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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

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

outline of presentation
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?
slide3
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
elp three components
ELP - Three Components

PassportBiography

Dossier

paper versus e portfolios barrett 2005
Collecting

Selecting

Reflecting

Projecting

Celebrating

Archiving

Linking / thinking

Storytelling

Collaborating

Publishing

Paper versus ePortfolios (Barrett, 2005)
e features of lolipop
e-features of Lolipop
  • Online (via VLE Moodle)
  • Interactive
  • Multimedia
  • Allows customisation
  • “Share” function
  • Online teacher’s manual
issues with existing elps
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
conceptual model byram s savoirs
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
conceptual model bennett s scale
Conceptual model: Bennett’s Scale

Ethnocentric Ethnorelative

(Bennett 1993)

focus of assessment
Focus of assessment
  • Assessment of learning - summative
  • Assessment forlearning - formative
issues which arose during the development of the ic dimension
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?
dcu pilot feb april 06
DCU Pilot Feb-April 06
  • Multicultural group (ESOL)
  • LOLIPOP in lab every 2nd week
  • Feedback:
    • Class discussions
    • Wikis
    • Questionnaire
    • Oral exam
    • Focus groups
questionnaire positive results of intercultural dimension
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.
issues raised
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.
how can the share function enhance the ic dimension
How can the ‘share’ function enhance the IC dimension?
  • Moodle community online
    • Chat
    • Forums
    • Blogs (in Moodle?)
    • Wikis
  • Digital storytelling
conclusion
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
how intercultural are you
How intercultural are YOU?
  • Opportunity to try out LOLIPOP IC can-do statements
  • We would welcome your feedback
  • Thank-you
bibliography
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].
websites
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