Sixth International Conference on the
Development and Assessment of Intercultural Competence
Intercultural Competence and Mobility: Virtual and Physical
January 25-28, 2018
Tucson, Arizona, and Online
Keynote Presentation
Robert O’Dowd (University of León)
Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange
Plenary Presentations
Alvino Fantini (SIT Graduate Institute)
Exploring Intercultural Communicative Competence: Concepts, Components and Assessment (A Multinational Perspective)
Chin-Sook Pak (Ball State University)
Stories and Relationships that Awaken Us: Service/Community-Based Learning for Intercultural Competence
As the opportunity and need to move between physical and virtual spaces has increased, more people experience the world as mobile and interconnected (see e.g. Douglas Fir Group, 2016; Kramsch & Whiteside, 2008). On the one hand, this has enabled participation in dispersed communities and markets; on the other hand, as communication, meaning making, and culture have become deterritorialized, interculturality has revealed itself as more complex than the ability to mediate across cultural differences. At the same time, patterns of mass migration and economic globalization have meant local contexts are also shaped by transnational flows of capital, knowledge, practices, and modes of communication. As a result people in today’s world must develop the capacity to negotiate and navigate dynamic demands. Hosted by the Center for Educational Resources in Culture, Language and Literacy (CERCLL) at the University of Arizona, the Sixth International Conference on the Development and Assessment of Intercultural Competence will focus on these themes, featuring presentations and workshops that consider intercultural competence in connection with global trends of migration, travel, and digitally-enabled mobility.
See the CFP (submission period closed June 26, 2017; for reference purposes only)
Bios and abstracts for invited presenters, and abstracts for the remaining presentations are below. CERCLL’s YouTube channel has the presentations that were livestreamed and recorded (including the keynote and plenaries), and the virtual presentations.
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2018 ICC Conference Committees
Scientific Committee
• Julie Belz (Indiana University–Purdue University Indianapolis) • Teresa Catalano (University of Nebraska–Lincoln) • Wenhao Diao (University of Arizona) • Sébastien Dubreil (Carnegie Mellon University) • Isabelle Drewelow (University of Alabama) • Beatrice Dupuy (University of Arizona) • Peter Ecke (University of Arizona) • Alvino Fantini (SIT Graduate Institute) • Julieta Fernandez (University of Arizona) • Christina Frei (University of Pennsylvania) • Sarah Guth (University of Padova) • Janice McGregor (Kansas State University) • Kristen Michelson (Texas Tech University) • Elyse Petit (Vanderbilt University) • Diane Richardson (US Military Academy West Point) • Emma Trentman (University of New Mexico) • Nelleke Van Deusen Scholl (Yale University) • Chantelle Warner (University of Arizona) • Heather Willis Allen (University of Wisconsin – Madison)
Organizing Committee
From the University of Arizona: • Beatrice Dupuy • Kate Mackay • Jacob Monzingo • Chelsea Timlin • Chantelle Warner
Presentations
Keynote Address: Robert O’Dowd, University of León (Spain)
Keynote Title: Moving from Intercultural Contact to Intercultural Learning in Virtual Exchange
Robert O’Dowd is Associate Professor of Applied Linguistics at the University of León, Spain. He has worked at universities in Ireland, Germany and Spain and has published widely on the application of collaborative online learning in university education. His most recent publication is the co-edited volume with Tim Lewis -Online Intercultural Exchange: Policy, Pedagogy, Practice for Routledge. He recently coordinated INTENT – an award-winning project financed by the European Commission aimed at promoting virtual exchange in European Higher Education and is currently president of the UNICollaboration academic organization for telecollaboration and virtual exchange (www.unicollaboration.org). He also is active in English Medium Instruction (EMI) in university education and has designed the EMI training and certification programme at his home university and has taught various EMI training programmes in universities in Spain, Italy and Austria. His publications are available here: http://unileon.academia.edu/RobertODowd and you can follow him on twitter @robodowd.
Dr. O'Dowd's Abstract
‘Virtual Exchange’, also referred to as telecollaboration or COIL, refers to the application of online communication tools to bring together classes of language learners in geographically distant locations with the aim of developing their foreign language skills and intercultural competence through collaborative tasks and project work. Many studies have explored the potential of this activity for supporting collaborative language learning and developing intercultural competence in learners (Dooly & O’Dowd, 2012, Guth & Helm, 2010; Kern, 2015; O’Dowd, 2011, 2013).
However, Virtual Exchange is also an activity which has received its fair share of criticism in the literature, and at times there is a clear scepticism amongst commentators as to its effectiveness in developing intercultural awareness (Kramsch, 2009; Liddicoat & Scarino, 2013) and in relation to its contribution to internationalisation processes at university level (Lawton, 2015). With this in mind, for Virtual Exchange to continue to grow and become an effective tool for university foreign language education, this presentation will explore the main criticisms and concerns which have been expressed in relation to online intercultural exchanges and will then reflect on how both practitioners and researchers can react and learn from these critiques. Critical incidents from recent exchanges will be used to illustrate the difference between merely establishing intercultural contact online and actually bringing about contexts for intercultural learning. The presentation will conclude by looking briefly at the www.uni-collaboration.eu platform which aims to support university lecturers interested in establishing and running telecollaborative exchanges.
Plenary Speaker: Alvino E. Fantini, Professor Emeritus, SIT Graduate Institute & Federation of The Experiment in International Living (United States) Plenary Title: Exploring Intercultural Communicative Competence: Concepts, Components & Assessment (A Multinational Perspective) Alvino E. Fantini, Ph.D., holds degrees in anthropology and applied linguistics and worked in intercultural communication and language education for 45 years. Professor Emeritus of SIT’s Graduate Institute, he conducted significant research, published widely, and is past president of SIETAR International and recipient of its highest award.Dr. Fantini's Abstract
In today’s world, intercultural communicative competence (ICC) is rapidly becoming a fundamental necessity for everyone, both across an ocean and around the block. Its development, however, requires the combined attention of both language educators and interculturalists. Whereas second language ability is fundamental, language educators must also give increased attention to the cultural dimensions of language education. Happily, the National Foreign Language Standards developed some time ago point us in the right direction. However, it is now more clearly recognized that intercultural competence provides the context and purpose of language instruction and that language proficiency alone is inadequate. But what exactly is ICC? Although various concepts have been advanced, the multiple components of ICC are seldom identified or inadequately addressed.
This plenary presents the findings of a multinational research effort, funded by CERCLL, conducted precisely to identify the component parts of ICC as well as to assess the impact of their development during intercultural experiences. The research began with a search of the literature spanning 50 years and conducted in seven languages. A synthesis of these findings provided a comprehensive concept of ICC and, aside from a definition, it identified its multiple components: various characteristics or attributes, three areas, four dimensions, developmental levels, plus it confirmed the importance of host language proficiency as fundamental to successful intercultural contact. This construct was also used to analyze over 140 assessment instruments designed to measure and monitor ICC development in language classrooms and beyond in order to produce a more comprehensive and more reliable tool for use in this project. The tool, translated into seven languages, was tested through two international impact studies conducted in eight countries, validating these components as indicators of intercultural success.
Speaker Plenary: Chin-Sook Pak, Ball State University (United States) Plenary Title: Stories and Relationships that Awaken Us: Service/Community-Based Learning for Intercultural Competence Chin-Sook Pak (Ph. D., Romance Linguistics, University of Michigan) is an Associate Professor of Spanish at Ball State University in Muncie, Indiana. For almost 20 years, she has incorporated SL/CBL components to all levels of Spanish language, content and interdisciplinary honors colloquium courses, which has lead to numerous publications, workshops and collaborations that promote diversity learning for students of Spanish, faculty, and community organizations. She is the recipient of the Outstanding Teaching Award and Excellence in Teaching Award (Ball State University) and the Brian Douglas Hiltunen Faculty Award for Outstanding Contribution to the Scholarship of Engagement (Indiana Campus Compact).
