Development Of Intercultural Sensitivity Research Articles

Exploring the Barriers to Intercultural Communication among the Students at the University of Lahore

The aim of the study was to explore the barriers to intercultural communication among the students of The University of Lahore in Pakistan. The study was based on qualitative and quantitative research. The data was collected by conducting interviews, and questionnaires were circulated among the students of The University of Lahore. The research revealed that the students at The University of Lahore faced barriers in their intercultural encounters. The barriers mostly faced by the students were anxiety, assuming similarities instead of differences, language problems, stereotypes and prejudice, and misinterpretation of non-verbal communication. Ethnocentrism, one of the major barriers, was not faced by any student of the university. These problems in intercultural communication at the university occurred due to the different cultural, political, and historical backgrounds of the students. The strategies that help in making intercultural communication are acknowledging the differences, focusing on behavior, promotion of tolerance, and development of intercultural sensitivity.

TransfOrming Transnational intErcultural sensitivity for Midwifery students through an inclusive mobility model: A mixed-method evaluation of the TOTEMM project

BackgroundContemporary midwifery curricula require that student midwives have insight and understanding of global health practice and intercultural sensitivity. The current mobility model excludes large numbers of students from engaging in transnational learning. Objectives1) to evaluate midwifery students' experiences of blended mobility; 2) to investigate if the combination of virtual and physical mobility activities supported development of intercultural sensitivity and soft skills. DesignMulti-centre mixed-methods study. SettingsFour European Higher Education Institutions located in England, Italy, Estonia and The Netherlands. ParticipantsSixty-four midwifery students studying in one of the four partner institutions selected as study sites and who participated in the TOTEMM blended mobility scheme took part in the evaluation. MethodsData were collected through two online surveys, face-to-face focus groups and learning analytics. Descriptive summary statistical analysis of survey data was undertaken. Focus group discussions were subjected to thematic analysis. Findings from the quantitative survey and qualitative focus groups were merged using a convergent mixed methods approach. Learning Analytics were interpreted as complementary to the above components, to further triangulate the findings. ResultsBoth virtual and physical components were evaluated positively by students, with high engagement confirmed by learning analytics. A statistically significant increase in the mean of the Total Intercultural Sensitivity Scale score was seen between the pre- and post-mobility surveys, indicating participation in the TOTEMM mobility model was associated with enhanced intercultural sensitivity. Positive effects on confidence, open-mindedness, empathy, interaction and non-judgment were shared by participants. ConclusionsTOTEMM is an innovative inclusive approach to enable a diverse student group to benefit from transnational learning, including the development of intercultural sensitivity. The TOTEMM blended mobility model has potential for integration into future midwifery curricula and programmes in the four partner settings involved in TOTEMM and utility for the wider European context.

근대 시기 서양인 한국어 학습자 관점에서의 한국 문화에 관한 연구

This study analyzed the Korean cultural elements found in Korean language textbooks used by Western learners during the modern era. By examining their perceptions of Korean culture as portrayed in their writings, the study investigated the question: 'What aspects of Korean culture have foreign learners observed, and from what perspective have they viewed it?' Through examples, the study confirmed the conscious culture, behavioral culture, and conceptual culture perceived by foreign learners in Korean language textbooks. Additionally, analyzing works by Western learners of Korean according to the stages of intercultural sensitivity development, the study observed a progression from the 'denial' stage to the 'integration' stage. Based on these analyses, the study proposed the necessity of incorporating the demands and experiences of foreign learners into the selection of Korean cultural content in teaching and learning designs. Furthermore, the study suggested the need for cultural attitude education to approach other cultures through the process of intercultural awareness.

