This document outlines a presentation on fostering global competence in the world language classroom and beyond. It discusses defining global competence, introducing a model for thinking about global competence as an instructional practice. It provides an example of a co-curricular partnership project between a world language class and international student organization to develop students' global competence through experience interacting with others from different cultures and countries.

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. 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. 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. The Impact of a GC Mind-Set

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

7. 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

8. A Model of Reading Comprehension?

9. 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.

10. 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.

11. 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.

12. 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.

13. 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.”

14. 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.”

15. Intercultural Competence/Capability:
“The ability to communicate effectively and appropriately
in intercultural situations based on one’s intercultural
knowledge, skills and attitudes.” (Deardorff, 2004).”

16. 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.

17. 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

18. 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

19. Global Competence Matrix
A look at the WL Classroom

20. Global Competence Matrix

21. Global Competence Matrix

23. Digging Deeper in Globally Competent Pedagogy

24. It begins with a goal.

25. Setting the tone.

26. Return to Sender Project.

27. Analysis of “Mojado”

28. Since then…

29. SHARING

30. 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.

31. 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.