Dr. Pak's Abstract
The Association of American Colleges and Universities identifies Service-Learning (SL)/Community-Based Learning (CBL) as a “high impact educational practice” for student success (Kuh, 2008). The experiential learning with community partners allows students to apply their classroom learning in real-world contexts, and can prepare them for citizenship, work, and life in our multicultural, pluralistic society. While engaging in activities that address community needs, a high quality SL experience promotes critical reflection, informs us about issues and systemic challenges, brings people together, and creates collaborative power relationships. In particular, reflection and reciprocity, as the fundamental elements of SL (Jacoby, 2015), can serve as catalysts for facilitating a deeper understanding of the other, and of intercultural relationships. As such, SL can support the attitudes, knowledge, and skills goals for intercultural competence (ICC). Indeed, research offers a strong case for SL in promoting cultural awareness and empathy, reducing stereotyped thinking, increasing students’ comfort level and interest in interacting with diverse populations and target languages and cultures, and fostering the development of ICC (Bloom, 2008; Borden, 2007; Deardorff & Edwards, 2012; De Leon, 2014; Fitch, 2004; Dunhap & Webster, 2009; Eyler & Giles, 1999; Yoon, Martin & Murphy, 2012; Wilson, 2011). This presentation examines the intersection of domestic SL/CBL, especially in places with limited racial/ethnic diversity, and development of a number of dimensions of ICC. After an overview of literature on SL/CBL for ICC and factors that affect the quality of SL experience, the presentation will share sample SL projects for students of Spanish and a pilot study on long-term effects of SL/CBL following interviews with former students. In efforts to build mutually beneficial relationships between campus and community, the paper argues that SL/CBL provides a valuable platform for all stakeholders to ask a deeper question: how are we interconnected?
Paper Presentations (In-Person)
| In-Person Presentations | ||
| Presenter(s) | Title | Summary |
| Khaled Al Masaeed, Carnegie Mellon University | The Use of L1 in L2 Arabic Speaking Practice Sessions | This paper explored the contexts for “optimal” use of first language (L1) in second language (L2) one-on-one speaking practice sessions in a study abroad program. Drawing on insights from sociocultural theory to investigate data from 17 audio recorded speaking sessions, the study shows that judicious use of students’ L1 for certain purposes does indeed work as one of several interactional resources that contribute to enhancing the development of the L2 by operating as a mediating tool to cultivate communication and L2 learning. |
| Jenna Altherr Flores, University of Arizona | Reading the Semiotic Landscape: Implications for Refugee-Background Adult Emergent Readers | The semiotic landscape of institutions in a large, southwestern U.S. border town will be presented. Data was collected from two adult education centers and two local refugee resettlement agencies; data was analyzed according to geosemiotic, social semiotic, and multimodal approaches. Implications for refugee-background L2 adult emergent readers will be discussed. |
| Angela Borchert, Western University | Intercultural Digital Storytelling: Collaborate, Create, Curate and Reflect | What happens when the digital story about intercultural experience is not your own story, when you are dependent on another to listen to, negotiate form and content, create and curate digital stories? Best practices in a community engaged learning course show how students can become partners in learning and teaching. |
| William Brashears, Arizona State University | Intercultural Communication in China: A Five-Year Plan | New directions for the teaching of intercultural communication in Chinese universities are being developed in tandem with new government directives to produce language and cultural training expertise related to the different segments of the One Belt One Road project. This presentation will review China-centered intercultural research that is being aggressively promoted in 985 research institutions, and examine specific cases of Chinese communication successes and failures. |
| Santiago Castiello, University of Arizona, College of Education, Center for the Study of Higher Education | Adopting Intercultural Competence Assessment in a Different Sociocultural Context | Psychometric tests measuring student development are commonly used instruments to assess study abroad programs and justify universities’ investment in them. Preliminary findings suggest that using an instrument designed without considering socioculturally different groups, may lead to interpreting results that are not accurately describing the situation of a specific, diverse population. |
| Maria de los Angeles Del Castillo, Nolvia Ana Cortez Román, Universidad de Sonora | Mexican Returnee University Students’ Intercultural Competence and Career Choice | The present work-in-progress aims to identify how return migrants’ experiences in the United States and Mexico developed Intercultural Competence, and how that experience influenced their career choice in International Business and Trading at a major public university in Sonora, Mexico. |
| Diane Ceo-DiFrancesco, Xavier University; Oscar Kennedy Mora, Pontificia Universidad Javeriana; Carolina Maturet de Paris, Association of Latin American Jesuit Universities | Significant and Transformative Learning through Telecollaboration | Telecollaboration can encourage students to reexamine and reinterpret their own behavior as well as their impressions regarding the social realities of others. This presentation addresses the significant and transformative learning experiences that result from participation in telecollaborative interactions, both from the perspective of the student and the instructor. |
| Sharon Childs, Elizabeth Smolcic, Eleanor Leggett Sweeney, Pennsylvania State University | Toward Intercultural Competence: The Importance of Engaged Scholarship | Study abroad programs can become consumer experiences, particularly when students from the global North venture into the global South. Our research focuses on ways to engage equitably with our partner institution in Ecuador, work against what De Sousa calls “epistemicide,” and develop respectful relationships between participants in both institutions. |
| Lori Czerwionka, Purdue University; Ager Gondra, SUNY Purchase | Intercultural Knowledge during Short-Term Study Abroad in a Minority Context | This study addresses the effects of a short-term study abroad program in the Basque Country, an ethnically and linguistically diverse community in northern Spain, on students’ intercultural knowledge. Findings indicate that programs like this one in linguistically, ethnically, or culturally diverse areas highlight intercultural knowledge about social groups. |
| Sarah Dietrich, Southeast Missouri State University | Intercultural Competence Through Short-Term Study Abroad and a Semester-Long Course | Embedded in a semester-long course and coupled with pre-, during, post-experience discussion and reflection, short-term study abroad can lead to increased intercultural competence. The presenter will share examples from course participants’ written reflections on topics as diverse as racial bias, culture shock, disability, and language acquisition. |
| Roswita Dressler, University of Calgary | “Nobody blogs anymore”: Except Undergrads on Study Abroad | Many sojourners blog while on study abroad. Yet, we know little of how to support blogging to deepen sojourners’ reflections. This session examines blogs from two studies. Using nexus analysis, the results highlight which aspects of the interaction order and which discourses in place facilitated critical reflection. |
| Sébastien Dubreil, Carnegie Mellon University; Cary Staples, University of Tennessee, Knoxville | Game Design as a Meaningful Context to Foster Intercultural Competence | Over two years (and counting), twenty students guided by 2 professors created a mobile game for elementary level French courses. We examine how/what learning occurred in this complex, interdisciplinary environment and how game design organizes L2 learning in a rich, culturally authentic context that fosters the development of intercultural competence. |
| Didem Ekici, University of San Francisco; Sarah Dietrich, Southeast Missouri State University | Building Intercultural Competence: Online Tutoring as Teacher Development | The exploration of a project which paired graduate students in TESOL with adult students from Afghanistan for weekly language lessons, this paper suggests that pre- and in-service teachers can increase their intercultural competence through online interactions with a person whose language background and culture is different from their own. |
| Julieta Fernandez, University of Arizona; Vedran Dronjic, Sofia Wolhein, Northern Arizona University | Teaching Expressions of Love and Happiness in Spanish through Conceptual Metaphor | In an intervention study, sets of Spanish metaphorical expressions were taught using explicit instruction of conceptual metaphor (e.g., LOVE IS FOOD). Instruction proved effective with students displaying ability to generalize conceptual metaphor identification skills to other expressions. |
| Friederike Fichtner, California State University Chico | The Myth of Consensus: Native Speaker Perceptions of Cultural Practices | The concept of intercultural competence (Byram, 1997) presupposes an agreed-upon lingual-cultural norm within a speech community. This study explores to what extent native speakers of German and native speakers of American English describe their use of expressions of affection as culturally normed, and how their accounts compare. |
| Bonnie Fonseca-Greber, University of Louisville | Agreeing and Disagreeing Agreeably: Intercultural Interactional Competence for L2 French | This paper discusses pedagogical implications for increasing intercultural competence among L2 French learners and their teachers, based on recent findings from a corpus of French conversation about how speakers use the residual ne of French negation to create negative discourse-pragmatic emphasis and avoid using it to mitigate otherwise face-threatening acts. |
| Fabrizio Fornara, Florida State University | Developing Students’ Intercultural Awareness of Products, Practices, and Perspectives through Instagram | This study presents a set of Instagram-based activities aimed at developing students’ intercultural competence. The set of activities follows a pedagogical sequence that integrates Byram’s framework of intercultural competence (1997) with the National Standards’ cultural framework (1996) and the concepts of cultural and intercultural awareness. The researcher will present the findings of the study and will introduce an interrelated telecollaborative project. |