Intercultural sensitivity in the online multicultural community: Indonesian students’ experiences

The online social network facilitates excessive opportunities for intercultural communication in the online multicultural community. Occasionally, intercultural communication possibly results in misunderstanding, confusion, or stereotypes. Intercultural sensitivity, therefore, is necessary to respond to probable issues in online intercultural communication based on Indonesian students’ experiences. This narrative study portrayed the development of intercultural sensitivity in the online multicultural setting. The data were compiled from narrative reports and recordings and then analyzed based on Hunter’s analysis of the narrative. It reveals the development of intercultural sensitivity in the themes of 1) embracing a phonemic variation of English, 2) developing mutual strategies to understand the language, 3) celebrating small similarities, and 4) self-control to listen respectfully. The findings are primarily meant for intercultural education. The study also suggests the use of an authentic intercultural setting for English language learners to develop their intercultural sensitivity and bring the discussions after practice in the classroom.

Developing college teachers’ intercultural sensitivity in a multicultural environment (Desarrollo de la sensibilidad intercultural de los docentes universitarios en entornos multiculturales)

ABSTRACT Globalization significantly impacts social characteristics of the educational environment, which is becoming increasingly multicultural not only on university campuses but also in the online space, which makes it necessary for teachers to develop intercultural competence and sensitivity. The study aimed to investigate the peculiarities of Chinese college teachers’ intercultural sensitivity development. 96 teachers took part in the study. A communicative training aimed at increasing intercultural sensitivity was developed and its indicators were measured in dynamics, before and after the training. The research methodology was based on socio-cultural, group and personal factors of intercultural competence. The Intercultural Sensitivity Scale by Hukhlaev and Chibisova, modified by Logashchenko, and the Ethnonational Attitudes Scale by Hukhlaev, Kuznetsov and Tkachenko were used. Passing the communicative training had a positive impact on the intercultural sensitivity of the studied teachers, contributing to the formation of their optimal and adequate attitude to intercultural differences and a more tolerant attitude towards representatives of other ethnic groups.

An Essay about Intercultural Sensitivity and Competence in Higher Education

Intercultural sensitivity is one of the more influential fields of intercultural communication, engagement, equity, and inclusion. It describes the standard ways in which people experience, interpret, and interact across cultural differences. Intercultural sensitivity starts with the awareness that there are genuine differences between cultures and that these variations are commonly mirrored in the approaches by which people communicate and relate to one another. By recognizing how one experiences cultural predictions about one’s effectiveness of intercultural communication can be made. Educational interventions can be tailored to facilitate intercultural sensitivity development. Generally, this development signifies a move from an ethnocentric view to an ethnorelative view. Researchers have undertaken several approaches, not only to understand ethnocentrism but also to attempt to reduce it in Higher Education Institutions. In this essay, we first discuss the concepts of intercultural sensitivity and intercultural competence and how these are connected. Then, we present several studies focused on internationalisation practices to develop students’ intercultural sensitivity and/or competence, finalising with an alternative pedagogical approach to intercultural sensitivity development -The Creative Action Methodology (CAM).

Exploring the Impact of Demographic Variables on Intercultural Sensitivity of University Students

Globalisation leads to increasing multiculturalism in societies. Preparing university students to recognise the growing diversity and to engage positively with one another in contemporary societies is therefore of paramount importance. However, the variables affecting the development of intercultural sensitivity have hardly been assessed. This study analysed the degree to which the influence of sex, year of study, and mobility experiences of university students influence the advancement of intercultural sensitivity. To this end, a scale was applied to Spanish university students (N = 645). The results showed a significant gap between the students’ perceived orientation of their intercultural sensitivity and their actual orientation. In addition, there were some differences across sex, year of study, and mobility experiences in favour of females, final-year students, and students who had undergone some sort of mobility experiences. Four profiles were also identified according to intercultural sensitivity: initial, mid-initial, medium, and advanced. The findings demonstrate the need to incorporate an intercultural approach into higher education institutions in pro of more inclusive societies.

