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Virtual Intercultural Connections: Enhancing Student and Teacher Engagement

This academic study explores the Deardorff Process Model of Intercultural Competence and its application in virtual learning environments. Through examining knowledge, comprehension, attitudes, and individual processes, the study delves into developing adaptability, flexibility, empathy, and effective communication in intercultural interactions. Students reflect on their experiences with global dialogue activities, travel itinerary assignments, and class discussions to enhance respect, openness, and other intercultural competencies. The study prompts self-awareness, understanding of diverse worldviews, sociolinguistic awareness, and analytical skills, fostering curiosity, empathy, and adaptability in intercultural encounters.

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Virtual Intercultural Connections: Enhancing Student and Teacher Engagement

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  1. Virtual Connections for Students and Teachers Yao-Yi Fu Associate Professor Department of Tourism, Conventions, and Event Management IUPUI yafu@iupui.edu

  2. Deardorff Process Model of Intercultural Competence • Knowledge & Comprehension: • Cultural self-awareness/understanding • Understanding others’ worldviews • Cultural-specific knowledge • Sociolinguistic awareness • Skills to listen, observe & interpret • Skills to analyze, evaluate & relate • Attitudes: • Respect • Openness • Tolerance for ambiguity • Withholding judgment • Curiosity & discovery Individual Process Orientation • Desired Internal • Outcome: • Adaptability • Flexibility • Empathy • Desired External • Outcome: • Effective and appropriate communication & behavior in an intercultural situation Interaction Source: Deardorff, D. K. (2008).Intercultural competence: A definition, model, and implications for study abroad. In V. Savicki (Ed.), Developing intercultural competence and transformation: Theory, research, and application in international education (pp. 297-312). Sterling, VA: Stylus.

  3. Final Learning Reflection • What have you learned about Slovenia from our global dialogue experience? • Describe your experience with the travel itinerary assignment that you did with a Slovenian student. For instance, how did you communicate with your assigned partner? Were there any challenges with the communication? What have you learned from the experience? • Think about our class activities, such as joint discussions via videoconference, Course Networking site, and the travel itinerary assignment. Next, review the list of intercultural competencies shown below. Please discuss how the entire global dialogue experience helped you developed any of the intercultural competencies. Please discuss by giving specific explanations/examples. • Respect • Openness (to intercultural learning and to people from other cultures) • Tolerance for ambiguity • Flexibility (in using appropriate communication styles and behaviors in intercultural situations) • Curiosity and discovery • Withholding judgment • Cultural self-awareness/understanding • Understanding others’ worldviews • Culture-specific knowledge • Sociolinguistic awareness (awareness of using other languages in a social context) • Skills to listen, observe and interpret • Skills to analyze, evaluate, and relate • Empathy (do unto others as you would have them do unto you) • Adaptability (to different communication styles/behaviors; to new cultural environments) • Communication skills • Has the global dialogue experience made you realize any skills that you possess, lack, or need to develop?

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