INTERCULTURAL COMPETENCE DEVELOPMENT IN A STUDY ABROAD CONTEXT: SAUDI STUDY ABROAD LEARNERS IN THE UNITED STATES OF AMERICA by Fahd Shehail Alalwi _____ A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY DOCTORAL PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Teachers Using the Intercultural Communicative Competence Framework by Kimberly K. Ilosvay A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership: Curriculum and Instruction Dissertation Committee: Susan Lenski, Chair Samuel Henry Dot McElhone Jason Ranker Martha Balshem DEVELOPING INTERCULTURAL COMPETENCE AMONG PRE-SERVICE TEACHERS THORUGH INTERNATIONAL STUDENT TEACHING by. Heather B. Cunningham. BA, Allegheny College, MA, American University, Submitted to the Graduate Faculty of. the School of Education in partial fulfillment. of the requirements for the degree of
"Intercultural Competence Development through Civic Engagement" by Ruta Shah-Gordon
Intercultural competence has been studied as residing within a person i. Definitions of intercultural competence are as varied. There is, intercultural competence dissertation, however, sufficient consensus amongst these variations to conclude that there is at least some collective understanding of what intercultural competence is. In the discipline of communication, intercultural communication competence ICC has been a subject of study for more than five decades.
Over this time, many have identified a number of variables that contribute to ICC, theoretical models of ICC, and quantitative instruments to measure ICC. While research in the discipline of communication has made a significant contribution to our understanding of ICC, a well-rounded discussion of intercultural competence cannot ignore the contribution of other disciplines to this subject. Our present understanding of intercultural competence comes from a number of disciplines, such as communication, cross-cultural psychology, social psychology, linguistics, anthropology, and education, intercultural competence dissertation, to name a few.
With increasing global diversity, intercultural competence is a topic of immediate relevance. Though several parts of the world do remain culturally homogenous, many major cities across the world have undergone significant transformation in their cultural and demographic landscape due to intercultural competence dissertation. Advances in communication technologies have also facilitated intercultural communication without the prerequisite of geographic proximity. Hence educational, intercultural competence dissertation, business, and intercultural competence dissertation projects involving culturally diverse workgroups have become increasingly common.
Although our current understanding of intercultural competence is and continues to be shaped by research in many disciplines, intercultural competence dissertation, communication researchers can lay claim to the nomenclature of the phrase, particularly intercultural communication competence ICC, intercultural competence dissertation.
This is echoed in several models of intercultural competence as well. as well as relevant contextual variables such as shared goals, incentives, perceptions of equality, perceptions of agency, etc. This view of competence places it entirely on the intercultural competence dissertation of the individual. Before delving further into intercultural intercultural competence dissertation, some limitations to our current understanding of intercultural competence must be acknowledged.
First, our present understanding of intercultural competence is strongly influenced by research emerging from economically developed parts of the world, such as the United States and parts of Europe and Oceania, intercultural competence dissertation.
Interpretivists would suggest that the cultural perspectives from which the topic is approached inevitably influence the outcomes intercultural competence dissertation research. Second, there is a strong social scientific bias to the cumulative body of research in intercultural competence so far; as such, the findings are subject to the strengths and weaknesses of this epistemology. Third, because many of the current models of intercultural competence or intercultural communication competence focus on intercultural competence dissertation individual, and because individual cultural identities are arguably becoming more blended in multicultural societies, we may be quickly approaching a point where traditional definitions of intercultural communication and by association, intercultural competence need to be refined.
While this is not an exhaustive list of limitations, it identifies some of the parameters within which current conceptualizations of intercultural competence must be viewed. The following sections discuss intercultural competence, as we know it, starting with what it is and what it is not.
A brief discussion of well-known theories of ICC follows, then some of the variables associated with ICC are identified. One of the topics of repeated query is whether ICC is culture-general or culture-specific.
This is addressed in the section following the discussion of variables associated with ICC, followed by a section on assessment of ICC, intercultural competence dissertation. Finally, before delving into research directions for the future and a historiography of research in ICC over the years, the question of whether ICC can be learned is addressed.
However, addressing what intercultural competence is not is just as important as explaining what it is, in a discussion such as this, intercultural competence dissertation. Conceptually, intercultural competence is not equivalent to acculturation, multiculturalism, biculturalism, or global citizenship—although intercultural competence is a significant aspect of them all. Semantically, intercultural efficiency, cultural competence, intercultural sensitivity, intercultural communication competence, cross-cultural competence, and global competence are some of the labels with which students of intercultural competence might be familiar.
