2020 International Conference on the Development and Assessment of Intercultural Competence

Virtual paper presentation

English

Exchanges (physical and virtual)

This presentation describes a semester long assignment in which students of Arabic were partnered with native speakers in the form of tellecollaborative conversations that took place online. The presentation looks at students responses to questions related to the way this assignment was able to help understand key issues from the perspective of the partners. 

Virtual paper presentation

English

Curriculum design and instruction

This paper reports on recent research illustrating how faculty conceptualize and carry out daily practices of IaH. Engagement in these practices impacts development of the internationalized Self and their own intercultural capabilities.

Virtual paper presentation

English

Curriculum design and instruction

This paper reports on the integration of an Internationalized Teaching and Learning framework in a multi-section Spanish course. It includes how course goals and objectives were reinvisioned, highlights selected before-and-after examples, discusses challenges for integrating the framework in multi-section contexts, and presents preliminary data on student and instructor experiences.

Virtual paper presentation

English

Curriculum design and instruction

This presentation describes the use of intensive cultural reflection activities for the development of intercultural competence in short-term summer study abroad in Germany and compares the effectiveness of two program models (four weeks and eight weeks abroad).

Virtual paper presentation

English

Exchanges (physical and virtual)

The purpose of the present pilot research is to explore the potential benefits of teletandem sessions (English-French) in responding to adult learners’ individual FL needs in a massification context and as part of the internationalization of the English curriculum in a French Higher Education institution.

Virtual paper presentation

English

Theory and approaches

This case study examines how two Korean adolescents of mixed parentage—treated as a “problem” in society—resisted simplistic membership boundaries, negotiated their identities, and took a step forward into the unspeakable and the untranslatable. I argue that through their multilingual and multicultural resources, they are becoming intercultural subjects.

Workshop (3 hours)

English

Professional development of faculty and instructors

Socioeconomic and political environments around the world have forced institutions to think outside the box and be creative in offering significant international experiences to students, faculty and staff. Short-term programs have become popular for internationalizing the curriculum and promoting intercultural exchanges.   This workshop leads participants through a sampling of short customized programs, a process for developing them and a rubric for evaluating impact.

Workshop (3 hours)

English

Curriculum design and instruction

This hands-on workshop will guide teachers to systematically design instruction focused on developing learners’ intercultural competence. Using sample lesson plans and activities from their classroom teaching, the presenters will demonstrate how different frameworks – Byram’s intercultural competence model, and project-based language learning – can be used to identify instructional goals, generate teaching materials, create language-learning tasks, and develop assessment tools to enhance learners’ intercultural competence.

Workshop (3 hours)

English

Curriculum design and instruction

This workshop will introduce participants to a model for facilitating the intercultural development of postsecondary language students before and during study abroad. The model, created by a team of educators affiliated with Language Flagship programs in the U.S. and overseas, uses scenario-based learning activities to promote cultural awareness and reflection. 

Workshop (3 hours)

English

Professional development of faculty and instructors

This workshop will introduce participants to the foundations of motivational theory and allow them to apply the tenets of theoretical approaches to real-life L2 instructional contexts. They will develop concrete strategies and tools to engage their L2 learners during this event.

English

In-person paper presentation

English

Curriculum design and instruction

Preliminary results of this research study suggest that multicultural children’s literature is a viable approach to strengthen and support the development of pre-service teachers’ intercultural understanding. These books invite students to explore the story worlds of the characters and experience these worlds vicariously through the characters’ perspectives. 

In-person paper presentation

English

Curriculum design and instruction

The presentation documents a digital mapmaking project created collaboratively by undergraduate learners enrolled in a study abroad program. The project provided opportunities for intercultural learning through tasks that link cultural perceptions with space. We conclude with recommendations for the integration of digital humanities, intercultural learning, and international education. 

In-person paper presentation

English

Curriculum design and instruction

In this presentation we discuss the alignment of a newly-revised French Studies program at a small U.S. liberal arts university with recently internationalized institutional learning outcomes. The program’s outcomes and curriculum feature students’ development of intercultural competence for personal and professional objectives through internationalized course content and experiential learning.

Symposium

English

Curriculum design and instruction

This symposium presents three concrete curricular initiatives that integrate the teaching of culture and sustainability-related issues in a global context. It discusses models for interdisciplinary collaborations through which universities may foment intercultural competence and the skills necessary for students to understand global problems in their multiple dimensions.

Paper 1: Sustainability Challenges in Latin America, Teresa Giménez (University of Pennsylvania)

This paper illustrates new ways to achieve intercultural competence goals through the integration of knowledge and problem-based learning that explores the understanding of culture within the framework of sustainable development challenges in Latin America. The paper provides two case studies of unsustainable development that are threatening specific areas of Latin American biodiversity and cultural heritage.

Paper 2: Coffee, Culture, and Sustainability in Costa Rica, Beatriz Urraca (Widener University)

This paper outlines the pedagogical and curricular ramifications of a project that links problem-based experiential learning, an intercultural exchange, and sustainable development initiatives in Costa Rica. Students examine the biological, environmental, and cultural dimensions of coffee, integrating scientific knowledge with cultural practices associated with coffee in Central America.

Paper 3: Learning to Be Green in a Transnational Context, Colleen Ebacher (Towson University)

This paper presents the design, management, assessment and pedagogical insights of an international reciprocal study abroad program tailored to low-income and minority students.The goal of this Peru/USA program was to promote cross-cultural learning, intercultural competence and civic responsibility through environmental action. Results demonstrate far-reaching impacts for global cooperation.

