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Fostering Global Competence in
the WL Classroom & Beyond
Jaclyn Skalecki Orozco-Domoe
senora.jo@gmail.com
www.linkedin.com...
Today’s Presentation
1
2
3
4
Introductions
The Impact
of a GC Mind-Set
A Quick Look at Reading
Comprehension
Defining GC
5...
Fostering Global Competence
Introductions.
• 1st Rule: You must take a risk
and introduce yourself to someone
completely n...
The Impact of a GC Mind-Set
GLOBAL FORCES
Social Sciences, History, Civics, World
Language, Music, Art, Theatre, Health,
Business, Physical Education,...
The RAND Model of Reading
Comprehension (Snow, 2002)
• Reader: Cognitive capabilities,
motivation, knowledge and
experienc...
A Model of Reading Comprehension?
Defining Global Competence
Hunter (2004) used a
Delphi technique with an
expert panel of 18
participants.
• 7Transnational...
Defining Global Competence
All participants met at least 3 of the following 6
criteria:
1. Earned a national/international...
Defining Global Competence
The Process:
• Round One: Participants were sent a list of currently published
definitions of g...
Global Competence
Definitions over time
Adler & Bartholomew
(1992)
To have global
perspective on
transition and
adaptation...
Defining Global Competence
Global Competence:
“Having an open mind
while actively seeking to
understand cultural
norms and...
Global Competence:
“Having an open mind while actively seeking to understand cultural
norms and expectations of others, le...
Intercultural Competence/Capability:
“The ability to communicate effectively and appropriately
in intercultural situations...
Global Competence Matrix
• Defines GC as the knowledge, skills,
and disposition to understand and act
creatively and innov...
Global Competence Matrix
A look at the WL Classroom • Use
knowledge
• Identify
• Frame
researchable
questions
• Use a vari...
Focus on what students
can do with the
language.
Research, media &
literacy skills embedded
in Interpretive and
Presentati...
Global Competence Matrix
A look at the WL Classroom
Global Competence Matrix
Global Competence Matrix
Digging Deeper in Globally Competent Pedagogy
It begins with a goal.
Setting the tone.
Return to Sender Project.
Analysis of “Mojado”
Since then…
SHARING
References
C. Hunter, personal communication, July 1, 2013
Deardorff, D.K. (2006). Identification and assessment of interc...
References
Kean, J., Grady, S., & Sandrock, P. (2001). Wisconsin model academic standards for foreign languages [PDF] (E.
...
Fostering global competence in the wlc & beyond
Fostering global competence in the wlc & beyond
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Fostering global competence in the wlc & beyond

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Presented at 2013 AATSP Conference in San Antonio on June 9, 2013

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  • http://www.pearsonassessments.com/NR/rdonlyres/D3362EDE-7F34-447E-ADE4-D4CB2518C2B2/0/CurriculumNarrowing.pdf
  • (issues that are global in scope or important local issues that are faced by others in the world).
  • Click on Core of globe for aligned standards document.
  • http://www.myhero.com/go/hero.asp?hero=sonia_sotomayor2010
  • Transcript of "Fostering global competence in the wlc & beyond"

