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Intercultural Teaching_TMT2013
This document summarizes key concepts relating to intercultural teaching and communication. It discusses how culture influences learning styles, expectations of roles, approaches to assessment and feedback, and communication norms. Culture is presented as a "lens" that filters information and guides interactions. Effective intercultural teaching requires awareness of one's own cultural assumptions as well as flexibility in adapting to different communication styles and perspectives among students from diverse cultures. Managing rapport and balancing transactional and relational goals is important for intercultural communication.
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- 1. TMT Supervisors Conference,13th July 2013 Hung The Nguyen, hunguyen250369@gmail.comInterculturalTeaching
- 2. “That’s because youare Aussie; it is harder for us. ”
- 3. Can you seethe glitches? The Matrix, 1999 from Tech Noir
- 4. CULTURE in the teachingspace is underestimated.
- 5. An intercultural situationis one in which the cultural distance between the participants is significant enough to have an effect on interaction/ communication that is noticeable to at least one of the parties. - Spencer-Oatey and Franklin
- 6. ➡ Multicultural Australia ➡International Medical Graduates ➡ Overseas Students ➡ Aboriginal and Torres Strait Islander Students TeachSPACE
- 7. COMMUNICATION CULTURE TEACHING & LEARNING Modified from Cortazziand Jin, 2002 TeachSPACE
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- 9. Culture is a blueprintfor action - Laksiri Jayasuriya Image from Μηχανικός1, Wikimedia Commons
- 10. Culture works preciselybecause participants do not have to think about making it work, one simply does what is expected. Cortazzi and Jin, 2002
- 11. Culture is complex butnot chaotic.
- 12. “Teachers come toclass ill prepared. They are often lazy.” “Teachers won’t provide answers to questions in class. I don’t think they really know what they are talking about.” “Teachers don’t seem to know that I am having problems. They don’t seem to care about my progress.” “Teachers gets really annoyed with us asking questions or giving comments after class. They don’t respect us or value our opinions.” ➡ Explanation 1. People from some other nations/ cultures are stupid, lazy, amoral, and/or obstructionists.
- 13. We perceive thevalues of our culture in moral terms and therefore we tend to view other peoples values as morally inferior.
- 14. ➡ Explanation 2.People from some other nations/ cultures differ in cognition in ways that result in different perceptions, judgments, decision making and behaviours.
- 15. People can onlysee their culture when they encounter a mismatch b/w their lifelong patterns of thinking and that of other people. Klein, 2004
- 16. Klein, 2004 People cannotadjust mismatches by altering their underlying cognitive processes i.e. how they think about the world.
- 17. The lens filtersand organizes incoming information, makes sense of the information, structures planning and adaptation activities, and guides interactions and communication. Klein, 2004
- 18. Cultural dimensions high vslow power distance short vs long term time orientation mastery vs fatalism masculinity vs femininity high vs low tolerance for uncertainty hypothetical vs concrete reasoning root cause vs systems approach individualist vs collectivist
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- 23. CultureLEARNING learning & teaching styles nature& function of assessment roles & expectations Learner
- 24. Learning & Teaching styles Nature& function of assessment roles & expectations Teacher CultureLEARNING
- 25. learning & teaching styles assessment roles& expectations Gap CultureLEARNING
- 26. rolesEXPECTATIONS Student view ofteacher roles Teacher view of teacher roles ★be authority, expert ★be a model: knowing and knowing how to ★be a parent, friend ★know students’ problems ★give answer, clear guidance: teach us what to do ✦be a facilitator, organiser ✦be a model of how to find out ✦be a friendly critic Cortazzi and Jin, 2002
- 27. Student view ofstudent roles Teacher view of student roles ★develop receptivity, collective harmony, apprenticeship, deductive reasoning ★respect teacher: learn by listening and reflection ★learn methods, technical advances ★focus on product, results ✦develop independence, individuality, creativity, inductive learning ✦participate: engage in dialogue ✦develop critical thinking ✦focus on process of learning, research skills ✦ask if there is a problem ✦find own answers ✦should know what to do or work it out rolesEXPECTATIONS
- 28. learningSTYLE Learning style isan individual natural or habitual pattern of acquiring, processing and delivering information in teaching/ learning situations.
- 29. learningSTYLE Learning style areinfluenced by personality, motivation, cultural preferences and the physical environments.
