Intercultural Learning Process Research Articles

Preparing a Globally Competent Workforce: A Mixed Methods Study of an Innovative Co-Curricular University Program

Problem Human resource development (HRD) scholars and practitioners have long sought ways to develop employees to meet the needs of globalized workplaces. However, given that many employers expect employees to possess global skills before they begin working, it is incumbent upon HRD educators in higher education contexts to develop and implement innovative programs to enrich global competence, which includes the knowledge, skills, experience, and mindset required for global work. Solution This mixed methods study describes and explores the efficacy of an innovative co-curricular program, the Global Competence Enrichment Program, designed to enhance the global competence of American and international graduate students enrolled at a higher education institution in the United States through a mutual intercultural learning process. Stakeholders Stakeholders include HRD scholars and practitioners as well as organizational leaders interested in designing and implementing HRD programs around global competence enrichment.

The Significance of Postcolonial Studies for The Cognitive, Socio-Affective, And Procedural Objectives In Multicultural Foreign Language Teaching

The study of postcolonial literature and culture corresponds with recent developments in the didactics of foreign language teaching at the advanced secondary school level and, for that matter, at the university level as well. This article aims to highlight three significant interfaces connecting postcolonial and didactic discourse. Firstly, the challenge posed by the "center" to the "periphery" implies a radical change in perspective and consciousness. In parallel, modern didactics have been advocating a transition from a teacher-oriented to a student-oriented approach, as part of a paradigm shift from "instructivism" to "constructivism," emphasizing a high degree of self-determination and learner autonomy. Secondly, the dialectics of "self" and "other" involve a dual search for identity, which is directed both inwardly and outwardly. What holds true for individual students and their peer groups during adolescence is, to a varying extent, applicable to many postcolonial communities during their extended journey of rediscovering self-awareness and self-respect. Thirdly, the significance of the intercultural learning process, often associated with empathy, becomes evident in Postcolonial Studies, the foreign language classroom, and academic discourse.

Organizational integration of highly skilled migrants? Social worlds as multiple cultures dismantling conventional framings

This paper examines the integration of highly skilled migrants into organizations. Whereas prior research has mainly focused on macro-economic and macro-political analysis, little is known about the dynamic process of organizational level integration. Applying Strauss’ theory of social worlds and the concept of multiple cultures, we dismantle the boundaries of an organization describing the integration processes of migrants from the perspective of different social worlds that intersect an organization. We use social worlds which form around a core activity or context of action to describe different levels of cultures within an organization. Via multifaceted identification with these multiple cultures, we suggest that person–organization interaction and mutual intercultural learning processes with colleagues result in organizations conveying values, norms, behavior, language and social contacts that prove valuable and integrative, especially to newcomers. Based on three qualitative case studies in German SMEs, migrants’ experiences during the integration process show the central role organizations play inhibiting previously overlooked multi-cultural social worlds which lead not only to their organizational integration, but to societal integration as well. Organizations thus contribute to different forms of integration. Consequently, this paper extends traditional integration perspectives at the national or transnational level of analysis by differentiating into multiple cultures that provide integrative knowledge both internally and beyond the organization. In particular, interaction with colleagues as socialization agents leads to integration. Theory and practice should draw conclusions from this to consider integration as a multilayered opportunity.

Intercultural competence development through a tele‐collaborative project supported by speech‐enabled corrective feedback technology