| Christina Frei, University of Pennsylvania; Bridget Swanson, University of Vermont | Transformative Teaching and Learning through Critical Media Literacy | Paper highlights in-class instructional practices to facilitate students’ critical media literacy and learning strategies that guide students’ reflection on their media engagement in the class. Research traces 20 students’ language development between two summative assessments: one in the beginning of the first and another at the beginning of second semester. |
| Carolin Fuchs, City University of Hong Kong | “She is unwilling to download WeChat” – Critical Incidents in Telecollaboration | This Fall 2016 study explores critical incidents (Farrell, 2008) in a Hong Kong-Germany teacher education telecollaboration. Findings indicate that teams primarily interacted on Facebook Messenger; yet, some Hong Kong teams identified constraints that impeded communication and collaboration, and which could be traced to differences in tool access and use. |
| Borbala Gaspar, University of Arizona | The Effects of Multimodal Communication on the Development of New Types of Learner Imagination | The current study explores how multimodal communication affects the development of new types of learner imagination, and the ways the new forms of imagination contribute to different (self)positioning. Findings reveal learners transcend their space and time, creating a homogeneous space in which they become participants in the time/space of their correspondents. |
| Lynn Goldstein, The Middlebury Institute of International Studies at Monterey (MIIS) | Power and Ethics in ICC: An Essential Curricular Component | This presentation addresses the pedagogical approach used in an ICC course for graduate students pursuing international careers to help them understand power and ethics in intercultural communication and to support them in being ethical in intercultural interactions. The presenter will describe her pedagogy and will share materials, activities, and reading lists. |
| Sarah Guth, Francesca Helm, University of Padova, Italy; Jan McCauley, State University of New York, Center for Collaborative Online International Learning | Investigating the Development of Intercultural Awareness through Virtual Exchange: A Mixed Methods Approach | This paper presents an innovative mixed-methods approach to investigating changes in intercultural awareness in students engaging in two large-scale virtual exchange projects: the SUNY Center for Collaborative Online International Learning project between US and MENA countries funded by the Stevens Initiative and the EVALUATE policy experimentation for pre-service teachers in Europe funded by the European Commission. |
| Yiting Han, University of Arizona | Becoming Active Social Agents in Chinese Study Abroad | Focusing on study abroad and sentence final particles variation in declarative sentences, this study explores whether and how successful L2 Chinese learners are socialized into active agents who make decisions of SFPs variation based on selected social and linguistic factors. |
| Said Hannouchi, Harvard University | Expectations of Conformity to Moroccan Cultural Norms | This study investigated expectations of conformity to Moroccan cultural norms by Moroccan native speakers of Arabic and beginning college learners of Arabic. Learners reported inclinations toward cultural behaviors that were significantly misaligned with the behaviors reported by Moroccans. The latter expressed flexibility in terms of expectations towards conformity. |
| John Hellermann, Steven L. Thorne, Portland State University | Competence as Joint Action: Practices for Finding Places Together | Using methods from conversation analysis, our talk displays empirical evidence for a practice-oriented conceptualization of interactional competence. Analysis comes from language learners (German, Japanese, English) playing an augmented reality game on a mobile phone. |
| Brian Hibbs, Molly Zhou, Dalton State College | Developing Pre-Service Teachers’ Intercultural Competence through Multicultural Children’s Literature | Results of this research study suggest that multicultural children’s and adolescent novels can strengthen and support the development of pre-service teachers’ intercultural competence, provided that class activities invite them to explore the story worlds of the books and experience these worlds from the characters’ perspectives. |
| Talar Kaloustian, Community College of Philadelphia | Zooming In on International Graduate Students’ Intercultural Competence Development | This presentation weaves together the personal narratives of 7 students from the Global South — Afghanistan, Brazil, Colombia, Egypt, Indonesia and Thailand — during year one of U.S. graduate education. Insight into their intercultural competence development has implications for professors’ pedagogical approach, host universities’ effective use of resources, and prospective students’ preparation. |
| Carmen King de Ramirez, University of Arizona | Virtual Border Exchanges and the Development of Intercultural Communication Skills | This presentation highlights the use of online platforms to promote intercultural communication between U.S. and Mexican students in the borderlands. The presenter will review the format and content of the virtual exchange as well as provide examples of how the exchange helped students develop intercultural skills. |
| Keong Y. Ku,Keimyung University; Boon-joo Park, Catholic University of Daegu | A Comparison of Two Modes of Telecollaboration between Korean Students and Their English Speaking Peers | A study explored effects of two modes of telecollaboration, asynchronous and synchronous, on Korean elementary school students’ development of motivational orientation and intercultural communicative competence. Two groups of Korean students in two different schools telecollaborated with American peers or with Australian peers, respectively. After the completion of their telecollaborative task, their motivational orientation levels were compared and their ICC development, based on Byram’s five dimensions, was investigated by analyzing responses to interviews. |
| Hoa Le, Hue University, College of Foreign Languages | A Facebook-Mediated Learning Design for EFL Learners’ Developing Intercultural Competence | This project explored how a Web 2.0 mediated learning design could contribute to EFL learners’ development of intercultural competence (IC). Based on the findings, the study proposes a model of IC that can be integrated into an EFL curriculum and generates pedagogical principles for Web 2.0 mediated IC learning designs. |
| Kathy Lee, Korea University | Developing Intercultural Communicative Competence in a University-Level Virtual Classroom | This paper examines how intercultural communicative competence (ICC) is promoted in an English-medium, virtual exchange course hosted by a Korean and Japanese university. Despite increased interaction and cooperation, findings suggest better efforts are needed to interrogate cultural assumptions and raise awareness of the complexity and diversity found in various cultures. |
| David Malinowski, Yale University, Center for Language Study | Synthesizing Virtual and Physical Mobilities at the Interface | This conceptual study draws from empirical observations and participant interviews from classes offering synchronous, video-mediated language learning. It contends that moment-to-moment “virtualizations” and “actualizations” of learner subjectivities and textual practices across audiovisual interfaces are two reciprocal areas of movement that illuminate both opportunities for, and barriers to, intercultural learning. |
| Afsaneh Nahavandi, Christopher Brown, Elissa Haddad, Bharat Mohan, Derek Olson, University of San Diego, Department of Leadership Studies | The Cultural Mindset Project: A Comprehensive Assessment and Training | This session will introduce the Cultural Mindset Project (CMP) and the development and testing of an integrative and comprehensive instrument that assesses an individual’s cultural mindset, and outline the unique training programs that the CMP has implemented. The Cultural Mindset Project is a collaborative effort by University of San Diego faculty and graduate students: Ebtesam Alteneiji, Christopher Brown, Robert Gonzales, Elissa Haddad, David Hunt, Kim Hunt, Yang Jiang, Bharat Mohan, Afsaneh Nahavandi, Derek Olson, Jeff Sloan, Crystal Trull, Stephanie Van Dellen, and Ryosuke (Reo) Watanabe. |
| Maria Ocando Finol, Arizona State University | Annotating Film for Intercultural Learning | This design for annotating film for intercultural competence seeks to bridge a gap between subtitling practices and intercultural competence development in the L2 classroom. Using a second-screen format, annotated film functions as a mediating tool through which students are encouraged to think of the film as a culturally shaped product. |
| Deborah Page, Ruth Benander, University of Cincinnati — Blue Ash College | Assessing Intercultural Development in Study Abroad: Qualitative and Quantitative Complexity | Intercultural development can be difficult to assess. There are qualitative and quantitative measures that study abroad programs often use such as satisfaction surveys and student final reflections. This presentation will outline the advantage of combining quantitative and qualitative assessment using the Intercultural Development Inventory and student reflective writing. |
| Michelle Pasterick, Pennsylvania State University | Using Virtual Interactions to Support Intercultural Development during Study Abroad | This presentation discusses the use of blogs and videoconferencing platforms to support students’ development of interculturality during study abroad. It focuses on how virtual interactions can support physical, in-person interactions as students develop key knowledge, skills, and attitudes for successful understanding and exchanges in their host countries. |
| Laura Provencher, University of Arizona | The Safe Traveler: Balancing Intercultural Competency, Situational Awareness, and Mindfulness | The skillful traveler mindfully engages in the cues of an environment and potentially complex situation with a developed understanding derived from intercultural competency. This paper demonstrates the interdependence of each of the components of intercultural competency, situational awareness, and mindfulness in furthering intercultural understanding and skills while promoting traveler safety. |