In-person paper presentation

English

Policy and institutional initiatives

We qualitatively analyzed the experiences of students who began applications for but ultimately did not pursue study abroad (SA). Findings suggest that besides concerns regarding high costs and lost summer work time, our participants felt SA marketing was directed at others. We discuss potential institutional initiatives to address these issues.

In-person paper presentation

English

Curriculum design and instruction

This session describes an educational innovation designed to connect teacher candidates from around the world to foster global perspectives. The session details course revisions in an ESL graduate program to integrate global learning outcomes through international telecollaboration as well as reactions to the integration of the global learning outcomes.

In-person paper presentation

English

Theory and approaches

This presentation aims at analyzing the evolution of four of the most widely used collegiate French introductory textbooks in the US over the past ten years by paying attention to their content and more specifically the texts and their corresponding activities, across two editions.

In-person paper presentation

English

Curriculum design and instruction

This paper discusses the long-term intercultural journey of seven American college students as informed by their embodied narratives of race, ethnicity, nationality, gender, and sexuality. The results present implications for study abroad preparation and curriculum for faculty and centers of international education.

In-person paper presentation

English

Theory and approaches

One institution’s approach to internationalizing K-12 pre-service teachers' outlooks and instructional potentials highlights means for (1) helping novice teachers understand language, communication and culture as they exist in the context of globalization and the post-modern condition and (2) envisioning and embodying meaningful instructional practices for multilingual classroom contexts.

In-person paper presentation

English

Curriculum design and instruction

Intercultural understanding is increasingly seen as central to language learning, yet representations of foreign language cultures rarely benefit from critical attention. This study of two secondary French as a foreign language textbooks reveals power relations that contradict goals of accurate and equitable representation. Pedagogical challenges and possibilities are discussed.

In-person paper presentation

English

Curriculum design and instruction

This presentation draws on an assessment study of intercultural communication competence development in a first-year seminar course for international students. It offers reflection and critical analysis with the goal to rethink pedagogy and enhance curriculum design to effectively respond to the dynamic and complex reality of linguistic and cultural landscapes.

In-person paper presentation

English

Curriculum design and instruction

This presentation will look at a research made over 8 years with over 300 students sent in Paris with the University System of Georgia European Council program and will look at best practices in preparing students to ease the initial cultural chock upon arrival.

Luc Guglielmi

In-person paper presentation

English

Curriculum design and instruction

Many students identify their study abroad experience as transformative. The nature of that transformation is important to explore since a better understanding of what is transformed and how long that transformation lasts can help us design more effective, enduring study abroad experiences.

English

In-person paper presentation

English

Exchanges (physical and virtual)

This presentation analyzes the contents of a portfolio on intercultural interactions during a two-week study abroad program. Our approach was the concept worldview, and the components of the Developmental Model of Linguaculture Learning: encounters, experimentation, integration and connection (Shaules, 2016). We will report participants’ awareness of cultural phenomena.

In-person paper presentation

English

Policy and institutional initiatives

A highly internationalized campus ideally provides beneficial experience with diverse others, but US undergraduates often complain of difficulty understanding other accents. Policy changes are needed to implement widespread curricula that increase students’ motivation and skills for communication across linguistic difference. We present recommendations abstracted from two case studies.

Symposium

English

Theory and approaches

The speakers in these two presentations will present approaches to researching Collaborative Online International Learning (COIL) and Virtual Exchange as seen in the context of a recent EU-funded, large scale VE initiatives, as well as a US State Department-funded project: ERASMUS+ Virtual Exchange and the Stevens Initiative COIL Project.

Paper 1: Erasmus+ Virtual Exchange: Preliminary Impact Review, Mirjam Hauck (SUNY COIL Center/Open University UK) and Sake Jager (University of Groningen)

The research of the Erasmus+ Virtual Exchange (EVE) - an initiative of the EU’s Education, Audiovisual and Culture Executive Agency (EACEA) - draws on surveys for pre- and post-measurements of skills and attitudes and for measuring the short-term impact of EVE as well as on data from focus groups and participant interviews.

Paper 2: COIL Stevens Initiative Assessment Cohort 2 Final Report, Jan McCauley (SUNY System Administration)

The analysis of this virtual exchange project focuses on change over time based on different variables derived from a qualitative content analysis and what students say they learned from the COIL experiences, the challenges they faced and what evidence there is of the development of intercultural awareness.

In-person paper presentation

English

Curriculum design and instruction

This case study explores the development of intercultural competence of four Thai students who are pursuing their education in Japan. The results reveal their intercultural competence development in the academic setting and the language and cultural challenges that intervene in their academic learning due to the culturally different learning environment. 

In-person paper presentation

English

Policy and institutional initiatives

This in-person paper provides participants with an overview of the Global Readiness Through Language and Culture project, funded by the Texas Tech Center for Global Communication. I will discuss how this project positions the study of languages and cultures as an essential component of meaningful internationalization at colleges and universities.

In-person paper presentation

English

Policy and institutional initiatives

Few students who receive a BS degree opt to learn a language. To remedy this problem, SDSU has introduced the Workplace Intercultural Competency Certificate. It entices students to learn a language and become interculturally competent. Other certificates are in the works.

In-person paper presentation

English

Theory and approaches

As part of the Internationalization of the Curriculum, a liberal-arts University developed and implemented a co-curricular Intercultural Leadership Program for Global Students. Results of participation in this program demonstrate growth in intercultural sensitivity and the need for appropriate levels of challenge and support in engaging interculturally with diverse Others.