AbstractBackgroundTele‐collaborative projects serve as invaluable platforms for students from diverse countries to engage in cross‐cultural communication and exchange cultural knowledge. These projects offer immense benefits in terms of fostering intercultural competence among participants. However, one challenge arises when participants engage in spoken communication rather than written. Those who may not share a common first language often rely on a lingua franca such as English for intercultural communication. In such spoken exchanges, varying levels of language proficiency can lead to communication errors that hinder the intercultural learning process and impede the development of intercultural competence in their fellow participants.ObjectivesIn the present trial study, our primary objective was to tackle the language‐related challenge associated with spoken communication head‐on. Our focus centred on addressing the discrepancies arising in spoken communication, and we aimed to mitigate these discrepancies by utilizing speech‐enabled corrective feedback technology.MethodsIn a tele‐collaborative project involving 28 graduate students from the People's Republic of China and Republic of Kazakhstan, the participants engaged in spoken communication and cultural exchange in English via the internet. Given the emphasis on spoken communication and the recognition that English was not their first language, we implemented a speech‐enabled corrective feedback (SECF) technology to ensure effective communication in terms of pronunciation, grammar, and word choice. The SECF technology detected and provided instant feedback on any speech mistakes, enabling participants to make corrections accordingly. The main aim of our study was to explore the potential benefits of integrating SECF technology into a tele‐collaborative project for the development of participants' intercultural competence. Additionally, we sought to gather insights into the students' perceptions of the SECF support.Results and ConclusionsThe results of our study revealed significant improvements in the participants' intercultural competence across dimensions such as knowledge, skills, attitude, and awareness. Furthermore, the participants expressed positive perceptions of the SECF technology. Drawing from our findings, we offer valuable implications and recommendations for educators and researchers in the field, enhancing their understanding of the role of SECF technology in supporting intercultural competence development in tele‐collaborative settings.

Intercultural learning in the classroom: Facilitators and challenges of the learning process

Higher education institutions have the potential to significantly contribute to students’ intercultural competence development through internationalization at home. However, the intercultural competence literature lacks empirical research on how students learn and the process of intercultural learning. This study investigates in-depth learning experiences in a six-week cross-cultural management course at a Dutch research university in which a blended learning tool was incorporated to enhance students’ intercultural competence. Thematic analysis of the data from qualitative semi-structured interviews resulted in an inductive explanatory model. This shows that facilitating factors for learning were teaching tools, intercultural contact (teamwork, multicultural classroom, cultural informants), motivational factors and intercultural experiences. Learning happened through experience, reflection, abstract conceptualization and experimentation. Learning dilemmas occurred around adaptation and stereotyping/generalizing. Pivotal for intercultural learning is dissonance: this needs to be sufficient to stimulate learning, but may also lead to learning dilemmas. The study concludes with recommendations for intercultural course design.

Developing intercultural competence in college business English students: A study of innovative teaching in China

Despite the increasing need to develop students' intercultural competence in China, the relationship between the approaches used to teach the English language and the cultivation of students' intercultural competence remains largely under-researched. Based on Byram's intercultural model and the intercultural language teaching framework, using action research we developed and implemented new teaching approaches to cultivate intercultural competence among students using a quasi-experimental design that combined qualitative and quantitative methods. Two classes of undergraduate students majoring in Business English were randomly selected, with one being assigned as the treatment group (n = 33) and the other as the control group (n = 32). The primary data consisted of questionnaires, journals, and interviews. After participating in a three-month intercultural speaking course where the treatment group students were guided through an intercultural learning process of noticing, comparing, and reflecting, findings revealed that they developed intercultural competence regarding their attitudes, knowledge, skills, and awareness. Implications for facilitating students' intercultural competence are discussed.

Effect of Online English Learning Game ‘Kahoot’ on L2 Undergraduate Learners in a Malaysian University

Gaming, in conjunction with innovative education, is gaining traction as a means of motivating and involving learners in their intercultural learning process. Vast research supports the relationship between learning games and increased motivation and connection. Learning games are a promising technique for aiding the acquisition of a language. This study was planned as a descriptive qualitative study, with data collected through brief questions on using the Kahoot online programme in English schools. This study aims to examine learners' interests and enhance the dynamic behaviour of the classes by integrating Kahoot in the English classroom to enhance activities connected to vocabulary identification. The study used phenomenological investigations using a sample of 31 University Utara Malaysia students. It collected data on the learners' impressions using an open-ended questionnaire. The data from the surveys were evaluated qualitatively through interviews. The findings indicated that Kahoot might boost student learning accomplishments, demonstrating a considerable rise in English learning in terms of worth. As a result, it is concluded that it is beneficial for learners in terms of assisting them in learning English.