    1. 1. Fostering Global Competence in the WL Classroom & Beyond Jaclyn Skalecki Orozco-Domoe senora.jo@gmail.com www.linkedin.com/in/orozcoja Twitter @srajojava By PresenterMedia.com
    2. 2. Today’s Presentation 1 2 3 4 Introductions The Impact of a GC Mind-Set A Quick Look at Reading Comprehension Defining GC 5 6 7 8 A Model forThinking about GC GC as an Instructional Practice One Example: Co- Curricular Partnership Sharing of Ideas
    3. 3. Fostering Global Competence Introductions. • 1st Rule: You must take a risk and introduce yourself to someone completely new. • 2nd Rule: Be an attentive listener, because you will need to introduce your new acquaintance to the group. In the WL Classroom & Beyond Who are you? Where are you from? What is your professional role? What motivated you to choose this session? Tell something interesting about you.
    4. 4. The Impact of a GC Mind-Set
    5. 5. GLOBAL FORCES Social Sciences, History, Civics, World Language, Music, Art, Theatre, Health, Business, Physical Education, Electives/Encores/Specials Science Math & Reading U.S. CURRICULAR TRENDS Climate Check Global Forces v. U.S. Curricular Trends
    6. 6. The RAND Model of Reading Comprehension (Snow, 2002) • Reader: Cognitive capabilities, motivation, knowledge and experiences. • Text: Surface code, the text base, mental modes. • Activity: purpose(s) for reading, processes, and the outcomes. • Socio-Cultural Context: Literacy is a cultural practice, reflects how a group of people interprets the world and transmits information. What does this mean for reading? A Model for Thinking about Reading Comprehension
    7. 7. A Model of Reading Comprehension?
    8. 8. Defining Global Competence Hunter (2004) used a Delphi technique with an expert panel of 18 participants. • 7Transnational Corporate Human Resource Managers • 7 International Educators • 4 Others.
    9. 9. Defining Global Competence All participants met at least 3 of the following 6 criteria: 1. Earned a national/international reputation for global competence/internationalization initiatives. 2. Had researched/published on GC/Internationalization. 3. Had at least a Baccalaureate Degree or its equivalent 4. Currently/Formerly in HR (Internationally) or IHE 5. Currently/Formerly an Educational Official or Placement Officer for a study abroad organization 6. Lives or works/Had lived or worked outside of his/her home country.
    10. 10. Defining Global Competence The Process: • Round One: Participants were sent a list of currently published definitions of global competence and asked to write their own using/ignoring the currently published definitions based on their own experience. • RoundTwo: The most commonly used terms and concepts from Round One were used to create a sentence definition of GC. Participants were asked to comment and make changes and resubmit the definition. • RoundThree: A final definition was drafted and participants were asked via a Likert scale the extent to which they agreed with the definition. There was greater than 80% agreement. • Followed up with a survey to identify knowledge, skills, attitudes, and experiences needed to become globally competent.
    11. 11. Global Competence Definitions over time Adler & Bartholomew (1992) To have global perspective on transition and adaptation, cross-cultural interaction, and collaboration. Lambert (1996) Having knowledge of current affairs, empathizing with others, maintaining a positive attitude, foreign language competence, and value of difference amongst people and cultures. Wilson & Dalton (1997) Perceptual knowledge (open- mindedness, resistance to stereotyping, complexity of thinking, and perspective consciousness) and substantive knowledge (of cultures, languages, world issues, global dynamics, and human choices). Swiss Consulting Group (2002) Having intercultural facility, effective communication skills, and the ability to lead in diverse circumstances.
    12. 12. Defining Global Competence Global Competence: “Having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one’s environment.”
    13. 13. Global Competence: “Having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one’s environment.”
    14. 14. Intercultural Competence/Capability: “The ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills and attitudes.” (Deardorff, 2004).”
    15. 15. Global Competence Matrix • Defines GC as the knowledge, skills, and disposition to understand and act creatively and innovatively on issues of global significance. GC as an Instructional Practice Curricular Models Global Citizenship Guides • A Learn-Think-Act approach • Learn about issues, • Think critically about solutions • Act as responsible global citizens.
    16. 16. Global Competence Matrix A look at the WL Classroom • Use knowledge • Identify • Frame researchable questions • Use a variety of sources, • Identify and weigh evidence, • Analyze, • Integrate, • Synthesize, • Argue, • Compel, • Consider multiple perspectives
    17. 17. Focus on what students can do with the language. Research, media & literacy skills embedded in Interpretive and Presentational Modes. Common Core Ensuring students are college‐, career‐, and world‐ready
    18. 18. Global Competence Matrix A look at the WL Classroom
    19. 19. Global Competence Matrix
    20. 20. Global Competence Matrix
    21. 21. Digging Deeper in Globally Competent Pedagogy
    22. 22. It begins with a goal.
    23. 23. Setting the tone.
    24. 24. Return to Sender Project.
    25. 25. Analysis of “Mojado”
    26. 26. Since then…
    27. 27. SHARING
    28. 28. References C. Hunter, personal communication, July 1, 2013 Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10, 241-266. Retrieved from SAGE database. http://0-jsi.sagepub.com.topcat.switchinc.org/cgi/content/short/10/3/241 EdSteps, Council of Chief State School Officers (CCSSO) & The Asia Society. (2009). Global competence: Submit student work now! Retrieved from http://www.edsteps.org/CCSSO/ManageContent.aspx?system_name=I5nka44NofDD3IY38QBonx+ Crwfdw+uF&selected_system_name=DRkDdjiObdU= Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. (3rd ed ed.). New York: Picador. Hunter, W. D. (2004). Knowledge, Skills, Attitudes, and Experiences Necessary to Become Globally Competent. (Doctoral dissertation) Retreived from http://www.globalcompetence.org/research/Default.htm Hunter, W. D., White, G., & Godbey, G. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10, 267-285.
    29. 29. References Kean, J., Grady, S., & Sandrock, P. (2001). Wisconsin model academic standards for foreign languages [PDF] (E. Burmaster, Ed.). (Original work published 1997) Morais, D. B., & Ogden, A. C. (2011). Initial Development and Validation of the Global Citizenship Scale. [Article]. Journal of Studies in International Education, 15(5), 445-466. doi: 10.1177/1028315310375308 OxFam. (2006). Education for a global citizenship: A guide for schools. Retrieved from http://www.oxfam.org.uk/~/media/Files/Education/Global Citizenship/education_for_global_citizenship_a_guide_for_schools.ashx Snow, Catherine. Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND Corporation, 2002. Retrieved from http://www.rand.org/pubs/monograph_reports/MR1465.
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