1. INTERCULTURAL PROFICIENCY GUIDELINES A Supplement to STANAG 6001 Listening and Speaking Guidelines for A Collaborative Sociolinguistic Assessment Model Presented by James Dirgin Director, Test Review and Education Defense Language Institute Foreign Language Center Monterey - California USA BILC Conference Athens, Greece JUNE 2008

2. Part 1 – Introduction Culture Intercultural Proficiency Part 2 – Intercultural Proficiency Guidelines Approaches and Construct Descriptors and Profiles Part 3 – A Collaborative Assessment Model

3. Part 1 – Introduction Why Intercultural Proficiency? 1-Meet the “ need ” to define the “ socio ” elements of sociolinguistic competence in intercultural settings 2-Emphasize focusing on the target culture in training, education, and assessment 3Design training programs & courses to raise awareness and expand the knowledge base for the target culture 4-Supplement the STANAG 6001 listening and speaking guidelines

4. Part 1 – Introduction Part 1 – Introduction Culture is … … the cumulative deposit of knowledge and experience of beliefs, values, attitudes, meanings, hierarchies, religion; notions of time, places, and people; roles and relations; concepts and perceptions of the other people and the universe… … the cumulative deposit of knowledge and experience of beliefs, values, attitudes, meanings, hierarchies, religion; notions of time, places, and people; roles and relations; concepts and perceptions of the other people and the universe… … in its broadest sense is cultivated behavior; that is the totality of a person's or group’s learned, accumulated experience which is socially transmitted, or more briefly, behavior through social learning… … in its broadest sense is cultivated behavior; that is the totality of a person's or group’s learned, accumulated experience which is socially transmitted, or more briefly, behavior through social learning… … the essential core of culture consists of traditional ideas and especially their attached values; culture systems may, on the one hand, be considered as products of action, on the other hand, as conditioning influences upon further action…

5. Intercultural Proficiency A complex set of abilities needed to A complex set of abilities needed to perform effectively and appropriately when interacting with others who are linguistically different from oneself

6. Factors Affecting Inter-Cultural Competence - Respect for “ Otherness ” - Orientation for “ New ” Knowledge - Behavioral Flexibility - Tolerance for Ambiguity - Empathy - Desire & Motivation for “ Accomplishment ” - Socio-linguistic Knowledge, Skills, & Abilities

7. CORE VALUES BELIEFS LANGUAGE FUNCTIONS DAILY SYMBOLS & APPLICATIONS RITUALS AND TRADITIONS HEROES, EVENTS AND PRACTICES

8. Other Layers of Culture - National Level - Regional Level - Social-Class or Status Level - Institutional / Organizational Level - Generational Level - Gender Level - Group Level Personal Level

9. Inter-cultural Proficiency It is not uncommon for an individual to be a)exceptionally well versed on the theories of cross-cultural effectiveness, and b)possess the best of motives and be sincerely concerned and motivated on enacting his role accordingly however unable to demonstrate those understandings in interaction due to: 1- Lack of linguistic skills 2- Lack of specific information on all (high and low) aspects of the target culture, OR 3- Both

10. 2- Intercultural Proficiency Descriptors Not an exhaustive list of profiles or abilities Not an exhaustive list of profiles or abilities “Intercultural proficiency” includes the elements of both sociolinguistic and sociocultural awareness / knowledge and skills and abilities as they apply to linguistic tasks. “Intercultural proficiency” includes the elements of both sociolinguistic and sociocultural awareness / knowledge and skills and abilities as they apply to linguistic tasks. Approach intercultural proficiency mainly from an in-language and task-based approach Approach intercultural proficiency mainly from an in-language and task-based approach Approaches skills from task, content, and accuracy perspectives Approaches skills from task, content, and accuracy perspectives Combine both the big “C” cultural elements, such as the underlying value systems and concepts and traditions, as well as the small “c” cultural elements, regardless how learned or acquired Combine both the big “C” cultural elements, such as the underlying value systems and concepts and traditions, as well as the small “c” cultural elements, regardless how learned or acquired Focus on their application in tasks and situations. Focus on their application in tasks and situations.

11. 2- Intercultural Proficiency Descriptors Take a TASK oriented “ behavioral approach ” to assess functional abilities Focus on situations in the target culture ’ s CONTENT and context domains where language use is required Measure ACCURACY of abilities and performances but not the direct knowledge or motives of an individual -While not tied to a specific course or program, training in the target culture and area studies will enhance and increase the competence level -Not limited to assessment but particularly to training and education of linguists and faculty

12. Intercultural Proficiency Descriptors LIMITED SOCIOCULTURAL COMPETENCE (STANAG LEVEL 1) Uses cultural awareness and basic information in culturally and linguistically appropriate behavior to engage in small social conversations and to greet, bid farewell, express desires, ask or give basic directions requests, including in limited work setting. Individual at this level may know about the basic governmental structure, general demographical information, major geography and brief history of the target culture, including the names of important people and major institutions. Some other examples may be engaging in social interactions with friends and immediate surrounding, shopping for basic food and clothing, making simple arrangements or reservations for eating out or purchasing tickets for events or travel with the basic understanding what things “are” and how they “work”. The user’s socio-linguistic competence or proficiency usually falls short if any of the above situations require handling unusual or unexpected turns, but with specific training and preparation the individual may perform sufficiently in basic critical situations, such as interacting with native speakers as a military person.

