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Assessing intercultural capability

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This is about assessing students' intercultural capability

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Assessing intercultural capability

  1. 1. 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 1 Assessing Intercultural Capability in English Learning By: Ferry Antoni
  2. 2. 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 2 Original Presentation “Assessing Intercultural Capability in Languages Education” Professor Anthony J. Liddicoat Affiliations: University of Warwick University of South Australia
  3. 3. 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 3 Terms used interchangeably All taken to mean the same thing: - Intercultural competence - Intercultural capability - Interculturality - The intercultural
  4. 4. 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 4 Definition and Operationalization (DaO) Intercultural capability in communication is the ability to understand, tolerate, and accept how and why a person or your interlocutor/partner thinks (1), speaks (2), behaves (3), and/or acts (4) the way he does with reference to his own culture  simply an observer towards an observee in a given culture (5); really one person of a culture towards another person of another culture in contact (6) Habermas (1983) terms it ‘communicative action’, that is, communication with the aim of developing mutual understanding  this referring to the above latter more
  5. 5. 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 5 DaO Cont. Liddicoat and Scarino in L. Sercu and A. Paran (2010): “The interpersonal and interactional nature of the intercutural requires that the language user is able to decentre from his/her cultural and linguistic framework in order to see the world from alternative perspectives”—Kim (2001) terms this ”third culture perspective”
  6. 6. 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 6 DaO Cont. Intercultural incapability  stereotyping (7), prejudice (8), etc. which may all potentially lead to racism
  7. 7. 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 7 The Construct of the Intercultural 1. Factual, objective knowledge removed from people as constructors and users of that knowledge  cultural knowledge (an observer towards an observee) (9) 2. Contextual and personalized  intercultural engagement (one person of a culture towards another person of another culture in contact) (10)
  8. 8. Approaches to Assessing Interculturality 1. Assessment of intercultural communicative behaviors: Common formats include role-plays and simulations, which are used to test norms of interaction (Crozet, 1996; Liddicoat & Crozet, 2001), pragmatic norms (Hudson, Detmer, & Brown, 1992; Kasper & Dahl, 1991), and some linguistic and paralinguistic phenomena (Liddicoat & Crozet, 2001); cross- cultural mediation tasks (Kordes, 1991; Meyer, 1991); and discourse completion tasks, which assess control of pragmatic norms and the accuracy of learners’ understanding of native speakers’ language use and the accuracy of their pragmatic choices (Kasper & Dahl, 1991)  Constructs 1 and 2 (11) 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 8
  9. 9. Approaches cont. 2.Elicitation of the learners’ intercultural dispositions or understandings. Paige, Jorstad, Siaya, Klein, & Colby (1999) examine three different types of such models as potential approaches for the assessment of intercultural skills: 1. attitudinal tests; 2. culture assimilator tests; and 3. cultural awareness tests  Construct 1 (this sidelined) 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 9
  10. 10. Approaches cont. 3.Elicitation: involves not just seeking to draw out learners’ understanding of intercultural experiences as observers of others’ participation in interaction, but most importantly, drawing out learners’ understandings of themselves as participants in learning and using language(s) in the context of culture(s), that is, in learning and using languages as actual intercultural experiences  Approach 1 put in construct 2  then learner reflection and learner response (12) 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 10
  11. 11. Question(s) I Asked Is it possible that in reality intercultural communication and intercultural (in)capability produce not only (mis)understanding but also fun and laughter as depicted in the British comedy series 'Mind Your Language'?  10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 11
  12. 12. Recommendation Application in LB LIA classes: 1. Construct 1, approaches 1 and 3 2. Construct 2, approach 3 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 12
  13. 13. Conclusion English learning and contact in the Indonesian context specially LB LIA classes comprises homogeneously Indonesian students. As such, though students’ intercultural capability can still be assessed through both constructs— construct 1, approaches 1 and 3 (fellow Indonesian) and construct 2, approach 3 (fellow Indonesian); S-S interaction can be devised for students’ doing the given activities for the assessment purpose 10/2/2017 Kind of re-presentation of Professor Liddicoat’s talk at Asia TEFL Yogya 2017 13

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