1. Good Afternoon !

2. What does this mean….?

3. Language learning does not mean linguistic competence(Chomsky) or communicative competence (Hymes) only, it embraces Intercultural Competence too(Byram)

4. “Crossing the Cultural Boundaries:Developing Intercultural Competence of Prospective Teachers of English
Shashini R. Tennekoon
Pasdunrata National College of Education
Sri Lanka

5. I would deal with What is intercultural competence
Why it is important to my working context
What I found about IC
What I wanted to find out through my study
What I did
How I did it
What did I find
The implications of what I found and
My conclusions

6. What is intercultural competence?
“the ability to communicate effectively and appropriately across cultural boundaries”
Darla Deardroff ( 2004)

7. Why IC is important to my working context?
Sri Lanka is a pluralist society trying to recover from damages done during ethnic clashes in the past
Segregated school system but Salient opportunity for English teachers
Teacher-student understanding for optimal learning-Requires intercultural sensitivity
“the ability to successfully teach students who come from different cultures other than your own” (Diller & Moule, 2005, p. 2)

8. What I found about IC
It involves knowledge, skills, and attitudes based on five dimensions (Byram,2003)
Skills (savoir comprendre) Interpret and compare
Knowledge (savoirs) Knowledge about ‘other’ and ‘own
Education (savoir s’engager ) Critically evaluate
Attitudes (savoir être) Openness and curiosity
Skills (savoir apprendre/faire) Acquire new knowledge (and apply in real time)

9. Five Factor Model

10. Cultural sensitivity is a developmental process which moves the individual from (Bennet,2004) ethnocentrism to ethnorelativism
Denial ➝ Defense ➝ Minimization ➝
ETHNOCENTRISM
Acceptance ➝ Adaptation ➝ Integration
ETHNORELATIVISM

11. DMIS Process Model

12. Pyramid Model
Intercultural competence develop by degree, and having components at the lower levels of competency enhances the upper levels. (Deardorff ,2006)

13. Pyramid Model

14. Process Model

15. What I wanted to find out through my study
To evaluate the prospective teachers' current perceptions on cultural diversity and determine whether they are more inclined towards ethnocentrism or ethnorelativism
 To broaden the knowledge on how the specially designed curriculum on teaching English Language skills based on intercultural material help to develop intercultural competence of prospective teachers of English.

16. To identify the effectiveness of the activities used in the curriculum in developing intercultural competence of the student teachers
 To propose an alternative course of action for the teacher educators to follow based on my experience when teaching English language skills which would be more beneficial to students teachers produced by National Colleges of Education in their future role

17. Pre test-intervention-post test model
What I did
Mixed method approach
Action research
Pre test-intervention-post test model
Intervention based on specially designed intercultural syllabus

18. Observation check list + Field notes (Non participant observer)
How I did it
Questionnaire
Observation
Observation check list + Field notes (Non participant observer)
Reflective journal (researcher)
Student diaries (participants)

19. They have a strong attachment to their culture
What did I find
students' cultural perceptions have more inclination towards ethnocentrism
They have a strong attachment to their culture
They seem to be having a sturdy influence from their religion rather than language

21. Mean Score Based on Ethnicity
Tamil - 34
Muslim - 39
Sinhala Buddhist
Sinhala Roman catholic - 19

23. students possess limited knowledge of other ethnic and religious cultures despite their existence together in the island for hundreds of years
This was especially evident in the Sinhala group they also being the group with the poorest knowledge of language of the other two groups
The reason could be that they do not need second language of the country for their survival

24. the respondents have scored high marks in the questions related to adaptation stage of the intercultural competence continuum
showing their willingness to adapt to other cultures may be because Sri Lankan culture is based on the concept of peaceful living that hates violence
The scores reveal that almost all the participants fall into the minimization stage of the IC development process which supports the principle 'live and let live'

25. Students responded positively to the activities in the intercultural syllabus

26. Some of these activities dealt with enhancing knowledge of other cultures
the assumption was that greater intercultural knowledge may instill greater intercultural competence
the observations confirmed that they generate superficial descriptions that fostered negative stereotyping in the research participants

27. Conclusions
Intercultural competence very important for teachers handling CALD students
Help developing intercultural citizenship necessary in a pluralist society
Extensive intercultural interaction promote social harmony

28. References
Bennett, M. J. (2004). . Toward multiculturalism: A reader in multicultural education In Wurzel, J. (Ed.).
(2nd ed., pp ). Newton, MA: Intercultural Resource Corporation
Byram, M. (2003) Teaching languages for democratic citizenship in Europe and beyond. In Brown, K. and Brown, M (eds.) Reflections on citizenship in a multilingual world. London: CILT: 15-24
Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education,10,
Krajewski,S. (2011). Developing intercultural competence in multilingual and multicultural student groups. Journal of Research in International Education Sabine (10)
Premier,J.A. (2010) Preparing Pre-service Teachers for Multicultural Classroom. Australian Journal of Teacher Education, 35( 2),35-48
Sara Rubenfeld, S.,Richard, C., Vinograd,J., Lussier,D., Amireault,V. (2007). Becoming a cultural intermediary: a further social corollary of second-language learning. Journal of Language and Social Psychology (26): 182
Spooner-Lane, R., Tangen, D., Louise, K.M. Hepple, E.,Carrington, S.(2013) Building Intercultural Competence One “Patch” at a Time. Education Research International, (10),1-9 
Susan G. Sample(2013) Developing Intercultural Learners Through the International Curriculum. Journal of Studies in International Education, retrieved February2013 from

29. Thank you!!