It's also important to improve my intercultural skills. • It was interesting to assess the intercultural skills. I could realize some intercultural aspect that had changed since I came here. • I had never evaluated my intercultural skills before so it was really useful. It is easy to evaluate your oral and written skills. However I think [the intercultural] is more difficult to answer. • I felt it was a bit easier to assess my intercultural skills than language skills.

  15. Issues raised The students said: • It was hard because this kind of skills really depends on the situation, whom you talk with, or when. • It was difficult for me to understand a little bit. • It is hard to assess/reflect on your skills every week. Maybe you won't see any improvement etc. in this short term.

  16. How can the ‘share’ function enhance the IC dimension? • Moodle community online • Chat • Forums • Blogs (in Moodle?) • Wikis • Digital storytelling

  17. Conclusion • We will… • Generate bank of student accounts of critical incidents as resources • Populate the resources section with linguistic and intercultural www links • And we will… • Seek accreditation for LOLIPOP from the CoE • Offer LOLIPOP as freeware to the HE sector across Europe and beyond

  18. How intercultural are YOU? • Opportunity to try out LOLIPOP IC can-do statements • We would welcome your feedback • Thank-you

  19. Bibliography • Bennett, M.J. (1993) ‘Towards ethnorelativism: a developmental model of intercultural sensitivity.’ in R.M. Paige (ed)., Education for the Intercultural Experience. Pp. 21-71. Yarmouth, ME: Intercultural. • Bruen, J., Crosbie, V., Péchenart, J. (forthcoming) ‘Have Portfolio: will travel’ RIA conference proceedings. Dublin City University November 2003 • Byram, M., (1997) Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters. • Byram, M., Gribkova, B. and Starkey, H. (2002) Developing the Intercultural Dimension in Language Teaching – A Practical Introduction for Teachers. Strasbourg: Council of Europe • Council of Europe (2001) The Common European Framework of Reference forLanguages. Cambridge University Press (available online through CoE site) • Hinkel, E., (ed.), (1999) Culture in Second Language Teaching and Learning, Cambridge: Cambridge University Press. • Kinginger, Celeste, Alison Gourves-Hayward, and Vanessa Simpson. 1999. A Tele-Collaborative Course on French-American Intercultural Communication. The French Review, 72: 853-66. • Little, D., Barbara Simpson, European Language Portfolio, The intercultural component and Learning how to learn [Online]. Available from: http://www.tcd.ie/slscs/clcs/research/projects/elp/assets/pdf/Intercultural_LHTLTemplates.pdf (accessed 22 April 2007) • Morrow, K. (ed) (2004) Insights from the Common European Framework. Oxford University Press • Rantz, F., Horan, P., (2005) Exploring Intercultural Awareness in the Primary Modern Language Classroom: The Potential of the New Model of European Language Portfolio Developed by the Irish Modern Languages in Primary Schools Initiative (MLPSI). Language and Intercultural Communication, Vol. 5, No. 3&4 • Tosh, D. and Werdmuller, B. 2004. ePortfolios and weblogs: one vision for ePortfolio • development [Online]. Available from: <http://www.eradc.org/papers/ePortfolio_Weblog.pdf> [Accessed 3 July 2006].

  20. Websites Barrett, H. Website: http://www.electronicportfolios.com/portfolios.html#pubs Council of Europe ELP site: • http://www.coe.int/t/dg4/portfolio/Default.asp?L=E&M=/main_pages/welcome.html Culture Active • www.cultureactive.com INCA: www.incaproject.org The International Profiler http://www.worldwork.biz/legacy/www/docs2/tip.phtml Intercultural Development Inventory http://www.intercultural.org/idi/idi.html ECML • http://www.ecml.at/mtp2/LEA/presentation/pluriculturalism.pps Digital Storytelling association • http://www.dsaweb.org/index.html

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