Post on 22-Jul-2015
Building Understanding of Cultural Perspectives on the Road
to Global Competence
J.S. Orozco-Domoe
Contact Me:
jackeedomoe@zoho.com
www.linkedin.com/in/orozcoja
@srajojava
Fostering Global Competence
Introductions.– 1st Rule: You must take a risk
and introduce yourself to someone
completely new.
– 2nd Rule: Be an attentive listener,
because you will need to introduce
your new acquaintance to the group.
In the WL Classroom & Beyond
Who are you? Where are you
from? What is your
professional role?
What motivated you to choose this session?
Tell something interesting about you.
WHAT IF WE COULD DEFINE GLOBAL COMPETENCE?
Fostering Global Competence in the WL Classroom & Beyond
Global CompetenceDefinitions over time
Adler & Bartholomew (1992)
To have global
perspective on transition
and adaptation,
cross-cultural interaction,
and
collaboration.
Lambert (1996)
Having knowledge of
current affairs,
empathizing with others,
maintaining a positive
attitude, foreign
language competence, and value of difference amongst
people and cultures.
Wilson & Dalton (1997)
Perceptual knowledge
(open-mindedness, resistance to stereotyping, complexity of
thinking, and perspective
consciousness) and
substantive knowledge (of
cultures, languages,
world issues, global
dynamics, and human
choices).
Swiss Consulting Group (2002)
Having intercultural
facility, effective
communication skills, and the ability to lead
in
diverse circumstances.
Defining Global Competence
Hunter (2004) used a Delphi
technique with an expert panel
of 18 participants.
• 7 Transnational Corporate
Human Resource Managers
• 7 International Educators
• 4 Others.
Defining Global Competence
All participants met at least 3
of the following 6 criteria:1. Earned a national/international reputation for global
competence/internationalization initiatives.
2. Had researched/published on
GC/Internationalization.
3. Had at least a Baccalaureate Degree or its equivalent
4. Currently/Formerly in HR (Internationally) or IHE
5. Currently/Formerly an Educational Official or
Placement Officer for a study abroad organization
6. Lives or works/Had lived or worked outside of
his/her home country.
Defining Global Competence
– Round One: Participants were sent a list of
currently published definitions of global
competence and asked to write their own
using/ignoring the currently published definitions
based on their own experience.
– Round Two: The most commonly used terms and
concepts from Round One were used to create a
sentence definition of GC. Participants were asked
to comment and make changes and resubmit the
definition.
– Round Three: A final definition was drafted and
participants were asked via a Likert scale the
extent to which they agreed with the definition.
There was greater than 80% agreement.
– Followed up with a survey to identify knowledge,
skills, attitudes, and experiences needed to become
globally competent.
Defining Global Competence
Global Competence:
“Having an open mind
while actively seeking
to
understand cultural
norms and expectations
of others, leveraging
this gained knowledge
to
interact, communicate
and work effectively
outside one’s
environment.”
Defining Global Competence
“Having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to
interact, communicate and work effectively outside one’s environment.”
Intercultural Competence/Capability:
“The ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills and attitudes.” (Deardorff, 2004).”
GC as an Instructional Practice
Curricular Models
• Global Citizenship Guides A Learn-Think-Act approach
– Learn about issues, – Think critically about
solutions– Act as responsible global
citizens.
Global Competence Matrix
• Global Competence Matrix
Defines Global Competence as the
knowledge, skills, and disposition to
understand and act creatively and
innovatively on issues of global significance.
Hunter Internationalization Model
Active/Passive Anti-Racism?
Interculturality?
WHAT HAS TO CHANGE FOR ALL STUDENTS TO HAVE THE OPPORTUNITY TO DEVELOP GC?
GLOBAL FORCES
Social Sciences, History, Civics, World Language, Music, Art, Theatre, Health, Business,
Physical Education, Electives/Encores/Specials
Science
Math & Reading
U.S. CURRICULAR TRENDS
Climate Check
The RAND Model of Reading Comprehension
– Text:
– Activity:
– Reader:
– Socio-Cultural
Context:
What does this mean for reading?
A Model for Thinking about Reading Comprehension
WHAT IF IT DEPENDS ON THE BOOK?
They say…global competence can’t be learned in a book, but
Similarities?
(Lopez-Sanchez, 2013)
HACIA UNA PEDAGOGÍA PARA LA MULTIALFABETIZACIÓN: EL DISEÑO DE UNA UNIDAD DIDÁCTICA INSPIRADA EN LAS PROPUESTAS DEL NEW LONDON GROUP (Hispania, forthcoming publication)
”Pedagogy of Multiliteracies’ (Cope & Kalantzis1996).