13. Intercultural Proficiency Descriptors WORKING LEVEL SOCIOCULTURAL COMPETENCE (STANAG LEVEL 2) (STANAG LEVEL 2) Has sufficient knowledge of sociocultural conventions and practices required for living and working in a foreign country. He/she also knows some of the differences between his/her own culture and the target culture, and attempts to adjust behavior and linguistic use accordingly as required in the above general areas. Can get in, go through, and get out of most routine and everyday social and work related situations successfully even with native speakers who are not accustomed to foreigners, including dealing with problems or complications arising during these basic routine situations. Has ability to transfer and adjust his/her cultural information and practices to the target culture, but not always. May appear at unease in most formal engagements where target culture and language requirements follow socially and linguistically accepted norms and protocols. Has both passive and active knowledge and use of generally practiced usual socio-cultural norms and behaviors in social and work settings, with the deficiencies in the areas explained above.

14. Intercultural Proficiency Descriptors PROFESSIONAL LEVEL SOCIOCULTURAL COMPETENCE (STANAG LEVEL 3) (STANAG LEVEL 3) Has reliable and sufficient sociocultural and sociolinguistic knowledge and abilities to work in a professional career setting. Uses these knowledge, skills, and abilities to adjust his/her behavior appropriately and rapidly in situations unusual or previously not encountered both in career or social settings by taking into account cultural differences. Has sufficient knowledge and notices and comprehends most non- verbal responses including gestures, facial expressions, conversational styles, as well as absence or omission of such expected cultural practices or norms. Has a good knowledge and control of the honorific address systems in the culture, and uses them appropriately most of the time in most social and professional situations. Has enough socio-cultural knowledge recognize and produce localized, colloquial forms of speech and behavior and can compare them with the customs of other localities in the target culture. Often makes appropriate use of cultural references and expressions and shows wide awareness and appreciation for the finer arts and other cultural issues currently surrounding the target culture, and can engage in discussions, debates, and social conversation on popular culture domains with considerable ease and comfort.

15. Intercultural Proficiency Descriptors DISTINGUISHED LEVEL SOCIOCULTURAL COMPETENCE (STANAG LEVEL 4) (STANAG LEVEL 4) Has broad knowledge and experience in the core elements of the target culture; through which understands, negotiates, navigates, and operates in almost all socioculturally challenging situations with a very broad perspective and flexibility. Through this knowledge, can appreciate the subtle differences that exist in the underlying fundamental value systems and their sub-components in a given society, and uses this ability in all cultural setting to further his/her skills in influencing tasks such as advising, counseling, persuading or dissuading, convincing; Has broad and deep knowledge and understanding of the target culture and society to use both formal and informal registers appropriately and interchangeably on demand in almost all socio-cultural situations and tasks that require internalization and appreciation of cultural values and practices that are unique and fundamentally different than her own;

16. A Collaborative Assessment Model for Intercultural Proficiency Involves all major stakeholders Intercultural Proficiency Experts Program Managers Field Managers Linguists

17. A Collaborative Assessment Model for Intercultural Proficiency Step 1 Unit Requests Assessment for Tasks Proficiency Experts Prepare and Send NA Survey Unit Prepares List of Mission Tasks Require Socio-cultural Proficiency All Stakeholders Meet and Review the Task List Tasks Requiring Socio-cultural and Socio-linguistic Proficiency Established FEEDBACK

18. STAKEHOLDER UNITS / OPERATIONS TASKS TASK TITLE SUPPORTED MISSION SUB-TASKSMIN LANGUAGE PROFICIENCY LEVEL #1#2#3 CRTCRT FREQFREQ NONELISSPKCULT 1 House search Entry In the house Separate family Ask questions YY 111 2 Road Block Stop incoming vehicle Approach vehicle Ask papers and sec questions YY111 3 Disperse crowd Call for disperse Caution public Ask for back up YN 222 4Arrange Meetings at HQ Call participants Arrange conference room Gather tech suppor t NY 222

19. A Collaborative Assessment Model for Intercultural Proficiency Step 2 Units Tasks are Identified and rated Proficiency Experts Develop tasks into Role Play Situations Tests conducted by Testers using the role plays Results are evaluated Unit receives test results and feedback

20. Outcome? -May help the unit to understand and evaluate the scope of “ linguistic requirements ” for their mission related task -May help stakeholders to understand and appreciate the unit ’ s needs for linguistic support -May help language experts, particularly trainers and material developers, to reflect these needs in the training programs -Brings major stakeholders together in one room -Gives everyone a realistic sense as to how the “ scale ” works in real life situations

21. Good Luck!