The multiplicity in nomenclature of intercultural competence has been one of the factors that have irked researchers who seek conceptual clarity. In a meta-analysis of studies in intercultural communication competence, Bradford, Allen, and Beisser attempted to synthesize the multiple labels used in research; they concluded that intercultural effectiveness is conceptually equivalent to intercultural communication competence. Others have demonstrated that, while there are multiple labels in use, there is general consensus as to what intercultural competence is Deardorff, In communication literature, it is fair to note that intercultural competence and intercultural communication competence are used interchangeably.
In literature in other disciplines, such as medicine and health sciences, cultural competence is the label with which intercultural competence is described. The nature of an intercultural competence dissertation concept is such that its reality is defined by the labels assigned to it. Unlike some concepts that have been defined and developed over many years within the parameters of a single discipline, intercultural competence is of great interest to researchers in multiple disciplines.
As such, researchers from different disciplines have ventured to study it, without necessarily building on findings from other disciplines.
This is one factor that has contributed to the multiple labels by which intercultural competence is known. This issue might not be resolved in the near future. However, those seeking conceptual clarity could look for the operationalization of what is being studied, rather than going by the name by which it is called. In other words, intercultural competence dissertation, if what is being studied is effectiveness and appropriateness in intercultural communication each of these terms in turn need to be unpacked to intercultural competence dissertation for conceptual equivalencyintercultural competence dissertation, then one can conclude that it is a study of intercultural competence, regardless of what it is called.
Many intercultural competence dissertation of intercultural communication competence have been proposed over the years. While it is fair to say that there is no single leading theory of intercultural competence, some of the well-known theories are worth noting. There are a couple of theories of ICC that are identified as covering laws theories Wiseman,intercultural competence dissertation Anxiety Uncertainty Management AUM theory and Face Negotiation theory.
Finding its origins in Berger and CalabreseAUM theory Gudykunst,proposes that the ability to be mindful and the effective management of anxiety caused by the uncertainty in intercultural interactions are key factors in achieving ICC. Gudykunst conceptualizes ICC as intercultural communication that has the least amount of misunderstandings.
Though primarily focused on intercultural conflict rather than intercultural competence, Face Negotiation theory Ting-Toomey, proposes that all people try to maintain a favorable social self-image and engage in a number of communicative behaviours designed to achieve this goal.
As previously intercultural competence dissertation, it is not primarily a theory of intercultural competence, intercultural competence dissertation, but it does address competence in intercultural settings. Spitzberg identifies three levels of analysis that must be considered in ICC, namely the individual system, the episodic system, and the relational system.
While there have been several models of ICC developed since then, well-formed and widely tested theories of ICC remain few. A number of variables have been identified as contributors to intercultural competence dissertation competence. Further, flexibility, tolerance for ambiguity, capacity for complexity, intercultural competence dissertation, and language proficiency are also relevant, intercultural competence dissertation. Additionally, there is an interesting link between intercultural competence and a biological variable, namely sensation seeking, intercultural competence dissertation.
Gudykunst proposed that cognitive complexity is directly related to effective management of uncertainty and anxiety in intercultural communication, which in turn leads to ICC according to AUM theory. Not all variables are positively associated with intercultural competence. One of the variables that notably hinder intercultural competence is ethnocentrism. Arasaratnam and Banerjee found that introducing ethnocentrism into a model of ICC weakened all positive relationships between the variables that intercultural competence dissertation contribute to ICC, intercultural competence dissertation.
Neuliep further discovered that ethnocentrism and intercultural communication apprehension debilitate intercultural communication. As Neuliep observed, ethnocentrism hinders mindfulness because a mindful communicator is receptive to new information, while the worldview of an ethnocentric person is rigidly centered on his or her own culture.
This is, intercultural competence dissertation, by no means, an exhaustive list of variables that influence intercultural competence, but it is representative of the many individual-centered variables that influence the extent to which one is effective and appropriate in intercultural communication.
Contextual variables, as noted in the next section, also play a role in ICC. It must further be noted that many of the ICC models do not identify language proficiency as a key variable; however, the importance of language proficiency has intercultural competence dissertation been ignored Fantini, Various models of intercultural competence portray the way in which and, in some cases, the extent to which these variables contribute to intercultural competence.