Developing Students’ Intercultural Sensitivity at the Home Campus: An Innovative Approach Using the Theory of the Creative Action Methodology Pedagogy

Higher education institutes, including research universities and universities of applied sciences, face the challenge of developing effective internationalisation practices to prepare students for the demands of a globalising world. Researchers reporting on studies that are focused on universities’ internationalisation practices show that few practices are effective to develop students’ intercultural sensitivity. Broadly speaking, intercultural sensitivity means the ability to distinguish between real differences in values and behaviours across cultures, as well as the appreciation of values and behaviours even if they differ from one’s own. Interestingly, across the board researchers do not provide an explanation of what drives intercultural sensitivity development. This study reports on the impact of a new learning intervention that effectively developed local Dutch students’ intercultural sensitivity in the Netherlands, and it provides an explanation of this impact. For the intervention the theory of the Creative Action Methodology pedagogy (CAM) was used as a heuristic tool. CAM is a pedagogical approach that focuses on developing critical, analytical, and creative skills by having students break away from a culture of the truth. Results in this mixed-methods study, using the Intercultural Development Inventory and interviews, reveal that students significantly developed their intercultural sensitivity as they became empowered to break away from a culture of the truth.

International experiences and the development of intercultural sensitivity among university students

International cultural immersion experiences are deemed one of the most effective ways to prepare multicultural and global citizens. The purpose of the study was to determine: (1) first-year and final-year university students’ levels of Intercultural Sensitivity (henceforth IS); (2) if there was a relationship between IS and experiences of intercultural contact; and (3) the variables that might predict the development of IS. A longitudinal method and a correlational-predictive design was used. The sample comprised 1645 (52.5% women and 47.5% men) undergraduate students from 8 public universities and one private university in Andalusia (Spain) with a mean age of 23.29 (SD = 4.99). The Intercultural Development Inventory (IDI) was used to measure IS, and the Intercultural Experiences Inventory (IEI) was administered to explore students' intercultural experiences. Findings highlighted that there is little change in the IDI scores among first-year and final-year students, and most students were found to be in the intermediate stages of intercultural development (the minimization stage according to Bennett’s model, characterized by the widespread belief that everyone is quite similar). The lack of development found in the students’ IS could have something to do with the lack of opportunity to reflect and think about cultural differences. Positive correlations were found between IS and mobility experiences and intercultural friendships, and negative correlations were found with the number of intercultural interactions and language knowledge. Having mobility experiences, being female, and having friends from other cultures were predictive variables of IS. Finally, the educational implications are discussed.

International experiences and the development of intercultural sensitivity among university students

International cultural immersion experiences are deemed one of the most effective ways to prepare multicultural and global citizens. The purpose of the study was to determine: (1) first-year and final-year university students’ levels of Intercultural Sensitivity (henceforth IS); (2) if there was a relationship between IS and experiences of intercultural contact; and (3) the variables that might predict the development of IS. A longitudinal method and a correlational-predictive design was used. The sample comprised 1645 (52.5% women and 47.5% men) undergraduate students from 8 public universities and one private university in Andalusia (Spain) with a mean age of 23.29 (SD = 4.99). The Intercultural Development Inventory (IDI) was used to measure IS, and the Intercultural Experiences Inventory (IEI) was administered to explore students' intercultural experiences. Findings highlighted that there is little change in the IDI scores among first-year and final-year students, and most students were found to be in the intermediate stages of intercultural development (the minimization stage according to Bennett’s model, characterized by the widespread belief that everyone is quite similar). The lack of development found in the students’ IS could have something to do with the lack of opportunity to reflect and think about cultural differences. Positive correlations were found between IS and mobility experiences and intercultural friendships, and negative correlations were found with the number of intercultural interactions and language knowledge. Having mobility experiences, being female, and having friends from other cultures were predictive variables of IS. Finally, the educational implications are discussed.

