10th session - International and Multicultural Competence
"The goal is to develop the individual, not to make it different"
During all my previous professional experience I have been privileged not only to interact with people from other cultures but also the opportunity to personally meet those destination where those cultures have their origins. That gave me a better understanding on the way those societies are organised and the hows and whys of some cultural features.
On the other hand, and having this background as a support, now I find myself in the difficult task of organising, implementing and evaluating my own teaching activities having these cultural differences as a main challenge. This previous background is without any doubt highly useful, but now arise new difficulties when these differences may affect the connection between emitter and receiver within the learning process. It is then vital to analyse and be aware of the cultural particularities and be prepared to deal with them in such a connected world.
1. Jungle of definitions
Among a wide range or terms and definition, it may result useful getting to know the differences between concepts that very often intertwine:
INTERCULTURALISM: the next step going from the mere fact of passively accepting a multicultural reality to dialogue promotion and interaction between two or more cultures.
MULTICULTURALISM: the presence of several cultural or ethnic groups within a society.
INTERNATIONALISATION: the action or process of making something international.
GLOBALISATION: interactions between different regions and populations around the globe. It refers to the idea that recently the world has become more interconnect towards the idea of a "global village".
Multicultural competency and its possible division into components:
- Language and cultural competence
- Multicultural guidance competence
- Contextual/structural competence. Laws related to multicultural competence
- Own self-understanding, values and attitudes
- Personal attributes. Defined as those traits needed by those working and living in a diverse world (Kansas State University, 2001). Those could be:
- Flexibility. The ability to respond and adapt to new and changing situations.
- Respect. An appreciation for those who are different from one's self.
- Empathy. The ability to understand another person's culture by listening to and understanding their perspective.
2. Teacher of a multicultural group. How do you integrate multicultural competence into your teaching? How does it integrate in your pedagogical choices?
“The issue of identity becomes crucial. In a rapidly globalising world we all are experiencing a changeof identities. Our previously rather monolithic identities have become more complex, fragmented, multiple and sometimes contradictory. If this is happening to the core population with a relatively stable background we should have more understanding of the identity pressures experienced by people who try to cling to several perceived realities without being a full fledged member of either the past or present society”. (Minister for Foreign Affairs Erkki Tuomiola addressing the Finnish Institute of International Affairs: Helsinki 14 March, 2006).
When dealing with international and multicultural issues, to differentiate not always means to discriminate. Every student has different needs and it is a part of the responsibility of teaching staff to recognise the diversity of students and their needs in order to facilitate their path. It is important that teachers look for and value students' differences. Understanding differences and difficulties helps to determine where and how instruction can facilitate learning.
For a successful way to organise groups of international students, it is vital to soothe the initial cultural shock and provide students with enough confidence. As a suggestion, teachers should be encouraged to take into account the following basic aspects and prepare a well-grounded strategy on the following areas:
Planning: by preparing previous field work on collecting student profile information, origin, names and thinking thoroughly on the composition of small groups from different cultural backgrounds.
Clear objectives: by preparing clear tasks, methods and outcomes.
Participation: by encouraging each student to speak at some point. This is perhaps the most important part of the learning process and the main outcome to be achieved as a teacher. Creating opportunities for participation in class where students feel supported can be achieved by thoroughly incorporating some of the following strategies:
CREATION OF GROUPS - PLANNING STUDENT GROUP WORK
In order to success in this endeavour and presented in a more extensive way, successfully grouping should include the following elements:
USE OF ICE-BREAKERS
Building good relationships, especially from the first contacts, and showing proximity are basic for the students to open up and it helps promoting group participation.
GIVING STUDENTS TIME TO PREPARE
International students are expected to participate. The way to reduce student’s anxiety when presenting an opinion in public is by giving beforehand case studies to prepare discussions for the following classes.
USING STUDENTS’ INTERNATIONAL BACKGROUND
Making references to each student’s origins and backgrounds may be utilise to improve the degree of confidence and participation during the classes. “When dealing with international students the main concern might be how to fit the great variety of cultural features to build a good team spirit” (Hutchinson-Reis 2010).
THOROUGHLY MANAGING STUDENT GROUP WORK
Promoting geographical diversity within the members of the different groups . The tasks assigned should be concise and dialogue should be encouraged.
