Presentation on theme: "Building intercultural communicative competence one activity at a time"— Presentation transcript:
1Building intercultural communicative competence one activity at a time Pablo Muirhead, Ph.D.WAFLTNovember 2nd, 2013IntroMartha is the (TITLE) of the Milwaukee YMCAShe is ….She heads…This will be a very interactive and sensitive honest discussion. A trained facilitator has been placed at each table to ensure participation.PRE-WORK- (1)Who took the Harvard Test on Bias-raise hands? Were you surprised at the results?(2)Did you read Peggy McIntosh’s “ White Privilege: Unpacking the Invisible Knapsack”” which encourages andWhite students to investigate their experiences with racism.(3)Responses from question-”How would your life be different if you were another race”? “ Have you experienced oppression or were denied an opportunity or experience based on gender”? – READ examples they handed in
5Culture is… … tantamount to perspective … intertwined with issues of power… products and practices
6In other words…“Culture is a fluctuating embodiment of a group’s products, practices and perspectives. Inseparable from language, culture is also impacted by issues of power as it can be used to marginalize or privilege.”Muirhead, P. (2009). Rethinking culture: Toward a pedagogy of possibility in world language education. Critical Inquiry in Language Studies, 6(4),Pablo Muirhead
7How is culture integrated into the teaching of languages? THENNOWIDEALPure focus on language“Culture” limited to upper-level coursework (through literature)Recognition of importance of cultureStruggle to make it natural part at all levelsMoving toward deeper understanding of cultureSubconsciously infusing culture in lessonsInextricable link between culture and language visible in classroomsStudents gain multiple perspectives that help them challenge societal injustices
8Having a single cultural perspective. AVOID BEINGCULTURE BOUNDHaving a single cultural perspective.Not being able to adopt different points of view.
10the 3 Ps PERSPECTIVES What can we gain? PRODUCTS Family meal PRACTICES SobremesaPablo Muirhead
11What products do you associate with this? PERSPECTIVES: PRACTICE:GemütlichkeitPRODUCTS:What products do you associate with this?PERSPECTIVES:What perspectives do you associate with this?
12Unspoken RulesRead the unspoken rules of behavior associated with your culture.Take on the role of someone from this culture when speaking to others but DO NOT share this information with others.THEN, get to know several people by…Introducing yourselves.Talking about your roles as language educators.Sharing the impact of your intercultural immersion experiences.
13(INTERCULTURAL)COMMUNICATIONTo study another language and culture gives one the powerful key to successful communication: knowing how, when,and why to say what to whom.
15First impressionsOur subconscious acts on its own and we often make assumptions as a result. These can often be completely innocuous but sometimes they can be very detrimental.You are about to view a series of images. Share your first impression with a neighbor.
17Man Playing Horn... or Woman's Silhouette? Hint: woman's right eye is the black speck in front of horn handle
18Woman in vanity... or Skull? Hint: move farther a bit from screen and blink to see the skull or the woman (looking at the mirror)
19Two Faces... or One?Hint: two faces sideprofile or one facefront view
20A Rabbit... or a Duck?Hint: the duck is looking left, the rabbit is looking right
21Reflections…Chances are… …you and your partner didn’t see the same thing at first. …you may have struggled to see both representations all the time.Fact is……impressions and decisions are made very quickly.…we will gain a bigger picture of issues if we can first suspend judgment.
22Harvard Hidden-Bias Tests Excellent resource for self- reflection. Multiple tests are available to measure your subconscious. Find at
23Bennett Model Experience of Difference Development of Intercultural Sensitivity DenialDefenseMinimizationAcceptanceAdaptationIntegrationETHNOCENTRICSTAGESETHNORELATIVESTAGESLange, D. L. (1999). Planning for and using the new national culture standards. In J. K. Phillips & R.K. Terry (Eds.), Foreign language standards: Linking research, theories, and practices (pp. 57135). Lincolnwood, Illinois: National Textbook Company.
24I haven’t left my little bubble yet… DENIALIndividual does not perceive cultural differences, or avoids them.Focus on PRODUCTSETHNOCENTRICSTAGES
25DEFENSE Individual demonstrates intolerance toward differences. There “they” go speaking Spanish again.DEFENSEReflect on own culturesIndividual demonstrates intolerance toward differences.ETHNOCENTRICSTAGES
26MINIMIZATION Individual downplays I like to think of myself as color blind. I don’t see a person’s race.MINIMIZATIONIndividual downplaysdifferences and takes on belief that everyone is the same.ETHNOCENTRICSTAGESincrease contact with cultures studied
27I don’t understand but I’m okay with that and am open to learning. comparisons & contrastsACCEPTANCEIndividual begins to value the richness that cultures offer.ETHNORELATIVESTAGES
28tolerate greater ambiguity I see things differently now and can better understand why others feel the way they do.ADAPTATIONIndividual begins to develop other perspectives and skills to get along better with “others”.tolerate greater ambiguityETHNORELATIVESTAGES
29I have acquired various lenses through which to understand the world. INTEGRATION\Individual is able to view the world from multiple perspectives.challenge societal injusticesETHNORELATIVESTAGES
30Reflecting on these stages, prepare to answer some questions. DenialDefenseMinimizationAcceptanceAdaptationIntegrationETHNOCENTRICSTAGESETHNORELATIVESTAGESPull out your phones and text your responses to...
31Reflecting on these stages, prepare to answer some questions. DenialDefenseMinimizationAcceptanceAdaptationIntegrationETHNOCENTRICSTAGESETHNORELATIVESTAGESAnd now respond to…
32Developing ICC It’s a gradual process Move from seeing cultures from the OUTSIDE IN to the INSIDE OUT
33To seamlessly weave culture and language, we need to… Make relevant to students’ lives.Reclaim curriculum by developing standards-based thematic units and using the text as a resource.Develop multiple perspectives.
34Useful Strategies Write from a different perspective. Weather from different parts.Interview community members.Activities in the community.Listen to and work with music.Reenact an event.Noticias del mundo hispanohablante.Thematic Units: Immigration, Chicano Civil Rights, U.S. in Latin America, Identity10 Chairs of Wealth
35p. 13Language ExchangeObjective: Create an opportunity for Spanish- dominant English-language learners and Spanish learners to interact on an even playing field. Suggestions: Create the least structure possible so that the exchange flows organically from students. Suggest they bring pictures, scrapbooks, etc. to share with one another. Divide time evenly between English and Spanish. Results: Students are motivated to practice because of the realness factor and perspectives can be gained from one another.
36Mil Gracias Pablo Muirhead firstname.lastname@example.org I hope you were able to reflect today on the art of teaching. As we return to our students and try new strategies, let’s stay in touch to support one another. Feel free to contact me!! I look forward to hearing from you.