The effects of ethnocentrism and some features on intercultural sensitivity in nursing students: A comparative descriptive study

BackgroundNurses should provide culturally sensitive care by being aware of the cultural characteristics, values and beliefs of the individuals for whom they are responsible. Nursing education must provide a foundation for the development of intercultural sensitivity. AimThe purpose of this study was to investigate the effects of ethnocentric attitudes and some characteristics of nursing students on their intercultural sensitivities. MethodsA comparative descriptive design was used to collect data from nursing students in two universities located in the west and the east of Turkey (N = 535; students from the east: n = 202; students from west: n = 333) Data were collected using the socio-demographic characteristics form, the Intercultural Sensitivity Scale (ISS) and the Ethnocentrism Scale. ResultsWhen both students from east and west in Turkey were compared in terms of ISS total scores, a statistically significant difference was found between the students in terms of pervious place of residence, taking the intercultural nursing course, acquaintance with people of other cultures, having experience abroad and speaking another language (p < .05). When both students from east and west were compared in terms of the ethnocentrism scale total scores, a statistically significant difference was found between the students in terms of the gender, the year of the education, previous place of residence, taking the intercultural nursing course, acquaintance with people of other cultures, having experience abroad and having friends from different countries (p < .05). According to the linear regression analysis, the intercultural sensitivity of students was found to be significantly affected by ethnocentrism. ConclusionsIntercultural nursing courses and concepts such as intercultural sensitivity and ethnocentrism should be given a more comprehensive place in the curriculum to increase intercultural sensitivities and reduce ethnocentrism.

Developing EFL Learners’ Intercultural Sensitivity Through Computer-Mediated Peer Interaction

ABSTRACT This study investigated whether online communication among learners from different cultural backgrounds mediates Iranian EFL learners’ intercultural sensitivity (IS) development. To this end, two experimental and one control groups, and a group of intercultural speakers participated in the study. Each Iranian group consisted of 15 EFL learners who were university students majoring in English language and Literature at upper-intermediate and advanced levels of proficiency. The intercultural group consisted of 4 non-native English speakers of differing cultural backgrounds. The first experimental group engaged in intercultural discussions with intercultural speakers, while the second experimental group took part in in-person cultural discussions with their peers. Learners in the control group discussed general topics with their peers. Intercultural Sensitivity Scale (ISS) was used to evaluate IS of the participants prior and after the completion of the study. Findings revealed the outperformance of the first experimental group in IS. However, no significant difference was found between the control and second experimental groups in their interaction engagement, interaction confidence, and interaction attentiveness. Implications of the study are discussed in the paper.

Accepting cultural differences in the integration of foreign medical students

In the increasingly multicultural social environment of the 21st century, intercultural knowledge as a social skill is gradually becoming a key competence. One of the possible areas of acquiring this competence is international student mobility, which is of increasing importance worldwide, including Hungary. The focus of our study was to examine integration processes and the development and improvement of intercultural competence and sensitivity among Hungarian and international students, both in relation to the approximately 60 different cultures arriving in Pécs and in relation to the Hungarian host environment. In the course of our research, we sought - among other factors - areas, in which the differences between the original and the host culture are the most prominent, and we aimed at identifying those factors that are slowing down or supporting the integration during the adaptation period to another culture. In our research, we used both quantitative and qualitative methods, in the form of a self-administered questionnaire and focus group interviews. General medical students of the University of Pécs studying in the German-, English- and Hungarian-language programmes participated in the survey during the spring semesters of the academic years between 2010 and 2018. We used our self-developed questionnaires (number of completed questionnaires: n = 13084), which were filled in on a voluntary basis and anonymity was ensured. The questionnaires were supplemented with seven semi-structured focus group interviews over three academic years (n = 92 students). Regarding the adaptation to the host environment of foreign medical students studying in Hungary, relationship building arising from socialization, language and communication differences, proved to be a challenge. However, it can be stated that as the training time progressed, the difficulties arising from the differences decreased, so that the students gradually became more able to move towards an ethno-relative direction and evaluated the positive aspects of the multicultural environment. During studies in a multicultural university environment, the emergence and development of intercultural connections and collaborations enable and support the acquisition of intercultural competence for all of the students, which will be of great benefit for them, even beyond the university, in their future medical career. Orv Hetil. 2021; 162(25): 978-987.