Shifting perspectives when it comes to the cultural ‘other’: students’ reflections of their intercultural encounters during study abroad

ABSTRACT Although contexts of learning abroad have traditionally been conceived as optimal settings for language and intercultural learning, Researchers advocate the implementation of pedagogical interventions that promote qualitative intercultural dialogue and guidance in language and intercultural learning process. Yet, studies are needed that carefully document and critically examine these interventions. This qualitative interview study explores how guided reflection efforts influence sojourners’ intercultural learning by means of critical reflection. We analyse students’ narratives collected during the intervention and draw conclusions regarding their ability to engage in critical reflection and the role of the instructor in fostering their reflection processes and intercultural learning development abroad.

Becoming an Intercultural Doctoral Student

International students experience both challenges and possibilities when they situate themselves in new sociocultural environments. The process of intercultural learning affects their self-formation and construction of their multiple identities. This self-reflective paper examines my experience as an international doctoral student transitioning from a Vietnamese cultural background to Canadian culture. By using concentric storying to deconstruct my journal entries, I found recurrent themes of conflicts and tensions emerging through different dialectical processes in my journey of becoming an intercultural doctoral student. My intercultural learning exposed my vulnerable self while I searched for my core values and beliefs. This journey has brought profound changes in making meaning of my adventure in transnational space. My story may shed light on the understanding of life in transition and provide direction for other international doctoral students seeking to enhance their intercultural competence in a similar educational landscape.

Toward Grounding Transnational Feminism in Borderland Spaces

This article discusses our efforts to ground transnational feminist practice locally in borderland spaces and to detach this practice, to the extent possible, from the overall structure of Euro-centered knowledge in mental health. We recognize that transnational training and research in psychology has the potential to offer scholar-practitioners the opportunity to engage in transformative intercultural learning processes. However, these processes can become forms of colonization in which dominant knowledge systems originating in the United States are positioned to exert undue influence on vulnerable communities whose members sometimes unwittingly give consent to participate. We situate ourselves and discuss our conceptual framework. We present how we co-constructed a borderland learning space in a particular training program and analyze challenges we encountered in this process. We discuss our research collaboration, highlighting our efforts to ground aspects of the research process also in a borderland space. Finally, we offer recommendations for transnational feminist training and research.

Application of coaching in intercultural learning processes

The highly dynamic nature of the EU labor market increases the complexity and diversity of European social structures. Organizations and commercial enterprises are faced with the growing challenge of successfully shaping multicultural teamwork. Intercultural learning in everyday business life is gaining in importance. Coaching is used to support managers in professionalizing their leadership work. In teams, coaching is used as a pedagogical intervention in team development and team conflict resolution to support intercultural learning processes in a targeted manner. The concepts have been developed from practical application; the scientific foundation is still in its infancy.

The Liminal Space for Intercultural Learning: an Empirical Study among Undergraduate International Business Students

The field of Intercultural Communication has attracted attention of specialists from various disciplines, including such distant fields of research as linguistics and international business studies. Most authors, however, focus on the scope of knowledge and skills in terms of learning objectives. Students’ own perspectives and various conceptions they construct with ascribed meanings, as well as the “architecture” of their learning process remain under-researched. This study provides an example of a replicable analysis of the Intercultural Communication learning process, based on subjects’ perspectives. Most participants of this study are first- and second-generation immigrants. Serious issues present in a multicultural setting based on the perception of the “Other” emerged, with implications for communication, collaboration and potential conflict. Two main transformation patterns were identified in the intercultural learning process, conditioned by mono- and multiculturalism. This study reveals a range within the self-conception transition framework, as well as the deep ontological aspect of the phenomenon. The findings extrapolated into a wider context should contribute to a more conflict-free environment in multicultural societies in general. The phenomenographic approach, variation theory and the threshold concept were applied to explore the semantics, the syntax of the learning process and the critical aspects of the transformative learning experience. * This research was supported by the Institute for Environmental Sustainability, Mount Royal University (No. 2013–49a). Initial design was inspired and partly supported through collaboration with The Institute for Teaching and Learning at Mount Royal University. There has been no public presentation, nor publication of any part of this analysis. This is not part of a thesis or dissertation.