In-person paper presentation

English

Curriculum design and instruction

Norwich University students studying outside of the mainland United States were enrolled in a distance-learning course focused on developing intercultural competence during Fall 2019. This paper reviews the findings from that course, with students completing pre- and post- experience assessments of cultural competence. The course required geographically dispersed students to collaborate to complete the course requirements, comparing diverse learning environments (China, France, the U.S. Virgin Islands), and developing reflection papers that review the varieties of the experiences for the members of their team.  

In-person paper presentation

English

Theory and approaches

The paper proposes transcultural competence model as transformative learning. Constructed from the qualitative research that explored how adults develop transcultural competence, the model comprises cognitive, emotional and social dimensions acquired through the holistic process of inquiry, framing, positionality, dialogue, reflection and informed action that foster an inclusive society.

In-person paper presentation

English

Policy and institutional initiatives

To be successful, internationalization needs to be accepted, integrated and implemented across stakeholders. This presentation will report on student, faculty and administrator views on the role and development of translingual transcultural competence at one IEP site, examine coherence between policy and practice, and highlight both challenges and attempts at solution.

In-person paper presentation

English

Exchanges (physical and virtual)

A new cloud-based platform for COIL consolidates management of faculty members, teacher-to-teacher matchmaking and the hosting of virtual exchanges, ICC-focused activities (comparison of images or word associations), and PD for best practices in COIL learning environments. Teachers train in the same virtual learning environment that supports student exchanges.

In-person paper presentation

English

Curriculum design and instruction

The University of Arizona’s Micro-Campus utilizes an international co-taught flipped classroom model to deliver high-quality education around the world. This panel will focus on the impact of this model and the development of intercultural competence, as well as the benefits and opportunities from a student, faculty and institutional perspective.

In-person paper presentation

English

Exchanges (physical and virtual)

We interrogate the challenges and benefits of building a reciprocal, intercultural study abroad curriculum which is inclusive of the goals of South/North institutions, faculty, host families and students. Longitudinal research uncovers perspectives of faculty and students to consider decolonizing curricula, encountering the “other,” and neoliberal representations of study abroad.

In-person paper presentation

English

Curriculum design and instruction

This presentation will showcase specific instructional design examples for augmented reality enhanced intercultural pedagogy. Presenters will discuss best practices and limitations of augmented reality for language learning and will examine how the integration of an augmented reality module in a graduate-level course contributed to future language educators’ interdisciplinary skills.

In-person paper presentation

English

Theory and approaches

It is a mixed method sequential explanatory study aiming at analyzing the effects of the institutional internationalization strategy as well as individual variables over the development of the intercultural competence of undergraduate students who participate in study-abroad programs. 

In-person paper presentation

English

Service learning

Curricular integration to include cultural competence for health care professionals is paramount to meeting the needs of growing diversity in the U.S. This presentation examines the cultural competency development of occupational therapy students, and reports on their reflections during a two-week service learning experience in Guatemala.

In-person paper presentation

English

Service learning

This presentation explores a project pairing US-based graduate students with adult students from Afghanistan for virtual one-on-one tutoring sessions. The profound transformations, tutors report as they develop and build relationships with their intercultural counterparts demonstrate that online service learning offers a powerful model for internationalizing higher education curricula.

In-person paper presentation

English

Policy and institutional initiatives

This paper will present the results of a curricular policy initiative promoting intercultural competence through the creation of a region-culture curricular “thread” (e.g. students of Russian also take Russian History, Geography, etc.). This curricular “thread” is implemented both at the registrar level for students and at the faculty level to promote transdisciplinary collaboration.

In-person paper presentation

English

Curriculum design and instruction

Best practices of using economical and accessible Virtual Reality hardware/software will be critically compared with more technologically rigorous Virtual Reality that draw on more powerful tools. This discourse will be examined in light of student internationalization together with intercultural competence and VR curricular inclusion for a student internationalization strategy.

In-person paper presentation

English

Curriculum design and instruction

This paper is an example of how the broad aims of internationalisation of education have been addressed through a curriculum project. The purposes of the research were to critically analyze a novel and discuss how and what students might gain from reading a novel in a foreign language education setting.

In-person paper presentation

English

Exchanges (physical and virtual)

Drawing on a Digital Humanities initiative that connected language learners living in borderland regions via an interactive GIS mapping platform, we analyze the impact of the creation, virtual exchange, and discussion of digital cultural artifacts on conceptualizations of multiculturalism/multilingualism, civic awareness and intercultural competence.

Symposium

English

Curriculum design and instruction

This symposium demonstrates that international learning experiences and other forms of cultural immersion, such as community-based field experiences, are a valuable and necessary component of teacher preparation.  The papers will explore practices for ethical intercultural engagement within study abroad contexts highlighting new reciprocal models of interaction and consider the implications for internationalizing curricua and program practices.

Paper 1: Beyond Teaching Competence: Preparing to Teach Emergent Bilingual Learners, Daniela Martin and Elizabeth Smolcic (The Pennsylvania State University)

Today, accelerating globalization and the changing landscape of K-12 classrooms obviate traditional notions of “teacher competence”, with a corresponding call for embedded cultural and linguistic experiences. This paper outlines how immersion programs can bridge asset-based pedagogical theory and teaching practice.

Paper 2: Language and (Inter)cultural Learning: Supporting Language Teacher Candidates’ Development of Interculturality during Immersion, Michelle Pasterick (The Pennsylvania State University)

To support intercultural understanding and culturally appropriate exchanges, language teacher candidates must develop skills that allow for facilitating understandings, interactions, and shifting perspectives in their classrooms. This presentation outlines how mediation through an online course during an immersion experience supports candidates’ understandings of teaching about issues of language and culture.