Does service learning affect the development of intercultural sensitivity? A study comparing students’ progress in two different methodologies

Numerous studies have highlighted Intercultural Sensitivity (IS) as a key competence in an increasingly multicultural society. This study examined the extent to which a cohort of first year undergraduate students enrolled on the same Didactics course, and in two different training modalities – Service Learning (SL) and non-Service Learning (non-SL) – developed IS. It was based on a quasi-experimental design of repeated pre-test and post-test measures, comparing the two groups. The sample consisted of 233 Spanish students at higher education institutions, and data was collected using the Intercultural Development Inventory (IDI). The SL group displayed significantly higher levels of IS in all factors except in the denial/defence and minimization stages. Results indicated the effectiveness of SL regarding specific subscales within the IDI instrument. The findings add new depth to our understanding regarding which teaching methodologies contribute to the development of IS and to the training of active citizens in Spanish university students. The discussion focuses on the need for intercultural service experiences to promote IS. The results have broad implications for policymakers and educators who are interested in enhancing transformative educational experiences and effective teaching methodologies for developing students’ IS in higher education.

CRITICAL INCIDENTS AS A MEANS OF DEVELOPING AND ASSESSING EFL MAJORS’ INTERCULTURAL SENSITIVITY AND COMPETENCE

Knowing and understanding the cultural values of one’s native and target cultures enable individuals to establish and maintain successful intercultural communication. The aim of the paper is to identify the EFL university students’ opinions and attitudes towards potentially controversial intercultural situations. For this purpose, a qualitative critical incident technique was used to explore whether (and to what extent) pre-service EFL student teachers possess intercultural sensitivity and competence to resolve controversial intercultural situations presented through so-called critical incidents. The survey was carried out among third and fourth-year students of English at the Faculty of Philosophy, University of Novi Sad. The research findings indicate that the respondents demonstrated a fair degree of intercultural perspective, intercultural sensitivity and competence. The findings offer practical support in favour of critical incidents as one of the many useful pedagogical tools for the development and assessment of intercultural sensitivity and competence of L2 learners. The pedagogical implications of this research point towards the necessity of introducing intercultural elements not only into L2 instruction but into general education as well.

Interculturalism in Contemporary Teaching in Kosovo

History tells us that education itself does not educate people. Education is the path to professionals, but not a road, which necessarily leads to man, which necessarily leads to a person who has a sense and a sense of values of life and values in general. Kosovo's framework program plan is divided into general subjects, and in the 'national' special subjects for communities. These subjects are language, history, art and music. National cases for Kosovo Turks and Bosniaks have been developed by experts from relevant communities. But for Roma, Ashkali and Egyptian communities, curricula of national subjects have not been developed, making them feel that the development of their identity is threatened. Kosovo is making efforts to implement a model of intercultural education, which is a very important model for the world as well. Based on the Constitution of the Republic of Kosova which entered into force in 2008, communities have equal rights, and are even more favored in some municipalities where some of the communities are centered. The Turkish community is located mainly in several municipalities of Kosova, one of the municipalities such as Mamusha in the region of Prizren is mostly populated by the Turkish community. The development of intercultural sensitivity, describes the stages that people pass through when confronted with other cultures. The elaboration of the treatment of cultural differences is developed by the stadium of denial of the existence of differences, namely extreme ethnocentrism, the stadium of observation and acceptance of cultural differences.

Promoting intercultural thinking and reflection through U.S. history

AbstractLanguage textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views. Consequently, instructors must find ways to facilitate students’ critical engagement with and reflection on cultural representations in order to provide them with the space to more critically examine cultural heterogeneity, which is essential for effective and appropriate interactions in real settings. The current study describes novel cultural modules built around the PBS documentary series Latino Americans to be integrated into a Spanish 1 course. The modules introduced students to historical events regarding the long‐standing Latino presence in the United States and Latinos’ points of view, perceptions, and values. To ascertain the effectiveness of the modules, students’ development of intercultural sensitivity was assessed via surveys and class observations. The analysis was framed using M. Bennett's model of intercultural development. Results demonstrated students’ shifts in both ethnocentric and ethnorelative perceptions of cultural difference. Regarding ethnorelative perspectives, results suggest discrete improvements particularly as seen in the prevalence of data that support a shift toward acceptance.