The role of international student interactions in English as a lingua franca in L2 acquisition, L2 motivational development and intercultural learning during study abroad

Crossing borders features prominently as a theme in study abroad, not only in terms of students’ physical border crossings but also in their intercultural interactions with second language (L2) speakers whose background (linguistic and otherwise) they may perceive as markedly different from their own. Researchers have had a long-standing interest in study abroad participants’ interactions with other L2 speakers abroad for their perceived potential to enhance L2 development, L2 motivation and intercultural learning processes. The focus of existing studies in this area has been on the interactions of study abroad participants with host national students, while their interactions with other international students who are also L2 users abroad have received far less attention, despite the ever-growing international student populations at European universities. This study examined students’ views regarding the role that lingua franca (LF) interactions with other international students played in their L2 acquisition, their L2 motivational development and their intercultural learning during study abroad. The data were derived from an empirical study that involved 81 German ERASMUS students who were studying in the UK for up to one academic year. The students’ views were elicited at the end of their stay with open-ended questionnaire items, and their verbal responses were analyzed using thematic content analysis. The analysis of the students’ reflections revealed a number of functions in each of the three areas, highlighting the potential of international student interactions as a viable source of L2 acquisition, L2 self-motivation, and intercultural learning during study abroad.

Enhancing the Intercultural Competence of College Students: A Consideration of Applied Teaching Techniques

Many higher education instructions have set forth explicit objectives to improve college students’ intercultural sensitivity and communication. However, there currently exits considerable heterogeneity in terms of the extent and methods that higher education institutions undertake in order to achieve these important goals. This praxis essay provides a framework to understand the process of intercultural learning in college students, the core features of academic cultural psychology, and makes specific recommendations for effective and innovative ways to teach a cultural psychology course to a broad range of undergraduate students. Specific teaching techniques are offered to target specific intercultural learning areas.

Investigating Intercultural Teaching Competence among Moroccan Teachers in Tertiary Education

<p><em>Intercultural learning is a new pedagogy that encourages learners to establish relationships between their own culture and the other culture, managing dysfunctions and mediating differences. These skills and others will enable learners to develop intercultural competence and help them become intercultural speakers/mediators (Byram, 1997). However, learners’ intercultural competence cannot be developed without an appropriate intervention and guidance on the part of the teacher who represents a central element in the intercultural learning process. Thus, the issue at stake is the degree to which teachers demonstrate knowledge of skills and competencies they need for the development of students’ intercultural competence and awareness. In this respect, the present study is an attempt to </em><em>explore the extent to which </em><em>the teachers’ competencies and skills meet the specifications formulated in the literature regarding intercultural teaching competence</em><em>. It included 25 Moroccan university teachers who have already taught culture at the university. In line with the objective of the study, a five-point Likert scale questionnaire was adopted as a major data collection procedure. The results revealed that the majority of Moroccan university teachers demonstrated negative attitudes towards and lack of awareness regarding the intercultural teaching competencies provided. It also turned out that the majority of teachers’ competencies do not meet the specifications formulated in the literature, regarding intercultural teaching competence. In light of the results obtained, several implications are derived from the study for decision makers and teachers.</em></p>

Teletandem mediation on Facebook

Teletandem is a telecollaborative learning context, which involves the process of pairing up language learners of different institutions around the world. Since 2006, institutional teletandem practice has involved the offer of pedagogical mediation to support learners’ development. The mediation aims to provide teletandem participants a context for sharing experience and reflecting on their language and intercultural learning process. This article aims at describing the mediation session procedures and the findings of a study carried out during teletandem interactions between students from Brazil and from the United States. A private Facebook group was used to support the contact between the mediator and students of the Brazilian university. In this work, we present the review of the concept of mediation in teletandem and present the results of an interpretivist qualitative analysis that show that the role of the mediator is focused on providing encouragement and guidelines based on teletandem theory and principles. We also point out the study limits and propose some possibilities for future research that might focus on mediation sessions through virtual platforms or social networks.