| Kara Reed, University of Arizona | Participatory Classrooms: My Way or the Highway | Framed in cultural practices of educational beliefs, this study uses Anne Burns’ action research approach to interrogate the use of participatory activities in a university-level writing course for international students, giving insight into a disconnect between expectations and preferences of students and instructors along with implications for teaching practices. |
| Douglas Rhein, Mahidol University International College | African American Student Sociocultural Adjustment to Thai International Higher Education | This presentation details an exploratory, qualitative case study involving African American student experiences and adjustment processes in a Thai international program. Participants reported adjustment difficulties related to their sense of isolation, the excessive attention received from their hosts, the appropriate response to said attention, Thai culture and adjustment to academic differences. An analysis of the source of stress, anxiety and conflict among the participants provides insight into international recruitment practices and facilitating more progressive pre-departure orientation sessions. |
| Eckhard Rölz, South Dakota State University | Experiential Learning with Refugees in Germany: A Cultural Exchange | South Dakota State University students worked with refugees in Germany. The objective was humanitarian service, cultural exchange and experiential learning. This presentation leads the listener from pre-departure prep classes and experiences gained in Germany, to post trip evaluations and the effect it had on our students and the refugee boys. |
| Jade Sandbulte, Pennsylvania State University | Demonstrating Intercultural Competence in Local Contexts | Intercultural competence is necessary even for individuals who do not travel abroad; unfortunately, research on local initiatives for developing intercultural competence often rely on self-reported data. To demonstrate how intercultural competence can be revealed in authentic dialogue, this study analyzes the speech of Americans engaged in conversations with international students. |
| Theresa Schenker, Yale University | Maximizing Language and Intercultural Learning in Short-Term Study Abroad | This presentation summarizes an initiative to increase students’ development of intercultural competence in a short-term study abroad program through increased cultural reflection in daily journaling and cultural projects. Students’ language skills were assessed using DIALANG and their IC was measured with the help of the Global Competence Aptitude Assessment. |
| Roxanna Senyshyn, Pennsylvania State University, Abington College | Converting Intercultural Experience into Intercultural Learning in Teacher Education | There is pressing need for meaningful intercultural learning in teacher education. This presentation addresses this need and reports on a study of a semester-long project in which cohorts of preservice teachers engaged in intercultural learning with college-age English learners. The findings reveal transformative effect of intercultural encounters on future teachers. |
| Kayo Shintaku, University of Arizona | Intercultural Competence from L2 Learners’ Inside and Outside Literacy Practices | This presentation explores L2 learners’ inside- and outside-of-classroom literacy practices in both physical and virtual worlds. Introducing entertainment and educational media as examples, the presenter reports learners’ experiences and discusses L2 instructional merits and challenges in enhancing L2 learners’ intercultural competence. |
| Sonia Shiri, Peter Ecke, University of Arizona | Students’ Perceptions and Expectations of ICC Development during Study Abroad in Europe and North Africa/Middle East: A Comparative Study | This study investigates and compares US students’ perceptions of and attitudes towards their own culture and the host culture, their self-assessed intercultural competence, and their expectations and perceived progress in language and culture learning at the beginning and at the end of study abroad programs in German and Arabic. |
| Cecilia Silva, Tohoku University, Institute for Excellence in Higher Education | Developing a Short-Term Model for Intercultural Practice and Assessment | This presentation discusses the application of a model centered on intercultural interactions in two different contexts of Spanish teaching: regular classes and language immersion program. Assessment focuses on students’ attitudes and knowledge, and linguistic skills for interactions. Findings will be applied to turn regular Spanish classes into intercultural experiences. |
| Sabine Smith, Dan Paracka, Kennesaw State University | Professional Development in Interdisciplinary Teaching and Assessment of Intercultural Competence | Reporting on a campus-wide initiative of identifying replicable best practices for interdisciplinary teaching and assessment of intercultural competence (ITAIC), the co-presenters discuss 1) process, 2) lessons learned, and 3) follow-on initiatives since 2015, addressing challenges in faculty development in physical and virtual experiential spaces and the need for buy-in. |
| Heather Smyser, Defense Language Institute English Language Center | Integrating Intercultural Competence into a Curriculum for Emergent L2 Readers | The Defense Language Institute English Language Center is using intercultural competence to inform the creation of materials to develop English proficiency among learners with low linguistic proficiency. It intends to create an interculturally competent text that unpacks academic and educational traditions in comprehensible ways for learners and instructors. |
| Minhye Son, Teachers College, Columbia University | East-Asian International Students’ Socialization at Teachers College, Columbia University | The present study is an investigation of the lives of East-Asian international students who enrolled in a master’s program at Teachers College (TC), Columbia University in the United States, specifically focusing on their socialization with their American and non-American peers in and outside the classroom. |
| Jayoung Song, Liang Fu, Rice University | Developing Intercultural Competence through a Mobile-Based or a Study-Abroad Program | The presentation will compare results from a 6-week mobile-based intercultural exchange project with a 6-week in-person exchange project during a study-abroad program in terms of students’ development in Intercultural Competence. Data drawn from Intercultural Sensitivity Scale (ISS), a questionnaire regarding Intercultural Competence, student reflection journals, and interviews will be discussed. |
| Allison Spenader, College of St. Benedict, St. John’s University | Americans in Australia: Reflective Writing as Evidence of Intercultural Development | What do U.S. college students get out of spending a semester abroad in Australia? This paper will share evidence of intercultural development as reflected in both IDI scores, and student work samples designed to deepen their understanding of intercultural differences in a seemingly familiar environment. |
| Constanza Tolosa, Martin East, Faculty of Education, University of Auckland, New Zealand; Jocelyn Howard, University of Canterbury, Christchurch, New Zealand | Navigating Interculturality in New Zealand Primary Classrooms | We present findings from a two-year research project funded by New Zealand’s Ministry of Education. A group of teacher educators supported teachers of languages to develop their students’ intercultural capability. Using data from interviews and reflections, we examine how the teachers developed sustainable language teaching practices with an intercultural focus. |
| Emma Trentman, University of New Mexico | Combining Telecollaboration and Study Abroad for Language and Intercultural Learning | This paper analyzes the combination of telecollaboration and study abroad in a faculty-led study abroad program for U.S. learners of Arabic using research-based interventions for language and intercultural learning. The analysis discusses the evidence of language and intercultural learning found as well as challenges in implementing the project. |
| Melanie van den Hoven, Emirates Nuclear Energy Corporation | Emirati Perspectives of English-Users and English-Medium Instructors in Abu Dhabi | This paper examines Emirati student perspectives of English users in Abu Dhabi with a focus on mobile academics in higher education. Drawing on qualitative data from focus group and individual interviews, the paper assesses prevailing understandings in order to stimulate discussion of the multilingual dynamics experienced in this Arabic-speaking region. |
| Manuela Wagner, University of Connecticut; Michael Byram, Durham University; Irina Golubeva, University of Pannonia; Han Hui, Zhejiang A&F University, China | The Development of Intercultural Citizenship and Criticality through Online Collaboration | In 2016, the presenters co-edited a book in which we reported on a project in which educators taught and investigated intercultural citizenship and criticality in a variety of collaborative and transnational settings. Here we report on a meta-analysis of the reported outcomes and challenges in the projects. |
| Fei Wang, Anhui Normal University | Narratives of Four American Professors’ Intercultural Experiences in China | This study is to explore how American professors’ previous perceptions towards China have been challenged and reconstructed through their daily teaching experiences at a Chinese college. It indicates the critical role of educational partnership in challenging stereotypes and constructing a more human and ethnorelativistic understanding of different cultures. |
| Xuan Wang-Wolf, Carla Ghanem, Arizona State University | Developing and Assessing Intercultural Communicative Competence via Telecollaboration | This task-based study investigates how online cultural interactions can benefit L2 adult Chinese language learning and how to assess Intercultural Communicative Competence (ICC) via telecollaboration. Findings suggest that in a culture-based course, L2 adult Chinese learners’ ICC skills develop with their increased cultural awareness through telecollaborative Computer Mediated Communication (CMC). |
| Carrie Wojenski, University at Albany | Designing Pre-Departure Study Abroad Interventions Using Collaborative Online International Learning | This presentation is based on doctoral research that examines factors that influence a collaborative online international learning (COIL) intervention, such as social interactions, technology, and personal experiences. The study demonstrates technical and social challenges of a COIL pre-departure intervention for study abroad students and how a redesign can influence outcomes. |