THEORETICAL CONSIDERATIONS FOR DEVELOPING INTERCULTURAL SENSITIVITY THROUGH TRANSLATION ACTIVITIES: BEYOND THE MONOLINGUAL PREMISE IN FOREIGN LANGUAGE EDUCATION

The article presents theoretical considerations pertaining to the use of trans-lation in foreign language teaching and argues for the reinstatement of trans-lation activities in language teaching to contribute to the development of in-tercultural sensitivity among language users. The authors build upon critical-ecological reflections in language education. They posit that a globalized world requires a departure from the monolingual language teaching para-digm, particularly in multicultural and multilingual contexts such as, for ex-ample, a united Europe. The argument touches upon the issues of neoliberal skills training, intercultural education, language pedagogy (glottodidactics), language acquisition and translation theories as well as observations of the practicalities imposed on L2 users by the postmodern reality and market forces. The authors present the incorporation of translation practices into foreign language teaching as a means of enhancing intercultural sensitivity and a way of fighting linguistic and cultural colonization. The ultimate goal – the new “paradigm shift” (Butzkamm and Caldwell, 2009) – is to contribute to social justice via foreign language education.

EXPLORING INTERCULTURAL SENSITIVITY LEVEL AT A STUDY-AT-HOME CONTEXT

Development of intercultural competence is a term that is mostly researched about learners who have experience in study-abroad contexts. Considering that we are living in a globalized world where trade, mass-media, the Internet, and various exchange programs have allowed people to interact with culturally-others without going abroad, we assume that intercultural sensitivity is worth investigating also for learners who have solely studied at their home countries. It is certain that in addition to consumption of foreign products such as movies, songs, and books, university learners have also wide options of enjoying cultural diversity through international teachers, exchange students on campus, or via social media, all of which are channels linked to intercultural sensitivity development. In this study, we questioned the influence of interacting with foreigners on study-home university students by investigating the intercultural sensitivity level of a group of Turkish EFL learners who have never studied abroad. Moreover, in order to research if international teachers make a significant difference in the intercultural sensitivity level of language learners, we compared two groups: one group of students who studied English with only Turkish EFL teachers and another group who studied English with international teachers more than 7 hours weekly. As the data collection tool, both groups were given a questionnaire consisted of two parts: the Intercultural Sensitivity Scale by Chen & Starosta (2000) and study-specific posed open-ended & multiple choice questions. The results showed that both groups achieved high levels of intercultural sensitivity though the participants who have been regularly taught by international instructors achieved higher scores in several subscales of the questionnaire. Article visualizations:

The Effectiveness of Intercultural Sensitivity Development Activities Integrated With Scientific Research Methods Course

&lt;p style="text-align:justify"&gt;It can be said that effective development of intercultural sensitivity depends on the regulations and practices in the curriculum. Integrated program implementations are seen as one of the ways of regulation. In the study, a nested integration model was used in a single discipline. In this context, scientific research methods are considered as a discipline, and the achievements of this discipline and intercultural sensitivity development activities are integrated. Understanding different cultures correctly and not being prejudiced are very important for the development of intercultural sensitivity. Scientific research methods course provides students with scientific attitudes and behaviors. In this course, it is thought that students will be able to develop sensitivity by examining different cultures with scientific attitudes and behaviors. In this context, it is aimed to reveal the effectiveness of intercultural sensitization development activities integrated with scientific research methods course gains. The quasi-experimental design with a pretest-posttest and a control group was used in the study. The study group comprised of 86 second-grade students in the English Teacher Training Department. In order to measure the intercultural sensitivities of the students before and after the test procedure, the five-point likert type “Intercultural Sensitivity Scale” developed by Chen and Starosta and adapted to Turkish by Bulduk, Tosun and Ardic was used as data collection tool. It is concluded that the curriculum of scientific research methods integrated with intercultural sensitivity development activities is effective in developing students' intercultural sensitivities.&lt;/p&gt;