- 30. learningSTYLE Sensory Learners concrete practical procedural They lookfor FACTS. Intuitive Learners conceptual innovative theoretical They look for MEANING. From Felder and Silverman’s Index of Learning Styles, 2002
- 31. learningSTYLE Visual Learners graphs pictures diagrams They lookforVISUAL representation of the information. Verbal Learners audio recordings lectures discussions They look for explanations with WORDS.
- 32. learningSTYLE Active Learners manipulate experiment explore They lookfor SMALL GROUP DIRECTED activities. Reflective Learners think evaluate analyse/ synthesise They look for SELF- DIRECTED activities.
- 33. learningSTYLE Sequential Learners order linear They lookfor ORDER in the details to formulate the big picture. Global Learners systematic holistic They look for the BIG PICTURE and then fill in the details.
- 34. learningSTYLE Everyone has amix of learning styles. ➡Bring your learning (teaching) style into balance.
- 35. learningSTYLE Learning styles arenot fixed. ➡Expand the way you learn (teach).
- 36. NatureASSESSMENT “This exam isracist. ” overseas student reflecting on the OSCE
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- 38. time pressure Language panic Cultural preferences kill ofestimation ‣misread words, instructions, questions, tasks ‣language mixed up ‣only communicate points they can express in English ‣attempt all questions in a hurry or ‣answer only some questions properly ‣skills and attitudes to guess, estimate, try out possible solutions and ideas, make judgements about possible alternatives or not Ballard & Clanchy, 1991
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- 40. Feedback Giving ✓ Timely ✓ Expected ✓Specific ✓ Honest and direct ✓ Descriptive ✓ Relevant ✓ Right level ✓ Focused ✓ Informative ✓ Balanced ✓ Actionable
- 41. Feedback Receiving Help them: ๏ beexplicit of the kind of feedback they want ๏ be aware of their reaction emotionally and intellectually ๏ actively listen ๏ seek clarification ๏ summarise what they are hearing ๏ reflect and evaluate the information provided ๏ explore possible actions for change ๏ embrace feedback
- 42. learning & teaching styles assessment roles& expectations Gap CultureLEARNING
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- 44. ➡ Rapport isthe relative harmony and smoothness of relations between people ➡ Rapport management is the management (or mismanagement) of relations between people. Spencer-Oatey, 2005 ManagingRAPPORT
- 45. ➡ Rapport orientations: ✓enhancement(strengthen) ✓maintenance (protect) ‣ neglect (lack interest or concern) ‣ challenge (impair) Spencer-Oatey, 2005 ManagingRAPPORT
- 46. Spencer-Oatey, 2008 Interactional goals Face sensitivities Role expectations Bases ofrapport ManagingRAPPORT
- 47. FACE ➡concerned with peoplesense of worth, dignity and identity ➡associated with concerns for respect, honour, status, reputation and competence Spencer-Oatey, 2005 ManagingRAPPORT Face
- 48. FACE ➡self as anindividual - abilities, appearance, ethics, confidence ➡self as a group member - family, ethnic, professional, national, religious ➡self in relation to others - father, doctor, teacher, leader Spencer-Oatey, 2005 ManagingRAPPORT Face
- 49. ROLE EXPECTATIONS (rightsand obligations) ➡equity - entitled to be treated fairly: that we are not unduly imposed upon (reciprocity), that we are not unfairly ordered about (autonomy), and that we are not taken advantage of or exploited (cost- benefit) ➡associative - entitled to social involvement with others, in keeping with the type of relationship that we have with them (respect, empathy, involvement) Spencer-Oatey, 2008 ManagingRAPPORT Role
- 50. Interactional goals ➡transactional =achieving specific tasks ➡relational = effective relationship management Spencer-Oatey, 2008 ManagingRAPPORT Goals
- 51. Managing rapport: ๏understanding domainsof politeness ๏handling speech acts ๏degree of (in)directness ๏type and frequency of down/up-graders ๏understanding authority and respect in teaching space ๏using wait time Spencer-Oatey, 2008 ManagingRAPPORT
- 52. Spencer-Oatey, 2008 Interactional goals Face sensitivities Role expectations Bases ofrapport activity type number of participants context -power -distance rapport orientation cultural dimensions pragmalinguistic conventions
- 53. COMMUNICATION CULTURE TEACHING & LEARNING Intercultural teachingspace Intercultural competence Self-awareness Cultural lens tools Orientation (roles & expectations) Teaching methods Learning styles Feedback Assessment Language Managing rapport Communication skills
- 54. Can you seethe glitches? The Matrix, 1999 from Tech Noir