Virtual Presentations
| Virtual Presentations | ||
| Presenter(s) | Title | Summary |
| Kevin Anzzolin, Dickinson State University | Intercultural Communication in Octavio Paz’s The Labyrinth of Solitude | In this presentation, the author interprets Octavio Paz’s The Labyrinth of Solitude (1950) via categories of analysis provided by intercultural communication: specifically, he reads Paz’s text–a characterological study of Mexican society–via the concepts of power distance, uncertainty avoidance, individualism, and long-term versus short-term orientation. |
| Sandra Descourtis, University of Wisconsin – Madison | French Graduate Students’ Journey at an American University | This paper presents a case study of three French graduate students who participated in a long-term study abroad program in an R1 university in the US. Through an analysis of their narratives and their interviews, I will explore how they negotiated their identity and the diverse issues they encountered as foreigners. |
| Robert Godwin-Jones, Virginia Commonwealth University | Designing a Collaborative OER Textbook for Intercultural Communication | This session presents an open e-textbook for intercultural communication, written from a geographically and academically diverse perspective. The text is supplemented with rich media and interactive components including surveys, learning activities, and self-correcting exercises. A blog associated with the text provides students the opportunity to find and recommend learning resources. |
| Christiane Heemann, Rodrigo Schaefer, Margarete Belli, Universidade do Vale do Itajai (UNIVALI) | The Contribution of Telecollaboration to the Development of Academic Mobility | Educational institutions have developed approaches to the demands of cultural and linguistic diversity through academic mobility programs. The purpose of this presentation is to address how telecollaborative projects can promote those programs as well as to discuss the possibility of fostering the development of intercultural competence in telecollaborative projects. |
| Brianna Janssen Sanchez, University of Iowa | Exploring Approaches to Talking About Culture in Telecollaborative Tandem Exchanges | This study explores participant approaches to talking about culture in telecollaborative tandem exchanges, which are interactions between geographically separated learners studying the other’s language. Findings show that approaches to discussing culture and perspectives of intercultural communication are directly related to exposure and access to and knowledge of the target culture. |
| Maria Kostromitina, Northern Arizona University | Pragmatics of Service Encounter Requests in English, German, and Russian | The paper will present results of a comparative study that analyzed the structure of service encounter requests formed by native speakers of English, German, and Russian. The findings will highlight differences in degree of directness and choice of mitigating devices employed. Implications for teaching the three languages will be discussed. |
| Florence Le Baron-Earle, Marta Giralt, University of Limerick, School of Modern Languages and Applied Linguistics | Authenticity and Multimodal Communication in Online Intercultural Exchanges | This presentation discusses findings from two empirical case studies of telecollaboration which took place among three European universities in Ireland, France and Spain. The authors investigate the outcomes of the online partnerships from students’ production (multimodal artefacts, reflective portfolios and feedback questionnaires), and report on the levels of student engagement. |
| Yenny-Lisbeth Mora, Universidad El Bosque | Comunidades Indígenas en la Competencia Intercultural | La competencia intercultural necesita ser desarrollada en la formación de docentes de lenguas, teniendo en cuenta los contextos locales y globales. Por esto, se aplicará un cuestionario para conocer su nivel de desarrollo; se trabajará con un grupo menor en actividades y se revisará su impacto aplicando el mismo cuestionario. |
| Rodrigo Schaefer, Universidade Federal de Santa Catarina | The Construction of Interculturality in Teletandem Sessions | The aim of this presentation is to discuss how interculturality is constructed in Teletandem sessions. In order to achieve this objective, I will analyze some of the cultural episodes which emerged in a partnership established between an interactant of a Brazilian university and an interactant of an American university. |
| Kelly Torres, The Chicago School of Professional Psychology | Developing Intercultural Competence through Study Abroad Experiences | Study abroad opportunities are perceived by many students as life-changing experiences. Through these types of programs, students are able to acquire intercultural competence and the ability to tolerate and appreciate cultural differences. This presentation will provide an overview of students’ study abroad and service-learning experiences in South Africa. |
| Adnan Yilmaz, Dicle University | Communication Across Cultures: Research on Apologies and Refusals | This study investigated the intercultural communicative competence (ICC) of 30 students in the English Language Teaching Department at a state university in Turkey. It scrutinised the students’ ICC in apologies and refusals through the triangulation of an Intercultural Sensitivity Scale, an oral Discourse Completion Test, and semi-structured interviews. |
| William Walker, Maria Cristina Montoya, Chilton Reynolds, SUNY Oneonta; Luis Humberto Benavidez, Elizabeth Nuñez, Universidad del Valle – Cali, Colombia | Utilizing Dialogue Methodology to Structure Collaborative Online International Learning | This presentation details efforts to utilize SUNY’s Collaborative Online International Learning (COIL) framework to cultivate students’ intercultural competence skills and knowledge. Faculty and staff from SUNY Oneonta share their experiences connecting with faculty and students from Universidad del Valle in Cali, Colombia through courses in language, history, culture, and museum studies. |
Symposia
| Symposium Title | Symposium Summary | |
| Virtual International Exchanges (VIEs) to increase Intercultural Competency | This presentation examines the use of Virtual International Exchanges (VIE) to promote intercultural competency with use of such technologies as: social media, Canvas, VoiceThread, Skype, and a MOOC to promote intercultural competency for 3-8 weeks between a midwestern U.S. university and an institute in Peru, a separate interaction between the two midwestern U.S. universities and a central Mexican university, a separate interaction between a midwestern U.S. university and a central Japan university, and a midwestern U.S. university and an Uzbekistan university. We will talk about the lessons learned and best practices for VIE and how best to transition from a small project within a class to creating a new class and setting up international university partnerships. If you’re looking to find a partner on any topic area, we will have a networking break to chat about possibilities. Organizer: Naomi Wahls, The University of Colorado at Denver, Open Universiteit of the Netherlands | |
| Presenter(s) | Individual Paper Title | Summary |
| Nancy Bocanegra, The University of Colorado at Boulder; Madeleine Burns, Marlene Clemente, Centro de Formacion en Turismo (Cenfotur) | Virtual International Exchanges (VIEs) between Peru and U.S. | The success so far has shown the class in the following semester being on a waitlist or most recently a request from international partners in creating new courses specific to VIE and physical study abroad/exchange programs. 15 students requested a new course. |
| Alejandro Mendez-Bentacor, Strive Prep Excel; Vicky Ariza Pinzón, Benemérita Universidad Autónoma de Puebla (BUAP) | Virtual International Exchanges (VIEs) between Mexico and U.S. 2016 | The success so far has shown the class in the following semester being on a waitlist or most recently a request from international partners in creating new courses specific to VIE and physical study abroad/exchange programs. |
| Amanda Ritchie, The University of Colorado at Denver; Vicky Ariza Pinzón, BUAP | Virtual International Exchanges (VIEs): Developing Intercultural Competency and Language Learning | This Virtual International Exchange (VIE) is an initial pilot between the instructors for the Fall semester. It’s estimated that 50 students will participate in the VIE that will use Canvas, Skype interviews, and possibly VoiceThread. |
| Naomi Wahls, Yumiko Matsunaga, The University of Colorado at Boulder; Mark Brierley, Shinshu University | Virtual International Exchanges (VIEs) between Japan and U.S. | This VIE found the most challenges with time zone and semester dates, thus we modified the VIE to include VoiceThread discussions in order to enable more discussions between students. |
| Naomi Wahls, Galina Siergiejczyk, The University of Colorado at Boulder; Alisher Abidjanov, National University of Uzbekistan | Virtual International Exchanges (VIEs) between Uzbekistan and U.S. | This Virtual International Exchange (VIE) is an initial pilot between the instructors for the Fall semester. It’s estimated that 50 students will participate in the VIE that will use a MOOC, Canvas, and VoiceThread. |
| Symposium Title | Symposium Summary | |
| Harnessing Digital Technologies to Unpack the Dynamism of Human Interactions | Human-to-human understanding is often predicated upon the realization and interpretation of pragmatic behaviors. The dynamism of communication platforms and the existence of transnational communicators complicate the instruction of interlanguage pragmatics, and as a result, successful human-to-human interaction. In this session, each of the four presentations will explore ways in which digital tools can be used to facilitate the teaching, learning, and assessment of interlanguage pragmatics. Organizer: Julie Sykes, University of Oregon This symposium is sponsored by the Center for Applied Second Language Studies (CASLS) at the University of Oregon. | |
| Presenter(s) | Individual Paper Title | Summary |
| Julie Sykes, University of Oregon | Virtual Reality for Interlanguage Pragmatic Development Across Learning Landscapes | Virtual Reality (VR) offers immense potential for the teaching and learning of pragmatic components of language. Drawing on a project in which VR lessons were developed and implemented for refugees learning German, this session will present key takeaways for the use of VR in a variety of language teaching and learning environments. |
