Latino Definitions of Success: A Cultural Model of Intercultural Competence

The present study sought to examine Latino intercultural competence via two separate methodologies. Phase 1 entailed discovering and generating themes regarding the features of intercultural competence based on semistructured interviews of 15 Latino adults. Phase 2 included conducting a cultural consensus analysis from the quantitative responses of 46 Latino adults to determine the cultural model of intercultural competence. The major results indicated that the participants, despite variations in socioeconomic and generational statuses, shared a common knowledge base regarding the competencies needed for Latinos to successfully navigate different cultures. Overall, the cultural model of Latino intercultural competence includes a set of skills that integrates traditional cultural values along with attributes of self-efficacy. The findings are discussed within a competence-based conceptualization of cultural adaptation and potential advancements in acculturation research

Acculturation and Depression Among Hispanics: The Moderating Effect of Intercultural Competence

In the present study the authors examined the relative contributions of typical acculturation indicators, general coping, and intercultural competence in predicting depression among 96 Hispanic adults. The results indicated that intercultural competence served to moderate the relationship between acculturation and depression. The combination of high acculturation and high intercultural competence was associated with fewer symptoms. General coping accounted for significant amounts of variance in predicting depression, over and above traditional acculturation variables alone, suggesting that an active problemsolving style was associated with a healthier outcome. The findings are discussed within the context of integrating competence-based variables into psychological conceptualizations of cultural adaptation and the importance of group-specific abilities as potential buffers against negative mental health consequences

Australian tropes of nature: representation and appropriation in EFL teaching

Postcolonial criticism has repeatedly expressed scepticism concerning the possibility of appropriate representation of cultures and identities. This seems even more problematic when assessing cultural production in the context of school education – a system which claims authority of representation because it requires comprehensibility and testability of the teaching contents and objectives. Influenced by critical theory’s attempts at mapping cultural representation in its complexity, several didactic models have been put forward in order to provide a conceptual basis for a holistic assessment of culture and intercultural competence in an educational context. Among the most prominent ones is Michael Byram’s model (1997), which promotes the ideal of “Intercultural Communicative Competence” by assessing the level of intercultural (communicative) competence along the lines of the categories “knowledge, skills, and attitudes”. Against the critical backdrop of the conflicting priorities and paradigms established above, this paper will investigate to what extent the representation of Australian nature in ELT materials captures intercultural competence in its cognitive, pragmatic and affective complexity – despite the above mentioned structural impediments inherent in the (German) school system. By taking a closer look at the presentation of Australian tropes of nature, it will scrutinize whether nature serves as a trope in which complex negotiations of cultural identities can play themselves out - and if so, along which didactic lines

Unifying Constructionist Intercultural Competence through a Complex Systems Perspective

Research on intercultural education very often falls short of its expectations in the ways it strives to correlate different variables affecting the elements of intercultural competence with learning outcomes. In this article, we discuss intercultural competence from a constructionist perspective, where intercultural competence is viewed from a complex systems approach, i.e. its understanding is constructed by learners influenced by context. Thus, our aim is to define shared meanings between intercultural competence and complex systems peculiar to both paradigms. The article first describes the notion of meaning construction in intercultural competence, pointing to the affinities of intercultural competence and complex systems theory. Then, we demonstrate how constructionist intercultural competence and the theory of complex systems can be applied to research in an educational setting

a textbook analysis and an empirical study of teachers' and students' attitudes

1\. A Current Trend in Foreign Language Teaching 4 2\. Theoretical Perspectives - Intercultural Competence in Foreign Language Teaching 6 2.1. Culture in the Foreign Language Classroom 6 2.2. A Contrastive Approach - Landeskunde versus Intercultural Competence 9 2.3. Models of Intercultural Competence 11 2.4. Intercultural Competence in the Language Classroom - Implications for Teaching 17 2.5. Critique on the Intercultural Approach 19 3\. Analytical Perspectives - Intercultural Competence in Textbooks 20 3.1. Textbooks in Language Classes 20 3.2. Culture and Intercultural Competence in Textbooks 22 3.3. Analysis of Camden Town 4 24 3.4. Summary and Final Evaluation 33 4\. Empirical Perspectives - Teachers' and Students' Attitudes on Intercultural Competence and Camden Town 4 34 4.1. Description of Sample Group 34 4.2. Research Instrument and Procedure of Study 35 4.3. Presentation of Results 38 4.4. Analysis and Interpretation of Results 43 5\. Perspectives on a Current Trend in Language Teaching - Conclusion and Outlook 48 6\. List of References 50 7\. Appendix 5