Representações sociais no contexto intercultural: o cotidiano de três subsidiárias brasileiras

Resumo A aceleração e o desenvolvimento de negócios globais fizeram aumentar o grau de diversidade cultural entre profissionais nas organizações, assim como cresceu o interesse sobre o trabalho em grupo e de equipes multiculturais, como mostram pesquisas sobre a dinâmica dessas equipes (ZHOU e SHI, 2011; CHEVRIER e VIEGAS-PIRES, 2013). Este artigo tem por objetivo identificar e analisar quais são as representações sociais construídas por membros de equipes multiculturais de trabalho em suas interações interculturais e como elas afetam o cotidiano organizacional em três subsidiárias de multinacionais no Brasil. Com abordagem qualitativa e método de estudo de caso, a coleta de dados foi realizada por meio de pesquisa documental e 33 entrevistas semiestruturadas com brasileiros e estrangeiros membros de equipes de trabalho. Utilizou-se a Teoria de Representações Sociais (TRS), de Moscovici (2004), para identificar as principais representações sociais no contexto dessas subsidiárias. Como resultado, surgiram pontos comuns entre as três subsidiárias, como: as estratégias de transnacionalização para fortalecer as diretrizes globais e atender às demandas locais, com isso, observou-se a construção de culturas organizacionais com elementos globais; o incentivo à transformação de alguns profissionais em posições-chaves em profissionais globais; o entendimento de que a diversidade cultural é um capital que pode trazer muitos resultados positivos para as organizações; e o desenvolvimento de competências interculturais para facilitar os processos de mobilidade internacional. Em contrapartida, foram observados muitos problemas de comunicação, falta de preocupação com o processo de aprendizagem intercultural, formas de registro de assimilação do conhecimento e experiência adquiridos. Conclui-se que, apesar dos problemas e desafios, as equipes multiculturais contribuem, por meio da interação cotidiana, com a aprendizagem organizacional, o desenvolvimento e a consolidação da cultura e de rotinas globais nas organizações. Como contribuição, este artigo demonstra que o uso da TRS para analisar o contexto intercultural pode proporcionar uma visão mais dinâmica da interação e construção de um cotidiano intercultural em empresas multinacionais. Além disso, esta pesquisa demonstrou a possibilidade de traços comuns na cultura organizacional de empresas multinacionais que trabalham com equipes multiculturais.

Intercultural Competence Development Among University Students From a Self-Regulated Learning Perspective

Abstract. Intercultural competence is defined as a lifelong learning task that can be developed in any intergroup situation. A self-regulated learning model is applied to better understand the intercultural learning process that is initiated during the forethought phase, monitored during the performance phase, and evaluated during the self-reflection phase. In each phase, particular psychological constructs are important to initiate, monitor, and evaluate the learning process. The empirical goals of the present study were (1) to develop a self-report questionnaire capturing the three learning phases, (2) to test the theoretical structure of the proposed intercultural learning process, and (3) to examine two theoretically meaningful learning cycles. Data were collected from 188 women and 48 men aged 18–47 years (M = 26.41, SD = 6.19). Structural equation models (SEMs) demonstrated that intercultural learning goals, intercultural self-efficacy, and intercultural intrinsic interest form the latent factor forethought phase. In line with composite models of intercultural competence, the intercultural learning goals had a three-factor structure (knowledge domain, attitude domain, communication domain). Self-monitoring, self-recording, and self-experimentation form the latent factor performance phase. Mediation analyses provided initial evidence of the existence of two distinct learning cycles: (1) The forethought phase precedes the performance phase which precedes both self-evaluation and success attribution on intercultural competence (constructs of the self-reflection phase). (2) The performance phase precedes optimizing future learning (construct of the self-reflection phase) which precedes the forethought phase indicating the emergence of a future learning action. The theoretical and practical value of the newly developed self-assessment of intercultural competence is discussed.