Paper 3: Voices Together: Perspectives from the Host and Sojourner Communities, Eleanor Leggett Sweeney, Sharon Smith Childs (The Pennsylvania State University), Ana Loja Criollo, and Yolanda Loja Criollo (Universidad de Cuenca)

Much of the literature on study abroad focuses on sojourners from the Global North. Missing from the conversation is the perspective of the host community. Using qualitative data, we examined participants’ intercultural development that emerged through positioning one another as equal partners in relationships characterized by mutual respect and reciprocity. 

Paper 4: "Nested Interculturality”: Dispositions and Practices for Navigating Tensions in Immersion, Netta Avineri (Middlebury Institute of International Studies at Monterey)

This paper explores “nested interculturality”, dispositions and practices for ethical intercultural engagement to navigate tensions in cultural and linguistic immersion. “Nests” foregrounds an ecological and dynamic view based on interdependence, symbiosis, and criticality. This paper is theoretical/model-building and pedagogical/practice-oriented, highlighting how relationally-oriented intercultural educators mobilize professional practice for societal change.

Symposium

English

Curriculum design and instruction

This symposium illustrates strategies for scaling up intercultural learning at a large, STEM-focused university. It addresses how intercultural learning outcomes are explicitly embedded and assessed in experiential programs on and away from campus and demonstrates the importance of the intentional development of intercultural competence to the internationalization of undergraduate programs.

Paper 1: “What Do You Want Students to Learn?”: Faculty-Led Programs, Aletha Stahl and Kris Acheson-Clair (Purdue University)

Requiring all faculty to incorporate intercultural learning outcomes in their study away/abroad programs requires both structural support and recognition that faculty control the curriculum. This presentation discusses ways of striking this balance and presents evidence that backwards design impacts student achievement of learning outcomes.

Paper 2: The Global Science Partnerships Learning Community: The First Six Years, Daniel C. Jones (Purdue University)

Drawing on theories of intercultural development, this study uses mixed assessment methods to analyze intercultural learning outcomes for six cohorts of first-year students in a STEM learning community. Data suggest that proximity plus attention to learners’ developmental stage(s) can significantly increase intercultural competence for both international and domestic students.

Paper 3: Mentored Intercultural Learning Courses for Semester Abroad, Daniel C. Jones (Purdue University)

This presentation furthers prevailing research asserting that facilitated intervention provides greater gains in intercultural development (IDI) scores compared to no intervention during long-term study abroad programs. Additionally, differences in intercultural growth resulting from individual-mentored and group-mentored interventions are discussed in regard to curricula, methods, and approaches for each intervention type.

Paper 4: Tasks and Directives for Intercultural Communication in Short-Term Study Abroad, Lori Czerwionka and Michael Bittinger (Purdue University)

Focusing on communication within an intercultural competence framework, this investigation explores the degree to which short-term program leaders abroad (approx. 100) at a large university included curricular tasks and directives for communication with locals. Questionnaire results and specific tasks and directives used to encourage intercultural communication will be shared.

In-person paper presentation

English

Curriculum design and instruction

The presenters share and analyze findings from the implementation of three innovative pedagogical tools designed to prompt the intercultural competence of pre-service teachers. The tools include a US/Mexican virtual exchange focused on community murals; linguistic landscape projects; and autoethnographies focused on language, community and the arts. Findings reveal the powerful ways that community art allows teachers to view and hear diverse voices, engage in activism, develop intercultural competence, and think critically about their future teaching.

In-person paper presentation

English

Curriculum design and instruction

From "There" to "Here": A Case Study in Disarming Privilege

This paper examines using global issues to help middle grade students gain confidence tackling issues in their own environment.  Teachers can move students from a “there” perspective to a “here” perspective by using initial distance to encourage social justice and disarm the silent specter of privilege that haunts many discussions and encourage social justice..

In-person paper presentation

English

Curriculum design and instruction

An English as a foreign language (EFL) program in China implements “performed culture” to teach EFL and intercultural communication. An assessment of this curriculum, however, reveals performed culture as more ideological than pedagogical. This presentation discusses a curricular redesign that navigates cultural appropriation, techniques for meaning-making, and assessing intercultural communication. 

In-person paper presentation

English

Curriculum design and instruction

The presentation illustrates how social networking sites may be utilized for critical cultural pedagogy, a process aimed at producing and rebuilding knowledge, focusing on purposeful action, rather that acquiring ready-to-consume knowledge. Pedagogical applications and challenges related to the use of social networks in the classroom setting will be discussed.

In-person paper presentation

English

Exchanges (physical and virtual)

Can empathy and emotional intelligence be taught in intercultural communication classroom? Empathy is a component of intercultural competence and methods have already been developed for teaching purposes. The paper presentation will focus on both theoretical and practical aspects of teaching the emotional components of intercultural competence.

In-person paper presentation

English

Curriculum design and instruction

This paper session is designed to aid teachers to include music as a way of incorporating internationalism and interculturalism in the curriculum of any subject. Basic concepts of the study of cultures through music will be introduced, and musical resources for enhancing cultural understanding will be discussed.

In-person paper presentation

English

Curriculum design and instruction

We present research on how: 1) Foreign Language learning can fast-track exposure and growth in skill areas of ICC, 2) FL programs do not need to wait until students reach intermediate proficiency to encourage ICC development and 3) gains in ICC can be measured through discourse analysis of student self-reflection.

In-person paper presentation

English

Theory and approaches

This study is to inform leadership of the cultural competency skills of professionals in the field who actively recruit international student to study at institutions of higher education in the United States. I employed the Intercultural Development Inventory (IDI) to measure the intercultural competence of 75 international enrollment professionals. 