ENCOURAGING PARTICIPATION
Using different attractive, innovative, interactive methods where everyone may apply their own personal experiences.
3. Adjusting to cultures / learning from them
From the student's perspective, the process of adaptation to a different culture is not extremely dramatic but it is not an easy one. All the past networks, that took so long to be created, completely disappear or at least pass to a virtual background. Obviously the fact of starting this new process from basically zero may lead to frustration and misleading. We have been programmed for years in the attempt to learn how our own society is organised when out of a sudden we find ourselves living in a completely different environment. The process of resetting is obviously not that easy, especially when it is triggered at an advanced stage of age. One of the biggest barriers when entering a new culture is without any doubt the linguistic one. It is clear that if you do not master the local language you are not going to get the full experience so it becomes one more obstacle in this already difficult journey for adjustment. In this regard it is important to make an effort not only as a sign of respect to the host culture but as a tool for integration.
From the perspective of a teacher and the teaching institution, gathering theoretical information and putting this information into practise seems vital during the whole process. As discussed, Finland as the avant-garde in education must be able to prepared local students for the XXI century challenges of globalisation and to be competitive in a worldwide scope. On the other hand, it must attract students and future workforce from abroad to cover internal necessities and to import the specialised know-how of this kind of students.
Here is where education export come into play at three different stages: first, showing the world about the excellence of the local know-how in education. Secondly, as a way to attract students to Finland and thirdly as a way of exporting local talent and creating new ways of business.
4. How would you assess the multicultural competence of a teacher? And a student?
During the pair discussion I was introduced to the paper Examining Teacher Multicultural Competence in The Classroom: Further Validation of The Multicultural Teaching Competency Scale by M. Hamilton from Louisiana University where these questions are basically answered. The model to assess these competences are divided into three different features: AWARENESS, KNOWLEDGE and SKILLS. By analysing them from a teacher or student perspective we are able to measure the level of competence in an alleged competitive comparison.
From a teacher perspective:
AWARENESS. For example by assessing his/her international experience living, studying or working abroad. How? Through interviews, questionnaires etc.
KNOWLEDGE. For example by assessing language skills, previous studies or positions. How? Through references or transcripts of records.
SKILLS. Showing open minded and multicultural responsible attitudes, flexibility and a will for continuous learning. How? Through simple demonstrations or observations.
From a student perspective:
AWARENESS. Assessing the experience of a student through studying, living or working in different cultures. How? via interviews, presentations, reports or self-reflections.
KNOWLEDGE. Level of languages via interviews or application processes.
SKILLS. For example by showing the ability to deal and meet with deadlines within multicultural teams. How? Through feedback coming from other students.
Sources:
Arkoudis, Sophie 2006. Teaching International Students Strategies to enhance learning. Centre for the Study of Higher Education. The University of Melbourne. Available in: https://msd.unimelb.edu.au/__data/assets/pdf_file/0007/3064372/ArkoudisS-Teaching-International-ST.pdf
Bennett, J.M. & Bennett, M.J. 2003. Developing Intercultural Sensitivity: An Integrative Approach to Global and Domestic Diversity. The Diversity Collegium Membership as of June 1, 2001 to February 2002.
Hamilton, M. 2016. Examining Teacher Multicultural Competence in The Classroom: Further Validation of The Multicultural Teaching Competency Scale. University of Lousiana. Available in: https://www.semanticscholar.org/paper/Examining-Teacher-Multicultural-Competence-in-The-Hamilton/3cc067254549bd11024a8a52a37062033ec7ce7e
Hutchinson-Reis, M. 2010. We understand the words but we just don’t get the joke. In M. Rantala (ed.) Maahanmuuttajat ja ammatillisen osaamisen moninaisuus, 89-96. Kultuuri ja luova ala.
Ramzan, Yuko 1997. Dealing with International students. University of Wollongong Teaching & Learning Journal.
Rantala, M. (toim.) 2010. Maahanmuuttajat ja ammatillisen osaamisen moninaisuus. KOKEMUKSIA AMMATTIKORKEAKOULUN LUOVILTA ALOILTA. Metropolia ammattikorkeakoulu, kultuuri ja luova ala.
Ranta-Meyer, Tuire 2010. p.11. Esipuhe. In M. Rantala (ed.)Maahanmuuttajat ja ammatillisen osaamisen moninaisuus.
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