Intercultural Communicative Competence as a key component of
- Slides: 17
Intercultural Communicative Competence as a key component of ´multicultural education´ within foreign language teaching and learning (SEPs) Klára Kostková
CONTENT 1. 2. 3. 4. 5. 6. 10/7/2020 INTRODUCTION – CONTEXT DEFINING ICC AIM OUR INVESIGATION – SEP ANALYSIS RESEARCH OUTCOMES CONCLUSION 2
1. CONTEXT GLOBALIZATION brings new demands into many areas of human existence, generally speaking the need to be able to live serenely and work effectively together with people from different backgrounds, with different habits and beliefs, with people living according to different values and last but not least with people who speak different native languages. 10/7/2020 3
„Phantom of globalization wonders around. “ (Koťa in Pedagogika 1/2000, p. 1) ……. It has been ten years since the turn of millennium when the articles about the place of man in the globalized world as well as about the education in the context of globalization trends in Pedagogika ´journal´ were published, however, the question whether and how have we managed to solve these new demands in educational setting, in our case to incorporate intercultural education into curriculum as well as practice, still remains. 10/7/2020 4
CONTEXT Universal agreement (… in the times of curricular reform …) that we should reflect the actual need of the globalized multicultural world exists since it simply cannot function without Intercultural Communicative Competence of its population. ↓↓↓ 10/7/2020 5
2. DEFINING ICC Appropriate and effective communication and behaviour in intercultural situations. (Deardorff, 2009, p. xi) • Intercultural Communicative Competence – Intercultural Competence – Communicative Competence (foreign language) 10/7/2020 6
Meta-analysis of selected models of ICC • 17 models (multidisciplinary) of Intercultural (Communicative) Competence • 2 qualitatively different characters: – models resulting from empirical studies (e. g. Delphi methodology employed by Deardorf 2006; Hunter, White, Godbey 2006) – models resulting from an analysis of relevant theoretical sources (e. g. Byram 1997; Ting-Toomey, Kurogi 1999; Common European Framework 2001) 10/7/2020 7
Meta-analysis findings COMPONENTS • attitudes - 16; • language - 14, explicitly a foreign language; • skills - 13; • awareness of self and others - 13; • knowledge - 12; • interaction - 10; • communication - verbal/nonverbal, C. styles, … - 9; • context - environment, culture, … - 7; • understanding and comprehension - 6; • development/al process/ - 5; • external and internal outcomes - 5; • individual/personality - 5; • effective relationships - 5; • intercultural experience - 3 10/7/2020 9 of which is 8
To sum up … five domains have been derived – domains of: attitudes, foreign language communicative competence, skills, awareness and knowledge. ICC is developmental – it is viewed as arising from dynamic meaningful interactive processes of (intercultural) communication of an individual within given context. Such competent (intercultural) interaction based on previous internal as well as external outcomes / abilities should lead to establishment and maintenance of effective relationships - relationships in which one is able to perform effectively and appropriately with members of another languageculture background on their terms. 10/7/2020 9
3. AIM KEY QUESTION Is development of ICC as a key aim of Inter/Multicultural education included in the educational area of SEP: Language and communication through language, English language ? How and to what extent ? 10/7/2020 10
4. OUR INVESTIGATION Content Analysis (Holsti, 1969; Janoušek, 2007) • ANALYSIS of: – „SUBSTANCE“– what – „MODE“ – how (statement form, frequency, intensity, …) (not possible for an analysis of a SEP document → requires e. g. additional interview) • CATEGORIES: Pre-defined, based on accepted ICC model (possible - ´new´ categories + their combination) • UNIT OF ANALYSIS - Expected outcomes (in educational area „English language) 10/7/2020 11
Content analysis ≈ 37 SEPs ≈ (primary schools; Czech Republic) analysis of a document (limitations) interview with (its) designer / creator - Combined methodology - quantitative + qualitative data gained Our content analysis stands on its categories – such division of the ´universum´ that the predefined categories would represent “drawers” into which we shall transparently divide the content of the analyzed SEPs – we shall closely look at the repletion of the “drawers”. ? What they really represent ? 10/7/2020 12
Predefined categories • • • Awareness (of self and others) Knowledge Attitudes Skills Language (FLCC – Language competence) – Organizational competence • Grammatical + Textual competence – Pragmatic competence • Illocutionary + Sociolinguistic competence • +……… 10/7/2020 13
5. Research outcomes • 25 SEPs suitable for analysis ↓ 3 381 Expected outcomes (100%) ↓ 199 ´intercultural ones´ = 6% ( ≈ 100%) ↓ knowledge – 161 = 81% (4, 7%) awareness – 15 = 7, 5 % (0, 44%) attitudes – 12 = 6 % (0, 35%) skills – 11 = 5, 5 % (0, 32%) 10/7/2020 14
6. CONCLUSION • Attention paid to intercultural education … language (94%) / intercultural aspects (6%) • Attention paid to particular domains of ICC… ↓↓↓ ? reasons ? … hypothesis … … hope … 10/7/2020 15
Thank you for you attention Klára Kostková University of Pardubice, Faculty of Arts and Philosophy, Department of English and American Studies
• Multikulturní znamená pouze koexistenci alespoň dvou kultur (resp. sociokulturních skupin, minorit a majorit) vedle sebe, ale neimplikuje jejich vzájemné vztahy. Z tohoto pohledu je již dnes každá společnost, každý stát, multikulturní. • Oproti tomu termín interkulturní (lat. inter = mezi) zahrnuje mezikulturní vzájemnost, vzájemné interakce a vztahy odlišných sociokulturních skupin. 10/7/2020 17
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- Canale and swain communicative competence
- Canale swain 1980 communicative competence
- Communicative competence
- Compétence pragmatique anglais
- La compétence communicative
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- Key partners
- Prejudice barrier in communication
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- Intercultural fluency
- Intercultural conflict definition
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- Intercultural communication questions