In-person paper presentation

English

Curriculum design and instruction

A new curricular model for undergraduate general education is bringing faculty and students from diverse disciplines together to approach a ‘big idea’ spanning disciplinary boundaries. Insight is shared on how this new course structure, and pedagogical techniques used, shape the student learning experience and promote informed perspective-taking ability. 

In-person paper presentation

English

Theory and approaches

This study is a quantitative, a multi-program longitudinal study (still ongoing) focused on investigating the impact of participating in different types of intercultural and international programs on the intercultural competence of undergraduate students at a major research university.

In-person paper presentation

English

Curriculum design and instruction

The U.S., with its increasingly diverse population, needs health professionals who are sensitive to working with patients from a wide variety of cultural backgrounds. We present a model for a hands-on, interdisciplinary curriculum that prepares nursing and interpreting students to deal with culturally diverse situations. 

In-person paper presentation

English

Exchanges (physical and virtual)

This research examines learning opportunities present in learner–host mealtime interactions during a short-term, language immersion program using thematic analysis and microanalysis of conversation. Analyses reveal simultaneous opportunities for grammatical, pragmatic, and cultural development in conversation. Discussion addresses interactions between communicative and intercultural competencies and implications for stakeholders.

Symposium

English

Curriculum design and instruction

Three community college educators will share curricular materials that they created to add international content into their classrooms. These examples can be adapted by college educators from different academic disciplines, inspiring them to make creative changes to their curricula so as to increase the intercultural competence of their students.

Paper 1: Exploring Afghani Culture through Women's Poetry, Miguel Fernandez Chandler (Gilbert Community College)

An educator teaching Introduction to Literature: The Veteran Experience shares his project to bridge the gap between veterans and civilians in war-torn lands. His unit lleads students to analyze women's poetry from Afghanistan in order to understand the genre,  socio-political situation, Afghan women's lives, and the power resistance poetry.

Paper 2: Integrating Eastern Culture and Allowing Exploration, Azra Mahmood (South Mountain Community College)

Eastern worldview is very different from the west, however there are always way to gain understanding and perspective of life from another’s point of view. An intercultural communication professor fosters an appreciation of differences and bridges gaps by showcasing the similarities that connect humanity. Her curriculum contextualizes intercultural communication

Paper 3: Exploring Cultural Breakdown Research and Writing about Genocide, John Liffiton (Scottsdale Community College)

A visitor to Bosnia or Armenia immediately notices the lasting impact of genocide on these cultures. Thus, a U.S. composition instructor requires students to research/analyze genocide in different countries. Students learn more about global issues and challenges arising from lack of cross-cultural understanding while increasing research and writing skills.       

Paper 4: Social Justice Art in Bosnia and Herzegovina, David Lloyd Bradley (Paradise Valley Community College)

In formerly Communist Bosnia and Herzegovina, artists do not have a guarantee of free speech, nor is there a viable market for art that critiques government and society, yet they continue to attempt to change the current situation and to forestall a repeat of the 1990s war. Interviews with artists in Bosnia, Serbia, Croatia and Montenegro provide insight into the artistic process as a means of changing the status quo.   

Symposium

English

Theory and approaches

This symposium provides an analysis of two separate multinational studies on educational exchange participants’ intercultural development and language proficiency gains measured with an AICC (Assessment of Intercultural Communicative Competence) survey or an IDI with an OPI compared to the perspectives provided by members of the host communities.

Paper 1: The Development and Impact of Intercultural Communicative Competence in Educational Exchange, Alvino Fantini (SIT Graduate Institute)

Findings presented from two multinational research projects on the intercultural experiences of educational exchange participants from Brazil, Ecuador, England, Germany, Ireland, Japan, Switzerland, and the USA, based on quantitative and qualitative data from the responses of over 2,000 sojourners and 200 host families, obtained through AICC survey questionnaires and telephone interviews.

Paper 2: Intercultural Development among Early- and Late-stage L2 Immersion Learners, Dan E. Davidson (Director, American Councils Research Center)

Findings reported on the intercultural communicative development of 400 US year-long immersion students who returned to universities in China, Kazakhstan, Moldova, Morocco and Russia after an 8 week stay the previous summer.  The analysis includes participants’ pre-/post-program IDI and OPI scores and survey responses from participants and their hosts’ abroad.

Paper 3:  A Comparison of Research Findings with the AICC and IDI with an OPI, Paula Garrett-Rucks and Tim Jansa (Georgia State University)

This final session describes a comparative analysis of  the findings reported in the previous sessions  considering the use of different assessment tools—AICC and the IDI with an OPI—in addition to the perspectives provided by members of the host communities. Implications for educational exchange programs and research tools are discussed.

Symposium

English

Curriculum design and instruction

Small liberal arts colleges face unique challenges integrating international perspectives and global learning. However, limitations on staff, resources, and administration can often provide opportunity for creative solutions. This symposium brings together five small liberal arts colleges that offer effective approaches to providing global learning curriculum and instruction to undergraduates.

Paper 1: Using a Macro-level, Data-driven Approach to Guide Internationalization, Sally Steindorf (Principia College)

At Principia College, the American Council on Education’s model for comprehensive internationalization was used to document existing internationalization practices and make recommendations for institutional change.  This macro-level approach led to an advisory board, faculty professional development workshops and travel grants, and the addition of global citizenship to our college-wide SLOs.

Paper 2: Successful Globalizing Initiatives at Small Liberal Arts College, Maribel Morales (Carthage College)

Carthage has embedded global learning and engagement throughout the curriculum with three specific foci: interdisciplinary study, short and long term study abroad, and common experiences and critical conversations for all students. Implementing initiatives and curricular requirements ensures every student attains a global perspective and has the opportunity to learn abroad.