| Stephanie Knight, University of Oregon | Vernacular Digital Games for Interlanguage Pragmatic Development | This session considers how digital games can raise learners’ pragmatic awareness in numerous contexts. Drawing previous classroom implementations, this presentation offers ideas for engaging learners for interlanguage pragmatic development. Materials incorporate a cycle of observation, evaluation, and practice of various pragmatic functions that can be adapted to varying contexts. |
| Christopher Daradics, University of Oregon | Metapragmatic Development through Explicit Mindfulness Training | Mindfulness in education is not new; however, it has only recently begun to be explicitly implemented in classroom interventions. This presentation explores the first mobile application centered on digital mindfulness, Analog U. Specifically, it will demonstrate ways in which this approach is noteworthy for metapragmatic awareness in world language teaching and learning. |
| Linda Forrest, University of Oregon | Assessing Multiple Dimensions of Intercultural and Pragmatic Competence | This session will report initial work on an assessment project to measure Intercultural, Pragmatic, Interactional Competence (IPIC) using digital simulations. Drawing on the strength of simulations to create real-world experiences, this measure examines learners’ ability in four categories – knowledge, analysis, subjectivity, and awareness. |
| Symposium Title | Symposium Summary | |
| Autoethnographic Approaches to Study Abroad Research | This symposium seeks to better understand how applied linguists negotiate their many roles and identities while conducting study abroad research and how this informs and shapes the data collection and analysis. Organizers: Janice McGregor, Kansas State University; Julieta Fernandez, University of Arizona | |
| Presenter(s) | Individual Paper Title | Summary |
| Wenhao Diao, University of Arizona | Racialization as Locally Produced Accounts: Study Abroad Students in China | By analyzing the interview and everyday discourse of racialized American students in China, this paper examines the role of the researcher in shaping their narratives about race. The researcher prompted these narratives in the interview. She also became a contextual resource through which these students represent racialization in meaningful ways. |
| Victoria Surtees, University of British Columbia | Study Abroad Researchers as Socializing Agents | This presentation uses discursive approaches to interview data to examine how one English-speaking Canadian researcher socialized two Japanese undergraduate study abroad students into language/culture learner subject positions and practices via 1) our jointly-constructed talk in interviews and 2) data collection methods. |
| Janice McGregor, Kansas State University; Julieta Fernandez, University of Arizona | The Researcher’s Experiences in Study Abroad: An Authoethnographic Reconstruction | Using autoethnographic approaches, this study reports on the ways in which two study abroad researchers in Germany and Argentina struggled to negotiate different facets of their identities in interview interactions with US-American undergraduate student participants. |
| Jamie Thomas, Swarthmore College | The Reflexive Research Interview as a Site of Multilingual Collaboration with Korean Learners of Swahili | During fieldwork in Tanzania, a series of extended encounters with Korean learners of Swahili led to friendship and opportunities for collaborative review of classroom data. I discuss how acknowledging my own role(s) in interaction with learners amplifies the research interview as a site in the co-construction of intercultural competence. |
| Beatrice Dupuy, University of Arizona | Contextualizing the Findings: A Discussion and Reflection | The discussant will appraise the findings presented in the papers in this symposium in light of emerging trends in the field of applied linguistics in general and study abroad research in particular. |
| Symposium Title | Symposium Summary | |
| Problematizing Partnership and Interculturality in Service-Learning and Immersive Encounters | This symposium will provide complementary perspectives on a range of issues related to partnership-building and interculturality in community-based experiential learning experiences. The diverse papers will problematize partnerships, highlighting the intercultural perspectives of faculty members and the issues of power, expertise, and privilege that emerge in service-learning and immersive encounters. Organizer: Netta Avineri, Middlebury Institute of International Studies at Monterey | |
| Presenter(s) | Individual Paper Title | Summary |
| Netta Avineri, Gabriel Guillen, Middlebury Institute of International Studies at Monterey | Balancing Acts/Tipping Points: Interpersonal, Intercultural, Institutional “Scales of Partnership” | This paper focuses on “scales of partnership” in service-learning and tandem learning by examining the ongoing interpersonal, intercultural, and institutional work involved in experiential learning programs for graduate students, revealing the balancing act of respecting community partner preferences, learner agency, and instructors’ shaping of learning experiences. |
| Elizabeth Smolcic, Michelle Pasterick, Pennsylvania State University | Building Reciprocity in Study Abroad: Is There Room to Maneuver? | Through an investigation of an international immersive program for US teachers, we delineate how we can make operational and instructional moves so that faculty and participants grapple with linguistic and cultural power differentials moving away from a “helping imperative” towards mutual learning and meaningful engagement. |
| Baburhan Uzum, Sam Houston State University | Challenges with Addressing (Un)contested Presuppositions: Teacher Candidates’ Professional Dispositions | Forty-eight teacher candidates participated in this project, teaching content classes to ELLs. Although the project objectives were mostly achieved, there were a few cases in which teacher candidates’ presuppositions about ELLs were resistant to change or minimally transformed. The presentation discusses implications of these incidents of mutually-respectful partnerships. |
| Jessie Curtis, Christelle Palpacuer Lee, Mary Curran, Rutgers University | Language of Service-Learning: (De)/(Re)Constructing Where We Come From | The presenters highlight the ways in which programmatic tensions emerge through the language of service-learning. For instance, a discourse of “help” may obscure the different perspectives of university students, community organizations, and faculty as they aim for genuine reciprocity, and interculturality, engaging toward meaningful and authentic mutual support. |
| Symposium Title | Symposium Summary | |
| Moving through Time and Space: Transformative Intercultural Experiences with/in/at/through Museums | This symposium discusses ways in which educators from Pre-K-16 and museums can collaborate to facilitate object-based intercultural experiences. The first paper provides an overview of the partnerships that educators and museums can forge. The other two papers discuss different high impact teaching practices based in the museum. Orgnaizer: Teresa Gimenez, University of Pennsylvania | |
| Presenter(s) | Individual Paper Title | Summary |
| Teresa Gimenez, Monica Velasco Gonzalez, University of Pennsylvania | Culture Learning as a Process in the Museum: A Case Study | This paper describes the incorporation of high-impact intercultural education practices in an anthropology museum. These practices support culture learning as a process in a required post-secondary elementary language course. The paper provides specific strategies on how to transform learning about culture into an intercultural experience at the anthropology museum. |
| Anne Tiballi, University of Pennsylvania | Teaching and Learning in the Cultural Museum: Keys to Successful Collaborations | This paper explores the potentials and practicalities of museum-based collaborations as a platform for intercultural learning, with examples from several successful partnerships with diverse constituencies. |
| Christelle Palpacuer Lee, Rutgers University | Bringing the Museum into an Early Childhood Dual Language Classroom | This communication illustrates the potential of museums and object-based pedagogies for engaging L2 learners in intercultural dialogue and the co-construction of meaning. Specifically, the paper reports on a class project in a dual language PreK4 classroom in the U.S. |
Roundtable Presentations
| Roundtables | ||
| Presenter(s) | Title | Summary |
| Adriana Brandt, Dixie State University | Preparing Dual Immersion Teachers for the Intercultural Workplace | This roundtable will share initial findings from a study of Utah dual language immersion (DLI) programs, with emphasis on the responsibilities for intercultural workplace collaboration that are unique to the DLI English partner teacher role, and what implications these findings may have for university-level ESL endorsement programs. |
| Kacy Peckenpaugh, Weber State University | “Yeah, but how?” Developing ICC Within and Beyond the Curriculum | This roundtable discussion will begin with a brief presentation of the theoretical underpinnings and pedagogical value of providing post-study abroad students with a means for discussing and articulating their experiences abroad. Emphasis will be paid to the use of the Intercultural Development Inventory (idiinventory.com) as a teaching tool, curriculum design, and applications of ensuing intercultural skills in the job interview. The subsequent discussion can provide more detailed observations and “lessons learned” for those wishing to design similar re-entry workshops or courses. |
| Leticia Poblano, Benemérita Universidad Autónoma de Puebla; Elisabeth Arevalo-Guerrero, University of Maryland Baltimore County | Student Virtual Mobility: A Practical Case between Mexico and USA | This roundtable describes the impact of virtual mobility through a practical case between Mexico and the USA. The development of intercultural competence on students of Finance and Accounting to complement the professional profile to act in a culturally diverse working environment. |
| Jann Purdy, Pacific University | Global Skills Courses for Study Abroad Students | The roundtable will focus on curricular support for study-abroad students before, during, and after their SA sojourn. Helping students frame their study abroad increases benefits in both intercultural competence and language acquisition. I will present my global skills program and hope to exchange best practices with others in the field. |
