Utilization Of ITC Model To Develop Intercultural Competencies
Introduction
In this current era of globalization, immigration and the resultant development of multicultural classrooms the challenge of how to teach a diverse community of learners has emerged. The nature of learning, roles of teachers, the diversity of learners and goals of education have all changed. Teachers are ill-prepared to teach in this foreign environment. They are unaware of intercultural competencies required to successfully communicate and work with students from other cultures. There is a growing need for providing knowledge around essential intercultural competencies which will enable them to operate effectively in this new culturally complex environment. Interculturally competent instructors benefit learners by bridging differences in the classroom and encouraging various perspectives to facilitate learning and promote student engagement. There are competing definitions of intercultural competency and the term is often misunderstood. In the first section of this paper, I will define intercultural competencies. The second section relates my experiences as an international educator and student to the three main components of the Intercultural Teaching Competence (ITC) model. Lastly, I will examine the effectiveness and drawbacks of the ITC model in developing teachers’ intercultural competencies.
Defining Intercultural Competencies
An overview of the literature reveals that the term intercultural competence is frequently debated and complex to define. One of the main reasons for this confusion is the various viewpoints employ different theoretical assumptions, identify incongruent components, and pursue dissimilar goals. In order to provide a working definition for intercultural competence, we must first examine human competence. The dominant model of human competence consists of three universally agreed upon components: knowledge, affective and skills. Spitzberg and Cupach later expanded these components to include context and outcomes. All theories and models of intercultural competence rely predominantly on these basic dimensions to guide their explanations.
According to Janet Bennett, intercultural competence is human competence that supports effective and appropriate communication in disparate cultural contexts (2004). This definition is expanded by Dimitrov & Haque to include the ability of instructors to support the learning of students who are ‘linguistically, culturally, socially’ different from them (2016). Therefore, we can conclude intercultural competence entails ‘the ability to negotiate cultural meanings and appropriately execute effective communication behaviours that recognise each other’s multiple identities in a specific environment’. Despite the lack of consensus on a definition, academics agree intercultural competence is context-bound. This means that what is appropriate in one culture differs from what is acceptable in another.
Intercultural teaching competence modelI have applied the ITC model to my experiences as an international educator to see if it serves as a useful reflective practical guide. The concrete teaching strategies identified were incorporated into my daily practice allowing me to effectively teach and engage learners in a multinational classroom. It was also applicable in several countries across various educational settings. This model comprises of 20 competencies and strategies for educators classified into 3 interconnected categories: foundational, facilitation and curriculum design.
Foundational competencies
The foundational competency category concentrates on the educator’s own intercultural awareness. Intersectionality is a useful framework for developing this intercultural awareness and discovering our multiple identities. Identity is fluid, dynamic and contextual, meaning its nature varies by domains. Morgan’s axes of dominance, privilege and oppression provide an illustration of intersectionality that can be useful in locating our various identities (2018). It is important to reflect how your identity influences classroom interactions and dynamics. As Parker Palmer said, “We teach who we are”. In conjunction with the acknowledgment of various identities is the recognition of diversity in your classroom as an asset. This diversity should be leveraged to create a greater body of cultural knowledge. Valuing the contribution of others is essential for creating a safe learning environment. Part of creating a safe learning environment is acknowledging hurtful and or offensive remarks. As a failure to do this may leave learners feeling unprotected and victimized. In addition, it may give tactic permission for the behaviour to continue. It is crucial to try and understand cultural differences before assessing. This strategy was essential in helping me develop my intercultural competence while engaged in a cultural immersion. I explored cultural differences between east and west from a Chinese perspective, using an infographic portrait by Yang Liu, a Chinese person living in Germany. I was able to harness the “funds of knowledge” in the classroom, and we deliberated on whether we agreed with her representations. Alternative viewpoints were encouraged by sharing my stories in learning to adapt to a foreign environment, especially in regards to personal space boundaries. Discussions of how easy it is to attribute ill intention when someone violates your personal boundaries if you only come from your cultural perspective. Understanding that there is no ill intent, and learning to deal with ambiguity when it comes to differences.
Facilitation competencies
The second interconnected category, facilitation is concerned with instructional skills and managing interactions that are respectful of diversity and encourage peer learning. In my experience, this appears to be the least valued and the one that is the most poorly executed. As a learner and educator it is the most crucial intercultural competence, as without expert facilitation that designs impactful learning experiences, students do not feel comfortable sharing. They can become disengaged and their learning is negatively affected. The importance of being sensitive to differences in communication style was highlighted for me while living in China. I learned to adjust my direct style of communication to be indirect and ambiguous, so as not to give offence and maintain harmonious relationships. Feedback was softened and focused on preserving harmony and ensuring saving face.