Paper 3: Centering Languages and Intercultural Perspectives for Campus-wide Global Learning, Jann Purdy and Erica Andree (Pacific University)

Global learning at Pacific took root in an academic center housing the world languages department and international studies program.  In order to branch out across disciplines, we created a three-pronged approach: support and development of international and diverse perspectives courses, faculty professional development, and creation of a globally-focused curricular pathway.

Paper 4: Reimagined Liberal Arts Education for the 21st Century, Elaine Meyer-Lee (Agnes Scott)

Takeaways and assessment data will be shared on how Agnes Scott College’s innovative Summit initiative prepares graduates to be effective change agents in our global society.  Every student completes a global learning-focused curriculum and co-curriculum, including a collaboratively-designed spring first-year Journeys course that integrates a one-week global community-based immersion experience.

In-person paper presentation

English

Curriculum design and instruction

By reworking traditional essay assignments for Foundations Writing classes, instructors have the potential to internationalize their classrooms. This presentation examines standard assignments including the literacy narrative, rhetorical analysis, research paper, and persuasive argument and suggests transformative changes for both U.S. and international curricula.

In-person paper presentation

English

Theory and approaches

The present study extends the focus in pedagogical translanguaging to an under-researched multilingual community-based language learning setting designed for refugee, heritage and immigrant communities. Through the prioritized uses of multiple codes, the study shows how translanguaging is used for constructing Arabic L2 knowledge and negotiation of meaning and identities. 

In-person paper presentation

English

Policy and institutional initiatives

This study examines language policy mechanisms affecting international students at a Korean university.  Interviews indicate that despite receiving Korean language training for over one year, both Anglophone and non-Anglophone international students overwhelmingly preferred English-medium courses.

In-person paper presentation

English

Theory and approaches

In this paper, we focus on one potential outcome of internationalizing the higher education curriculum through online intercultural service learning: namely, person-to-person peacebuilding. Through analysis of voices of US-based EAL tutors and their adult Afghan counterparts, we demonstrate person-to-person peacebuilding at the personal, relational, and structural dimensions.

In-person paper presentation

English

Curriculum design and instruction

This paper examines international students’ experiences during a course on intercultural education that is explicitly framed within the local Canadian context of reconciliation. It traces students’ expectations about how international students might understand and participate in processes of unlearning and reflect on diasporic peoples' investment in and relationship with colonialism.

In-person paper presentation

English

Curriculum design and instruction

This case study investigated to what extent unbiased intercultural dialogue could be promoted through critical media literacy in ESL composition classrooms. Findings show that engaging in critical media literacy activities could help learners become less biased towards different cultures represented by mass media within social, political and economic settings. 

In-person paper presentation

English

Curriculum design and instruction

This presentation will outline an online curriculum development initiative between the University of Arizona and the Universidad de Sonora. Based on repatriated students’ experiences, this binational project prepares U.S.-based students of immigrant status to pursue higher education in Mexico. Research on repatriated students’ experiences in academic culture will be shared.

In-person paper presentation

English

Theory and approaches

This study investigated how refugee-background adults with no or limited literacy make meaning from the United States Citizenship and Immigration Services (USCIS) official study materials for the U.S. naturalization test. Results illuminated how U.S. naturalization assessment practices are inadvertently biased against individuals with limited or extremely different literacy experiences. 

Poster

English

Curriculum design and instruction

While context-appropriate curricula have been common in the field of language education in general, the application to Second Language Writing (SLW) contexts has been limited.This poster presents a framework for Context-Appropriate Curriculum and its possible applications to SLW courses in a university setting.

Roundtable

English

Curriculum design and instruction

This study’s purpose was two-fold: It was a curricular intervention for students to utilize the NCSSFL-ACTFL IC Can-Do Statements for IC development and it sought to operationalize them as a way to assess a curricular intervention to develop the IC of both U.S. University students and their international peers.

Poster

English

Curriculum design and instruction

The current study used a 24-item measure available at no-cost, short, and easy tool via an online survey to assess undergraduate students’ cultural competency at a mid-south public university. Specific examples of high-impact curriculum that significantly increases students’ cultural competency is presented.

Poster

English

Curriculum design and instruction

This poster shares the strategies and results of one effort to internationalize a high school language arts/history curriculum: a student-led project, grounded in a collaboration between a university and a high school, which aims to capture the spirit of diversity and complexity representative of the contemporary United States.

Roundtable

English

Curriculum design and instruction

This interactive presentation explains a gamified competitive activity designed to teach the basic concepts and challenges of content analysis as a research method for examining different cultures. Using international postage stamps as artifacts, students can practice categorization to identify what various countries valued during the last century.

Poster

English

Service learning

This poster will share activities from an undergraduate course about short-term service trips to foment discussion of promising practices for international service-learning initiatives. It is critical that we interrogate what these short-term engagements actually do, and how we can design curricular initiatives to improve these experiences for all stakeholders.

Roundtable

English

Policy and institutional initiatives

This research is a cross-sectional mixed method study which examines the case of faculty and student perceptions in Graduate School of Education programs during 2019-2020. It collects survey and interview data from faculty and international graduate students, and analyzes it using descriptive statistics and inductive analysis of qualitative data.

Poster

English

Curriculum design and instruction

This poster presentation will share data which can help inform campus internationalization efforts. Preliminary findings will be presented from a survey of undergraduate students regarding perceptions of needs and institutional support surrounding intercultural competence, connecting with notions of learning needs and creating cultural third spaces.

Roundtable

English

Service learning

This roundtable discussion will begin with a description about a 10-day intercultural collaborative service learning project at home. Japanese students’ living and engaging in volunteer work together with Taiwanese students improved their intercultural competence. I will discuss what project features enhanced their ICC based on Contact Theory.