| Yi Wang, University of Arizona | Language Ideologies among Long-term Study Abroad Students in China | The number of students studying abroad in English-medium programs in non-English-dominant destinations has increased dramatically. This study examines the language ideologies among study abroad students in China. It reveals how the divergent language ideologies impact their mobility choices and interconnect with identity (re)construction in the multilingual and transnational space. |
Poster Presentations
| Poster Session | ||
| Presenter(s) | Title | Summary |
| Katharine Burns, Carnegie Mellon University | Mismatched Missions and Messages: Language Varieties in the SHL Classroom | This study examines how varieties of Spanish are presented in the textbooks and curriculum of a Spanish as a Heritage Language program. Findings indicate systematic reinforcement of ‘standard’ language ideology, with little attention to, or validation of, other varieties, including the U.S. one. |
| Lily Anne Goetz, William Holliday, Longwood University | Activities that Foster Intercultural Competence during Interdisciplinary Study Abroad | Study abroad by itself does not ensure acquisition of intercultural competence. This session provides detailed activities and rubrics for purposeful planning and guided interaction in a variety of contexts with Spaniards during a one-month interdisciplinary faculty-led study abroad program in Spain. Handouts will be provided. |
| Lara Pfaff, Erin Chadd, Nadia Alvarez Mexia, Rudo Moyo Sand, University of Arizona | UA Refugee Project: Connecting Global Skills to the Local Community | The UA Refugee Engagement project provides students the opportunity to gain intercultural competency skills by volunteering with Tucson-based refugee resettlement agencies. Piloted in Fall 2017, this experience fosters globally aware and engaged citizens who are able to affect change across cultures, both within and outside our community. |
| Rachel Showstack, Nikki Keene Woods, Emily Roets, Wichita State University | Spanish in Healthcare Service Learning: Taboos, Informal Registers and Respect | This case study addresses the experiences of students participating in a medical Spanish service learning program in a network of non-profit healthcare clinics, and provides recommendations for training Spanish students to address taboo topics, translate informal health lexicon and show respect while following interpreter norms in healthcare service learning programs. |
Workshop Information
Pre- and post-conference workshops are scheduled for January 25th and 28th and do not conflict with any of the papers to be presented during the main body of the conference. Workshops take place 9 a.m. to Noon and 1 p.m. to 4 p.m. on the Thursday and 9 a.m. to Noon on the Sunday. Participants must register separately for individual workshops. All workshops will close a few days before the conference, but they have capped enrollment and will close earlier if they fill before that time. Register early to ensure your seat in your chosen workshop(s)! A certificate for Continuing Education (3 hours or 6 hours) is provided to participants at the end of each event. For workshop abstracts, see below the schedule.
Workshop Abstracts:
Presenters: Elisabeth Arevalo-Guerrero and Maria Martha Manni (University of Maryland, Baltimore County)
This workshop examines how the curricular design of blended basic language/culture classes and an online Introduction to Intercultural Communication course can pursue similar learning outcomes counting on the affordances of digital mobility and the use of pedagogical strategies such as metacognition, discussion forums, virtual exchanges and “social media role-playing.” The presenters will demonstrate how courses meant for students with very dissimilar motivation and educational goals can achieve shared outcomes, deemed necessary to embark on the process of developing intercultural communicative skills. They will provide participants with ideas for the development of curricula that is:
- culturally relevant and cognitively appropriate for adult, university students,
- driven by a synergic combination of level appropriate, intercultural awareness and communicative language learning goals – as opposed to a mere inclusion of geographical and cultural facts or stereotype reinforcing material,
- based on a student-centered process approach for the development of Critical Cultural Awareness and Intercultural Sensitivity (from ethno-centric towards ethno- relative levels), and
- a gateway to the use of digital mobility to access cultural products, practices and perspectives, to promote critical cultural discussions and reflection on personal experiences, for the development of effective communicative skills within a Community of Learners using their native language and the L2.
The workshop is intended for language and intercultural communication teachers, trainers and coaches, and to education and study abroad leaders seeking to identify practical strategies to capitalize on virtual spaces for the development of curriculum where critical awareness and intercultural sensitivity are considered the first steps towards the achievement of intercultural competence.
Dr. Arevalo-Guerrero is a Visiting lecturer of Spanish and Intercultural Communication in the Modern Languages, Linguistics, and Intercultural Communication Department at the University of Maryland Baltimore County. Her research interest addresses the development of intercultural competence in foreign language, teacher education, study abroad program, and intercultural communication training. Maria Manni is Senior Lecturer of Spanish and Language Teaching Coordinator in the Modern Languages, Linguistics, and Intercultural Communication Department at the University of Maryland Baltimore County. Her research interests are curriculum and assessment design, blended and online learning, competency based education, teacher training and inclusive education.
- Assessing Intercultural Competence: Using Formative Data to Impact Summative Outcomes
- Author Biographies
Presenter: Chris Cartwright (Intercultural Communication Institute) Assessing intercultural competence is complex. It encompasses a developmental process of growth (Deardorff, 2009; Bennett, 1993) and the required attitudinal, knowledge and skill competencies at each level of that process. The educator therefore needs to collect data at multiple intervals to gain insight into the growth of intercultural competence. The measurement also requires varied methods or tools in order to gather data on the array of possible intercultural cognitive, behavioral, and affective learning outcomes. This workshop will present and discuss case studies from campuses and programs that are using a range of approaches to measure intercultural competence as a learning outcome.
Chris Cartwright, MPA, Ed.D is the Director of Intercultural Assessment for the Intercultural Communication Institute where he supports individuals and organizations in assessing and developing intercultural competence. He teaches, trains, consults, and researches in the areas of intercultural competency, assessment of student learning, leadership, service-learning, and social justice.
Presenter: Peter Ecke (University of Arizona) This workshop will explore how the use of digital video clips from feature films, TV shows, and documentaries can enhance the teaching and learning of cultural differences to develop intercultural competence (ICC). The target audience includes instructors, (lecturers, teachers, trainers, and graduate students) who teach or plan to teach (aspects of) ICC to a diverse audience in programs of language/culture, communication, business etc. At the end of the workshop, the participants will:
- have developed an awareness of how videos and video projects can enhance the development of ICC,
- have a clear idea of what kind of cultural differences (e.g., value differences, verbal and nonverbal behavior, communication style preferences) can be illustrated and discussed by using video,
- have developed a list of culturally interesting movies, TV shows and documentaries with potential for the teaching of ICC,
- “are familiar with a number of movies, TV shows, and documentaries that lend themselves to the teaching of ICC,
- be able to design teaching and assessment tasks that incorporate video,
- know specific scenes from movies, TV shows, and documentaries that can be used to teach aspects of ICC,
- be able to digitally record video clips from MP-4 files, AVI files, DVDs or YouTube (using legal and free-access software)
- be able to integrate the recorded video clips into Power Point presentations and tasks to teach aspects of ICC.
Note: Participants will be asked to bring their notebook pre-installed with a version of the VLC media player and the file of a movie that participants find interesting because of the treated cross-cultural issues.
Peter Ecke is Professor of German and Second Language Acquisition at the University of Arizona. He teaches courses on multilingualism, second language acquisition, teaching and assessment, and intercultural communication. His research interests include second and third language acquisition and attrition, and study abroad effects on language and culture learning.
Presenters: Sumayya Granger, Nicholas Ferdinandt and Veronika Williams (University of Arizona) Participants in this three-hour workshop will be guided through ways of developing intercultural competence in their classes and organizations. Sharing their experience with inclusiveness efforts on their university campus and also with an undergraduate intercultural competence course they developed, the presenters will present frameworks and activities that they have used in that course. Participants will also engage in the presenters’ intercultural competence trainings as well as sharing and developing their own activities for their contexts (classes, study abroad programs, institutions, etc). Taking a Freirean/Deweyan approach, the workshop will emphasize the connection between theory and practice and how they inform each other. There are three outcomes in this workshop: participants will (1) learn about some possible responses to a need for increased intercultural competence at institutional and course levels; (2) experience some trainings from a learner’s perspective; and (3) share and generate ideas for IC trainings that they can implement themselves. This workshop is aimed at professionals who are interested in bolstering the intercultural capacity of their organization, including university professors, IC trainers and researchers, study abroad advisers and staff, administrators, and any other practitioner in a setting that requires or foster intercultural competence.