Intercultural education in physical education: results of a quasi-experimental intervention study with secondary school students

ABSTRACTBackground: Due to migration processes, cultural diversity and strangeness are becoming characteristics of modern society. The competence to handle this heterogeneity – the so-called intercultural competence – is a key competence for all children and youths. Sports and physical education (PE) are often considered as a particular field for enhancing intercultural competence. However, until now there is no theory-based empirical study that proves this assumption. Purpose: This study was designed to examine the effects of a standardised, theoretically driven programme in PE on the development of underlying cognitive concepts of intercultural competence: acculturation attitudes and attitudes towards cultural diversity. Research design: The research design consists of a quasi-experimental design with four measurement points. The intervention group (N = 69; mean age = 11.6 years (SD = 0.60)) followed standardised and theory-driven intervention lessons following the didactical guidelines of the concept of ‘Intercultural Movement Education’ (IME). The developed games tend to trigger ‘crises’ with the aim to insecure students. These experienced insecurities were afterwards reflected upon with the students. The internal control group (N = 63; mean age = 11.8 years (SD = 0.62)) and external control group (N = 93; mean age = 10.8 years (SD = 0.69)) were taught in a unspecific manner. The impact of the intervention study programme was tested with a reliable and valid questionnaire. Results: A significant time by group interaction effect for the subscale ‘assimilation/segregation’ of acculturation attitudes was found in boys and in girls. The attitudes increased significantly after the intervention. For the girls, the intervention group showed also a significant decrease of the attitude ‘integration’. No significant impact of the intervention study on the attitudes towards cultural diversity could be identified either with boys or girls. Discussion: The effects of the study are ambivalent. The significantly increased assimilative attitudes can be interpreted as a need for a sense of security. This is also underlined by the decrease of the integration attitude that values the maintenance of cultural integrity. It must be critically discussed whether the ‘crises’ were too intense and not adapted to the children’s skills to overcome them. Second, we have to critically analyse whether the discussions with the students about their experiences were sufficiently focused to debrief the students. Summary for practitioners: The competence to handle heterogeneity – the so-called intercultural competence – is a key competence for children and youths. Sports and PE are often considered as a particular field for enhancing intercultural competence. However, until now there has been no theory-based empirical study that proves this assumption. This paper describes the development, implementation and evaluation of an intervention programme on intercultural learning in PE along the didactic guidelines of IME. This programme tries to trigger ‘crises’ that stimulate the students to react and think about their self- and world relations. The statistical analyses show that the ‘crises’ were probably too intense as the students’ scores in assimilation attitudes increased. This lead to the didactical reflection of the implementation of intercultural learning processes in PE.

Planning education and inter-cultural collaboration: awareness, innovation, reflection and preparation for practice

Inter-cultural awareness and the capacity for cross-cultural collaboration is a fundamental contemporary element of planning practice, and increasingly of a planning career. The development among planning students of cultural awareness and reflection on practice is crucial to their future roles as planning practitioners in multi-cultural communities and in a globalised body of research and practice. Moreover, students are aware of the increasing global flows of contemporary careers, with students seeking work in international settings. Developing inter-cultural awareness and capacity for reflective practice is, however, challenging at a personal, professional and educational level. This paper describes and reflects on a series of innovative collaborative fieldwork and studio visits of planning students on exchange between La Trobe University Australia and the University of Moratuwa in Sri Lanka over the last three years. It will utilise reflective assessment and observation centred on these visits to explore the way in which students from both countries enter the process of inter-cultural learning and the way in which such transformative experience effects perceptions of planning practice among those entering the profession. Key findings relate to the development of a global mindset and the varied success in the navigation of inter-cultural challenges as a developing professional.