For an expansive discussion of models of intercultural competence, see Spitzberg and Chagnoun If one were to broadly summarize what we know thus far about an interculturally competent person, one could say that she or he is mindful, empathetic, motivated to interact with people of other cultures, open to new schemata, adaptable, flexible, able to cope with complexity and ambiguity.
Language skills and culture-specific knowledge undoubtedly serve as assets to such an individual. Further, intercultural competence dissertation, she or he intercultural competence dissertation neither ethnocentric nor defined by cultural prejudices. This description does not, however, intercultural competence dissertation, take into account the contextual variables that influence intercultural competence; highlighting the fact that the majority of intercultural competence research has been focused on the individual.
The identification of variables associated with intercultural competence raises a number of further questions. For example, is intercultural competence culture-general or culture-specific; can it be measured; and can it be taught or learned? These questions merit further exploration. A person who is an effective and appropriate intercultural communicator in one context might not be so in another cultural context. The pertinent question is whether there are variables that facilitate intercultural competence across multiple cultural contexts.
There is evidence to suggest that there are indeed culture-general variables that contribute to intercultural competence. This means there are variables that, regardless of cultural perspective, contribute to perception of intercultural competence. Arasaratnam and Doerfelfor example, identified five such variables, namely empathy, experience, motivation, positive attitude toward other cultures, and listening.
The rationale behind their approach is to look for commonalities in emic descriptions of intercultural competence by participants who represent a variety of cultural perspectives, intercultural competence dissertation. This does not mean, however, that context has no role to play in perception of ICC.
Contextual variables, such as the relationship between the interactants, the values of the cultural context in which the interaction unfolds, the emotional state of the interactants, and a number of other such variables no doubt influence effectiveness and appropriateness. Perception of competence in a particular situation is arguably a combination of culture-general and contextual variables. Hence they are noteworthy. The culture-general nature of some of the variables that contribute to intercultural competence provides an optimistic perspective that, even in the absence of culture-specific knowledge, it is possible for one to engage in effective and appropriate intercultural communication.
Witteborn observed that the majority of models of intercultural competence take a culture-general approach, intercultural competence dissertation. What is lacking at present, however, is extensive testing of these models to verify their culture-general nature. The extent to which the culture-general nature of intercultural competence can be empirically verified depends on our ability to assess the variables identified in these models, and assessing intercultural competence itself.
To this end, intercultural competence dissertation, a discussion of assessment is warranted. Researchers have employed both quantitative and qualitative techniques in the assessment of intercultural competence. Deardorff proposed that intercultural competence should be measured progressively at different points in time, over a period of time and using multiple methods.
In terms of quantitative assessment, the nature of intercultural competence is such that any measure of this concept has to be one that conceptually translates across different cultures.
Van de Vijver and Leung identified three biases that must be considered when using a quantitative instrument across cultures. First, there is potential for construct biases where cultural interpretations of a particular construct might vary.
Second, a method bias could be introduced by the very choice of the use of a quantitative instrument in a culture that might not be familiar with quantifying abstract concepts. Third, the presence of an item that is irrelevant to a particular cultural group could introduce an item bias when that instrument is used in research involving participants from multiple intercultural competence dissertation groups.
For a more detailed account of equivalence and biases that must be considered in intercultural research, intercultural competence dissertation, see Van de Vijver and Leung Over the years, many attempts have been made to develop quantitative measures of intercultural competence.
There are a number of instruments that have been designed to measure intercultural competence or closely related concepts. A few of the more frequently used ones are worth noting. This instrument is widely used in intercultural research, in several disciplines.
Some examples of empirical studies that use IDI include GreenholtzSampleand Wang
Developing Intercultural Competence - Part I
, time: 14:16Intercultural Competence | Oxford Research Encyclopedia of Communication
Feb 21, · Factors Contributing to the Intercultural Competence of International School Administrators: A Mixed Methods Study A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Daniel Joseph Jubert IN PARTIAL FULFILLMENT OF THE REQUIREMENTSCreated Date: 5/29/ AM Jun 23, · Through opportunities such as Short-Term Study Abroad (STSA) programs, educators can help to develop intercultural competence among participants. In this dissertation, I investigated the relationship between participation in a day secondary school STSA exchange program to Denmark, and student intercultural competence development DEVELOPING INTERCULTURAL COMPETENCE AMONG PRE-SERVICE TEACHERS THORUGH INTERNATIONAL STUDENT TEACHING by. Heather B. Cunningham. BA, Allegheny College, MA, American University, Submitted to the Graduate Faculty of. the School of Education in partial fulfillment. of the requirements for the degree of
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