Elements of Design
The following three notions of design allow us to
create patterns of meaning from the multi-literacies
around us.
Available designs
Available designs include the grammars of
language, various semiotic systems, and film,
photography and gesture, which we draw
from as creators of design.
Design
Here we use the existing designs to create
the new.
The Redesigned
The finished product of our work.
Barcelona
Mediterránea. Olímpica.
Catalana. Internacional. Gaudí.
Vanguardia. Congresos. Románica.
Picasso. Moda. Ramblas.
Cosmopolita. Bimilenaria. Diseño.
La Sagrada Familia. Pau Casals.
Playas. Dalí. Liceo. Flotats. Miró.
Catedral. Bohigas. Costa Brava.
Nocturna. Gótica. Cultural.
Industrial. Libros. Bofill. Conciertos.
Abierta. Teatro. Exposiciones. Tapies.
Deportes. Puerto. Festivales.
Fuentes. Monjuïc. Montserrat Caballé. Ferias.
Tibidabo. Museos. Modernismo.
Parc Güel. Fútbol. Todo, en Barcelona.
New Literacies-4 Resource Model
1. Break the code of texts
Recognizing and using features such as
alphabet, sounds, spelling, conventions and
patterns of the text.
2. Participate in the meanings of text
Understanding and composing meaningful
written, visual and spoken texts from within
particular cultures, institutions, families,
communities, nation-states etc. Drawing on
existing schemas.
(Luke & Freebody 1999)
New Literacies-4 Resource Model
3. Use texts functionally
Knowing about and acting on the different cultural and
social functions that various texts perform both inside
and outside of school. Knowing that these function
shapes the ways texts are constructed, their tone, their
degree of formality and their sequence of components.
Using texts for purpose.
4. Critically analyze and transform texts
Understanding and acting on the knowledge that texts
are not neutral. Texts represent particular views, silence
others, influence people’s ideas. Text designs &
discourses can be critiqued and redesigned in novel and
hybrid ways.
(Luke & Freebody 1999)
Check MATE
Authentic Materials, Authentic Audience, Authentic Texts, Authentic Evidence.
Byrnes, Heidi, Maxim, Hiram H. & Norris, John M.
(2010). Realizing advanced L2 writing
development in a collegiate curriculum: Curriculum
design, pedagogy, assessment. Modern Language
Journal, supplement to vol. 94, monograph: Wiley-
Blackwell. Print.
Kern, Richard. (2000). Literacy and Language Teaching.
Oxford: Oxford UP. Print.
MLA ad Hoc Committee on Foreign Languages. (2007).
“Foreign Languages and Higher Education: New
structures for a Changed World”. The Profession,
1-12. Print.
New London Group. (1996). “A pedagogy of multiliteracies:
designing social futures”. Harvard Educational
Review 66.1: 60-92. Print.
Swaffar, J & Arens, K. (2005). Remapping the Foreign
Language Curriculum: an approach through
Multiple Literacies. New York: MLA. Print.
IS CULTURAL COMPETENCE GLOBAL COMPETENCE?
What is the role of culture in global competence?
Global Competence
Cultural Competence
Interpersonal (Communication)
Personal
Global Competence Pyramid
Consider this cultural product.
Consider this cultural practice.
Consider this cultural practice.
Consider this cultural product.
Consider this cultural practice.
Consider this cultural practice.
Consider this cultural product.
Consider this cultural practice?
Consider this cultural practice?
Identity—Individualist versus Collectivist
Authority—Low versus High Power Distance
Risk—Low versus High Uncertainty Avoidance
Achievement—Cooperative versus Competitive
Time—Punctuality versus Relationships
Communication—Direct versus Indirect
Lifestyle—Being versus Doing
Rules—Particularist versus Universalist
Expressiveness—Neutral versus AffectiveSocial Norms—Tight versus Loose
Customs of the World: Using Cultural Intelligence to Adapt, Wherever You Are
Focus on what students
can do with the
language.
Research, media &
literacy skills embedded
in Interpretive and
Presentational Modes.
Common CoreEnsuring students are college‐, career‐, and world‐ready
Global Competence MatrixA look at the WL Classroom • Use knowledge
• Identify
• Frame researchable questions
• Use a variety of sources,
• Identify and weigh evidence,
• Analyze,
• Integrate,
• Synthesize,
• Argue,
• Compel,
• Consider multiple perspectives
Global Competence MatrixA look at the WL Classroom
Global Competence Matrix
Global Competence Matrix
Digging Deeper in Globally Competent Pedagogy
It begins with a goal.
Setting the tone.
Return to Sender Project.
Since then…
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