Roundtable

English

Curriculum design and instruction

This roundtable presents the theoretical and practical underpinnings of the internationalization of curriculum, with perspectives relevant to Indigenous, minoritized, and international students in higher education. Emphasis will be placed on how intercultural competence can be prioritized and moved into praxis to enhance learners’ experiences, especially for classrooms with diverse instructors.

Roundtable

English

Exchanges (physical and virtual)

This round table shares insights gained after three years of integration of virtual cultural communicative exchanges (in English and Spanish) between participating universities in Spain, Mexico and the U.S.A as part of the foreign language curriculum to enhance the internationalization of the academic experience.

Roundtable

English

Curriculum design and instruction

This roundtable presents developing guidelines for interculturality specifically for learners of Korean  in the US, as well as those participating in study-abroad programs in Korea. The guidelines and learning activities, adapted from the 2017 Intercultural Communication ‘Can-Do’ Statements, collaboratively created by the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL), serve as a comprehensive guide for students in monitoring progress of their interculturality development while learning new strategies to enhance ICC.

Roundtable

English

Curriculum design and instruction

This narrative case study will illustrate how two Chinese student teachers negotiated diversity during their student teaching. The challenges and gains of the teachers called for reconceptualizing critical intercultural competence and redesigning curriculum to address minority teachers’ special needs in dealing with issues of diversity in language teacher preparation programs.

Roundtable

English

Curriculum design and instruction

Project-based learning has unique potential to meet the learning needs of children from refugee and asylum-seeking backgrounds; however, utilizing this methodology with English Language Learners presents challenges in eliciting critical thinking in students who have limited English ability and striking a balance with discrete skill instruction.

Poster

English

Curriculum design and instruction

Can building general communicator confidence assist in the pursuit of intercultural competence?  As part of the regular curriculum assessment plan in a communication department, learning goals included reducing students’ communication apprehension and increasing their willingness and readiness to engage interculturally.  Data analyses revealed relationships between these two goals.

Poster

English

Service learning

Intercultural competency provides students with the ability to shift cultural perspective and appropriately adapt behavior to cultural differences and commonalities. The current study compared two courses, one with service learning, to assess differences in intercultural competency among undergraduates majoring in family sciences at a southern university.

Roundtable

English

Theory and approaches

As online learners begin to study abroad, little is known about their motivations and expectations, nor the impact of their participation. This research uses quantitative and qualitative data in an attempt to understand the profile of the online student studying abroad, their motivations and expectations, and resulting outcomes.

Poster

English

Curriculum design and instruction

The study utilizes Young Yun Kim's ICC model and intergroup contact theory to investigate the impacts of intergroup contact in international exchange programs on Chinese EFL students’ ICC. Findings show that intergroup contact is conducive to improve students’ ICC. It is helpful for university teachers to design more appropriate curriculum.

Roundtable

English

Curriculum design and instruction

This presentation introduces a multiliteracies-based pedagogical sequence for tracing students development of intercultural and symbolic competencies using film in the L2 classroom. The curriculum designed for the intervention will be presented and preliminary analysis and results are discussed.

In-person paper presentation

English

Curriculum design and instruction

This paper describes how one Spanish intercultural conversation course adapted MIT’s Cultura Intercultural Project model when a partner classroom in another country could not be established. The results of the Intercultural Development Inventory point to students’ growth in intercultural communicative competence. Opportunities for intercultural citizenship education will also be discussed.

Symposium

English

Curriculum design and instruction

Three college educators will share curricular materials that they created to add international content into their classrooms. These examples can be adapted by college faculty from different academic disciplines to help increase the intercultural competence of their students.

Paper 1: Using Artifacts, Technology, Case Studies, and Travelogues to Globalize Curriculum, Monica Ketchum (Arizona Western College)

What can a Spanish Real teach us about China? How was the Pacific settled? Where were the key trading ports for the Atlantic slave trade? Using artifacts, technology, creative projects, and case studies allows students with limited travel opportunities to explore the world virtually and connect with the global community.

Paper 2: Entwining Shakespeare: Digital Game Adaptation and the Co[de]modification of Community, Kyle DiRoberto (University of Arizona South)

This session will address teaching works of Shakespeare through online open-access game design, literature, and global popular culture with a particular focus on South Korea and the Middle East. Exploring the way digital media is translating and transforming cultures, students find in Shakespeare a model for social critique and transformation.

Paper 3: Intercultural Competence - The Rural High School/Community College ELA Classroom, Kristopher C. Otto (Hobbs High School)

Intercultural competence is an important skill for all, but more so for students who live in rural communities often shackled with low socio-economic conditions. This presentation will focus on the practice and need for intercultural competence to be incorporated into high school/college curriculum and instruction for high-risk students.

Symposium

English

Curriculum design and instruction

This symposium explores how world language instructors effectively integrate intercultural learning into their curricula and establish productive collaboration with intercultural specialists. Through both presentations and activities, it provides examples of best practices for implementing an intentional intercultural perspective in the on-campus, service-learning, and study abroad language curricula.

Paper 1: Interculturalizing the World Languages Curriculum: From Theory to Practice, Tatjana Babic Williams (Purdue University)

The presentation offers a practical model for the redesign of the beginning-level Italian curriculum to include an intentional and systematic intercultural perspective. The model outlines how to select the intercultural outcomes, design intercultural activities, integrate them into the curriculum, and assess students’ intercultural learning.