Sumayya Granger earned her PhD in Linguistics from the University of Arizona. Since then, she has taught and overseen programs at the Center for English as a Second Language at UA. Her interests include learner autonomy and intercultural competence. Dr. Nicholas Ferdinandt serves at the University of Arizona as the Director of the Center for ESL. He also is an Associate Professor in the College of Humanities”™ Department of Public and Applied Humanities, teaching intercultural competence development and training. Veronika Williams is a Learning Advisor at the Center for English as a Second Language at the University of Arizona. She earned PhD in Second Language Acquisition and Teaching from the University of Arizona. Her research focuses on how to foster learner autonomy, advising in language learning, and intercultural competence.
- Film (Clips) in the Language Curriculum: Towards a Development of the "Multilingual Subject"
- Author Biographies
Presenter: Mark Kaiser (University of California, Berkeley) Foreign language instructors have long recognized the potential in film, but have hesitated to integrate film into the language curriculum in any kind of rigorous way, considering film too time-consuming or too difficult without English subtitles. Clips, on the other hand, afford instructors the possibility of performing a close reading, enabling a discussion of how the language spoken, the culture portrayed, and how the filmic medium combine to create meaning. This workshop will consist of two parts: in the first part, I will model a close reading of one or two clips and how a linguistic, filmic, and cultural approach to the clip might be used to foster the development of students’ linguistic, communicative, intercultural, and symbolic competences; in the second part we will view several clips and through a guided discussion brainstorm ideas for ways these clips might be used within a larger lesson plan. This workshop is linked to CERCLL’s Film Clips for Foreign Language and Literacy project.
Mark Kaiser (PhD in Slavic linguistics from U Michigan) is the Associate Director of the Berkeley Language Center and occasional lecturer in Russian at Berkeley. At the BLC Kaiser has worked with more than 100 graduate students and lecturers on curricular development projects; he has overseen two large software development projects (an online testing application currently in use at Berkeley for Chinese and Japanese placement and Russian achievement exams) and the Library of Foreign Language Film Clips, a database of 18,000 clips cut from feature film, documentaries, and TV serials.
- Designing Telecollaborative Projects to Foster Interculturality: Preparing our Students for a Complex World
- Author Biographies
Presenters: Sabine Levet (Massachusetts Institute of Technology) and Stephen L. Tschudi (University of Hawai’i at Mānoa) Based on Cultura, a framework developed at the Massachusetts Institute of Technology for the development of intercultural competence in the context of world language learning, this workshop will focus on how to design a telecollaborative exchange between students from different cultures. Guided by the presenters, participants will look at what types of tasks, approaches, and tools can help students make sense of the complexity that is inherent to working on culture, and will also examine the question of assessment of intercultural learning. After viewing and analyzing a number of instructional case examples in which students from two different cultures compare and discuss online a variety of materials from both cultures, participants will develop their own instructional plan for a telecollaborative exchange project, including resources for identifying and working with partners, defining project goals appropriate to the instructional context, undertaking assessment activities using rubrics, and designing learning tasks using appropriate technologies, to help their students uncover the cultural values inherent in language, images, and other human phenomena and to develop intercultural competence, i.e., the ability to inhabit and interpret different cultures and to reflect upon one’s own culture through the lens of another culture’s values. This workshop is cosponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa.
Sabine Levet, Senior Lecturer, Massachusetts Institute of Technology Sabine Levet is Senior Lecturer in French in the department of Global Studies and Languages at MIT, and has taught all levels of language and culture classes. She is one of the original authors of Cultura (cultura.mit.edu), a NEH funded project which received a special recognition from the Department of Education in 2010, and is the Culturaproject director. She has written articles and chapters on telecollaboration and intercultural learning, and has given numerous talks and workshops on intercultural communication and the integration of technology into the foreign language curriculum. Stephen L. Tschudi, Specialist in Technology for Language Education, University of Hawai‘i at Mānoa Stephen Tschudi is based at the Center for Language & Technology at the University of Hawai‘i at Mānoa. He has taught Chinese at various levels since the late 1980s at the University of Hawai‘i and at Middlebury College’s Chinese School. He is a researcher, professional development designer, and textbook author, having recently co-authored Books 3 and 4 of Yale University Press’s Encounters: Chinese Language & Culture. His special areas of interest include computer-assisted learning, distance and blended learning, project-based learning, and recently, AI-assisted microlearning. He is an active contributor to the grant-funded work of the National Foreign Language Resource Center and the Language Flagship Technology Innovation Center.
- Reading Globally: Critical Issues in Global Literature for Children and Adolescents
- Author Biographies
We live in a world where our lives are interconnected in complex ways across global cultures as well as fractured with tensions that divide us. Global children’s and adolescent literature provides a means of facilitating intercultural understanding, but issues of availability, access, authenticy, and classroom use must be addressed for this potential to be realized. In this workshop, participants will have the opportunity to explore current trends in global literature, examine critical issues, and experience strategies for critically engaging with global literature. One strategy we will explore is pairing classic, well-known books often used in elementary and secondary classroooms with global children’s and adolescent literature to expand the curriculum and include global perspectives. These global books are linked to the Common Core Text Exemplars and provide a means of globalizing the standards in K-12 classrooms. The books will be available for interactions and extensive book lists provided. This workshop is linked to CERCLL’s Globalizing the Common Core State Standards project.
Kathy G. Short is a professor in Language, Reading and Culture at the University of Arizona and works with educators around the world on inquiry-based global curriculum. Her research focuses on inquiry, global children’s and adolescent literature, dialogue, and intercultural understanding. She has co-authored many books, including Teaching Globally: Reading the World through Literature, Critical Content Analysis of Children’s and Young Adult Literature, Essentials of Children’s Literature, Creating Classrooms for Authors and Inquirers, and Stories Matter: The Complexity of Cultural Authenticity in Children’s Literature. She is director of Worlds of Words, an initiative to build intercultural understanding across global cultures through children’s literature, and is a past President of NCTE and USBBY. Mi-Kyoung Chang graduated from the University of Arizona in 2013 with a Ph.D. in Language, Reading and Culture from the College of Education. She specializes in Children’s Literature and Literacy, working as an international consultant and teaching K-8 students using CERCLL’s Korean language and culture kit for two years and developing assessments to measure the intercultural learning of teachers and students who use these kits. She has also worked recently as a postdoctoral research associate at Worlds of Words at the University of Arizona and taught in local elementary schools.
Presenter: Audra Travelbee (Northern Arizona University) and María de la Paz Adelia Peña Clavel (Universidad Nacional Autónoma de México
This workshop will prepare language teachers to implement a telecollaboration project in their classroom. Participants will work hands-on with the technology while learning about topics such as current research, modalities, methodology, tools (e.g. Skype, Facebook, Zoom, Google Hangouts, Line, Jitsi, Hellotall), best practices, training, and benefits from presenters who have carried out telecollaboration projects with countries around the world. The workshop will include a discussion of the various modalities of telecollaboration (such as independent pairs, group collaboration, and scheduled voluntary sessions) and a demonstration of some of the methodology used in successful projects. Participants will receive valuable recommendations taken from the real-life experiences of the presenters, including how to find partner schools, considerations when working with a teacher abroad, and addressing cultural differences. Participants will explore an existing project website and create their own telecollaboration project page. The presenters will specifically address issues such as training students for telecollaboration projects, how to address technology problems, types of possible assignments, providing feedback, and grading. They will compare the benefits and drawbacks of implementing this type of project as part of a class versus as an additional learning opportunity outside of class. They will also demonstrate various methods for collecting data from students in regards to attitudes and perceptions about telecollaboration projects. Finally, the presenters will share data collected from student participants in actual previous telecollaboration projects–data that clearly shows that there are significant benefits to participating in a telecollaboration project, including increased confidence, learner autonomy, cultural awareness and understanding, problem-solving skills, and motivation
Audra Travelbee is a Lecturer at Northern Arizona University and has taught Spanish for over 10 years. Her research interests are study abroad and telecollaboration. She has realized telecollaboration projects with IKIAM University in Ecuador, the University of Valencia, Spain, and the Universidad Nacional Autónoma de México. María de la Paz Adelia Peña Clavel has been an Asesora at the Mediateca at CELE-UNAM since 1996 and is the Academic Coordinator for the adviser-training program at the Center for Self-Access Learning of Foreign Languages at UNAM. She has realized projects with schools in Korea, Japan, Italy, Brazil, and the US, among others.