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.

Regateando

http://www.youtube.com/watch?v=6uNt4di

wGfk

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 product?

http://safeshare.tv/w/jnhYXIBVvf

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.

Analysis of “Mojado”

Since then…

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