Global Mind Monitor — determining intercultural competencies of Stenden Hotel Management School students: setting the research agenda

Ongoing Internationalization of Higher Hotel Management Education encourages professional universities to monitor and assess intercultural competence development of students. Moreover, strategic ambitions aimed at educating alumni capable of ‘global thinking’ and ‘hostmanship’ inevitably connect intercultural competence with hostmanship, a currently marginally explored academic concept. Hence, Stenden Hotel Management School needs to address both the measurement and assessment of intercultural competence development as well as the conceptualization of ‘hostmanship’. This article discusses the need to set the research agenda for determining intercultural competence development within the context of educating globally oriented, hospitable hosts.Keywords: intercultural competence development, assessment of intercultural competence development, hostmanshi

Student Reflections on Intercultural Communicative Competence: A Case Study of EFL Islamic Higher Education Students in Kendari

Intercultural competence is required in all walks of life. This paper aimed to investigate how the EFL students in an Islamic higher education institution in South East Sulawesi reflect on their intercultural communicative competence. Using reflective journals, the students revealed a range of examples of how they develop their intercultural competence. The participants perceived the significance of intercultural competence in communication. Through critical reflection, they stated that intercultural competence helps them to behave and communicate appropriately in many different intercultural contexts. It is hoped that these findings can be used to shape lecturers’ awareness of the importance in being more reflective in their teaching. Keywords: Intercultural communicative competence; EFL students; Islamic higher education; reflectio

Intercultural communicative competence through the eyes of Turkish university students

With increased globalization over the last few decades, the status of English has been recognized as an international language; and thus, the need for an intercultural focus in foreign language teaching has become crucial. Many researchers, concerned with intercultural awareness, intercultural competence, intercultural communicative competence and the integration of intercultural competence into English language teaching, conducted studies in various parts of the world. However, the number of Turkish studies on intercultural competence needs to be increased and the scope of the studies should be broadened as most of the studies focus on teacher perceptions on intercultural competence. This mixed-method study examines the perceptions of intercultural communicative competence by 93 English language learners enrolled in the English Language Teaching Department of three universities in Turkey. The study specifically searches into learners’ perceptions of efficiency of English language courses about intercultural awareness and competence. For data collection purposes, a questionnaire, a semi-structured interview and focus-group interviews were conducted. The quantitative data were analyzed using the SPSS (Statistical Package for the Social Science) program and the qualitative data were analyzed using content analysis. Findings of the study indicate that English language learners are aware of the importance of intercultural competence; however, they expect to be exposed more to intercultural aspects of English in their English courses. The study reveals that in designing the curriculum and choosing the activities, intercultural aspects should be emphasized more and the teacher should have an active role in helping the learners become aware of intercultural competence. The study also implies that teachers should be involved in in-service teaching programs which aim to (1) provide necessary background on intercultural competence and (2) help teachers integrate their theoretical and practical knowledge on intercultural competence into in-class activities

Constructing Intercultural Communicative Competence Framework for English Learners

Intercultural communicative competence (ICC) is an area of research that has tremendous pragmatic potential. Many teachers and English learners have noticed that English education is both instrumental and humanistic in nature. Thus, the ultimate goal of English teaching is intended to cultivate the intercultural communicative competence. This goal has gathered a widespread attention. Thus, to study intercultural communicative competence is of great significance in the field of intercultural communication. However, the research on this competence is limited. Thus, an effective training framework is yet to be constructed. There is no universally agreed-upon definition of intercultural communicative competence. Therefore, the present review is intended to introduce the framework of intercultural communicative competence in College English. In this review, we will pay attention to what intercultural communicative competence is and how to construct intercultural communicative competence framework for English learners, which may be useful for English learners to communicate more effectively with people from other cultures

France and the United States: How Intercultural Competence Can Make or Break a Business in a Global World

This thesis addresses the importance of intercultural competence to successful business practices in a globalized world from both a management and a marketing perspective. Drawing on research in the field of intercultural competence, section I addresses the role of intercultural competence in globalized business settings and discusses the acquisition and application of the principles of intercultural competence. Using France and the United States as examples, section II explores intercultural competence from a management perspective through a contrast of some primary cultural values and their implications on a business. Section III demonstrates the importance of intercultural competence from a marketing perspective through a comparison of McDonald’s in both French and American culture