Paper 2: Integrating Intercultural Competence via Contextualized Activities in World Languages, Annalisa Mosca (Purdue University)

Demonstrating that language study can incorporate intercultural learning outcomes beyond communication, the presenter will focus on creating contextualized content in the target language (Italian) to accompany intercultural learning activities not usually associated with language acquisition.

Paper 3: Intercultural Service Learning for University Student Learners of Japanese, Nagi Fujie (Purdue University)

In a university Japanese service-learning program, students and Japanese community members help each other use their language skills. The presenter will share her analysis of the program with a focus on the development of intercultural sensitivities by student volunteers and will touch on incorporating intercultural training in language service-learning programs.

Paper 4: Increasing Communicative Effectiveness through History: An Intercultural Competence Perspective, Valentina Concu and Jessica Rohr (Purdue University)

This paper examines if and how beginning and intermediate German textbooks use historical topics to promote learners' intercultural competencies. It also explores how the textbook topics can be redesigned by using media and digital tools to improve learners' intercultural communicative competence and awareness of their own and German history.

Symposium

English

Professional development of faculty and instructors

Symposium Chair: Wenhao Diao (University of Arizona)

This panel presents case reports of in-service teachers who studied abroad in China for four weeks, funded by a Fulbright-Hays grant. Using an auto-ethnographic approach, it documents how this experience impacts their professional identity and teaching practices in diverse K-16 contexts, which include but are not limited to language classes.

Paper 1: Negotiating Nativeness, Authenticity, and Meaningfulness in Foreign Language Instruction, Grant Castner (St. Mary's Ryken High School) and Caroline Pederson (Chandler Unified School District)

Summary: Study abroad prompts reflections on the skills L2 learners need for communicating in authentic scenarios. Yet language textbooks -- often edited by native speakers -- can be misguided in what is essential in these situations. This paper shows how study abroad enables non-native speaking teachers to design engaging and authentic materials and tasks. 

Paper 2: Fostering a Global Perspective in an Elementary School Classroom, Madison Loya (Borton Magnet Elementary School)

Summary: Teachers’ identities are contingent upon their own life experiences. Therefore study abroad allows teachers to bring new identities into the classroom. This paper highlights how an elementary school teacher can encourage multilingualism and incorporate global contexts, thus exposing children to new perspectives and fostering broader worldviews at an early age.

Paper 3:  Bringing Diversity of Perspective to the Middle School Classroom, Sandra Wang (Kearney Public Schools)

Summary: Middle school is a time when valuing diversity is often in danger, with pressure to fit in and normalize to the dominant culture.  In areas where ethnicity is primarily homogenous, it is particularly important to make students aware of multiple perspectives and narratives, and to engage them with authentic global experiences.

Paper 4: Globalizing Your Classroom Starts At Home, Mariah Young (Pima Community College)

Summary: Examining the roles of educator and student in the study-abroad context allows for creativity in curriculum; moreover, it allows opportunities to confront assumptions about the instructor’s position. Study abroad creates space to interrogate the instructor’s role in the classroom and the responsibilities of teaching in a globalized class setting. 

Paper 5: Informing ESL curriculum with a Global Perspective, Amanda Agate and Kate Shea (University of Arizona)

Summary: ESL/EFL instruction carries concerns of inclusion and diversity. As English remains a dominant world language, instructors are often mainstream representations of predominantly English-speaking countries, both domestically and abroad. However, our classrooms are often multicultural or from a cultural heritage different from our own. Language educators must include globally-informed perspectives in their instruction.

In-person paper presentation

English

Curriculum design and instruction

The learning of languages other than English by Anglophone students is rarely addressed in curriculum internationalization efforts, and tends to conform to monolingual approaches when included. This paper analyzes the use of plurilingual and translanguaging pedagogies in a U.S. Intermediate Arabic class, demonstrating the challenges and successes of this approach.

In-person paper presentation

English

Curriculum design and instruction

This study aims to utilize a mixed-group PBL design at a Chinese university to enhance student engagement in intercultural dynamics. Data were obtained including videoed class activities, interviews, and student reflective writings. Analyses identified variations of student changes in engagement in intercultural dynamics. Contextual factors affecting engagement have been identified. 

In-person paper presentation

English

Curriculum design and instruction

The Monterey Model will be presented as a signature pedagogical content-based approach through which multilingual and multicultural content-based learning is mediated through simultaneous interpretation as a means to gain deeper intercultural competence in an international academic setting.

English

Workshop (3 hours)

English

Professional development of faculty and instructors

This workshop will provide a theoretical overview and real-life examples of successful object-based activities in the language classroom. Participants will be supported in creating their own OBL lessons and provided with guidance on how to access OBL opportunities at their home institutions.

Workshop (3 hours)

English

Curriculum design and instruction

This workshop invites all colleagues in educational contexts to contend with the often nebulous, fragmented, and reductive discourses surrounding ICC. We will first engage with the challenges of defining ICC. Informed by this discussion, participants will use hands-on activities to (co-)create locally relevant products, practices, and procedures for fostering ICC.

Note: We would prefer a half day workshop [3 hours]. Thank you in advance for both your time and consideration. 

N/A

Workshop

English

Curriculum design and instruction

This half-day Sunday workshop will help community college educators explore ways to bring international content into their classes to help students become more appreciative of other cultures. The workshop will combine presentations on curricular resources with activities engaging participants in sharing resources and best practices for curriculum internationalization. 

Workshop (3 hours)

English

Curriculum design and instruction

This workshop offers practical tools to develop intercultural competence among students and thus bring multicultural and intercultural representation into the classroom (through the documentation of students’ voices and perspectives).  We follow a step by step process to engage in three capacities: looking closely, exploring the complexity and finding opportunities.