Working as an ESL instructor provided me with the valuable intercultural skill of explaining material in different ways thereby giving learners numerous opportunities to understand the main concepts. As an ESL instructor, I recognise the importance of articulating concepts clearly, avoiding jargon, colloquialisms and explaining cultural references. Especially as an immigrant studying in an unfamiliar environment, I find unexplained cultural references serve to exclude. Part of being a good facilitator is identifying participation barriers that learners face, for example in China the Confucian teacher-student relationship does not encourage their participation. As well, the risk of potentially losing face in class is a barrier. Participation can be encouraged by using smaller groups, and providing alternative responses to verbal participation, for example written. As well as identifying participation barriers it is also vital to be aware of sensitive issues for learners. Sequencing activities from low intensity to higher intensity allows for the building of trust in the classroom before they self-disclose.
Another important element to consider is managing teacher and student expectations. Personally, as a student I found the use of informality in Canadian schools to be uncomfortable, having come from a high-power distance educational style. As a result of this experience, I was better able to understand the differences in teaching style between Canada and China. Which allowed me to navigate my relationships with my learners more effectively. China also has a different teaching methodology, one that is teacher centred which is in direct contrast to the communicative teaching style I studied and practised. In China the students are silent and passive receptors of knowledge. The Chinese teachers are responsible for the students learning, and in some cases take on a parental role. One of my core functions as an educator preparing them for a transition to studying overseas was educating them about academic integrity. Plagiarism is not considered a serious issue in Asia. In this collectivist culture where rote memorization is practiced and community is placed above the individual, the idea of an individual claiming an idea is strange.
Curriculum design competencies
As instructors we are not always able to dictate the curriculum, but we can incorporate content that represents diversity and internationalizes the curriculum. We can create learning activities that allow students to examine alternative perspectives and reflect on their own identity and how it impacts their studies. Another important element of curriculum design is assessments. Educators need to ensure assessments are validating cultural differences, for example emphasising understanding of material above the use of language. In some instances, allowing for the presentation of knowledge to be in an alternative format.
ITC model effectiveness
Overall I found the ITC model to be practical, illustrated with clear examples drawn from multiple disciplines, and easily relatable. It is solidly built on the key foundational dimensions of human competence: knowledge, affect and skill. These core dimensions of human competence are evident throughout the model. The knowledge dimension is apparent in the foundational category, which examines the importance of knowledge of self. It is also noticeable in the curriculum design competence, which discusses giving students the opportunity for self-reflection and includes learning material that supported the goal of global education. The affective dimension is perceptible in the foundational category, which encourages fostering positive attitudes towards cultural diversity. However, the assumption of intercultural sensitivity exists and it presupposes an attitude of openness to learning. As part of determining our positionality in the classroom we also need to examine our attitude towards classroom integration, for example do we promote assimilation, segregation or integration? Attitudes towards classroom integration is an important element that the model failed to address. Lastly, the skill dimension is visible in the facilitation category which emphasizes the strategies to create that safe caring learning environment conducive to student learning. It is not enough to reflect on your identity and intercultural awareness but you also need to develop strategies that help you deal with frustration. Self-regulation needs to be an element of foundational competence.
Another core element missing is the necessity of building relationships and interacting with the culture. My journey towards developing intercultural competencies started with a foreign interpersonal connection. From there my interest in other cultures was sparked. Travelling and working my way around the world did not make me intercultural competent, it was personal connections and relationships that I developed along the way. The key elements to bridging the cultural gap were not only my curiosity and willingness to take alternative perspectives but the building of personal connections. In the process I reconstructed a new identity, acquired new cultural elements and shifted old ones. Without this relationship building it would have been challenging to see culture as being comprised of unique individuals. The main disadvantages of this model are that it assumes educators enter at an advanced level of teaching. And that they use a western teaching methodology that is student-centred, employs active learning strategies and incorporates multiple learning styles. This presumption of western teaching methodology may exclude other cultures and perpetuate the cultural hegemony of the west in education.
Conclusion
Despite the competing definitions and complexity around defining intercultural competencies, the ITC model provides a useful pragmatic framework for teachers to develop these essential competencies. These competencies and strategies assist educators in meeting the challenge of teaching in a multicultural setting. This theoretical model is successful in that it draws about multiple approaches. The task of integrating diversity in the classroom requires multiple approaches, as one size does not fit all.
