1. From Theory to Practice: Toward Intercultural Communicative Competence Concordia University March 2015
@PabloMuirhead
Intro
Martha is the (TITLE) of the Milwaukee YMCA
She 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 and
White 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

2. “If you lead with culture, language will follow.”

3. To study another language and culture gives one the powerful
COMMUNICATION
To study another language and
culture gives one the powerful
key to successful communication:
knowing how, when,and why
to say what to whom.

4. SOURCE: http://www.learner.org/workshops/tfl/session_05/analyze.html

5. To study another language and culture gives one the powerful
INTERCULTURAL
COMMUNICATIVE
COMPETENCE
To study another language and
culture gives one the powerful
key to successful communication:
knowing how, when,and why
to say what to whom.

6. INTEGRATIVE MOTIVATION INSTRUMENTAL MOTIVATION
CULTURE
INTEGRATIVE MOTIVATION
INSTRUMENTAL MOTIVATION
LANGUAG

7. The Iceberg Metaphor
What do you see?
and now?

9. Culture is… … tantamount to perspective
… intertwined with issues of power
… products and practices

10. CULTURE
POWER
Perspectives
Products
Practices
Pablo Muirhead

11. In 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

12. Having a single cultural perspective.
AVOID BEING
CULTURE BOUND
Having a single cultural perspective.
Not being able to adopt different points of view.

13. How is culture integrated into the teaching of languages?
THEN
NOW
IDEAL
Pure focus on language
“Culture” limited to upper-level coursework (through literature)
Recognition of importance of culture
Struggle to make it natural part at all levels
Moving toward deeper understanding of culture
Subconsciously infusing culture in lessons
Inextricable link between culture and language visible in classrooms
Students gain multiple perspectives that help them challenge societal injustices

14. ACTFL Book Words and Actions: Teaching Languages Through
the Lens of Social Justice
Co-authored by Cassandra Glynn, Concordia College,
Pamela Wesely, University of Iowa, and Beth Wassell, Rowan University

15. Starting with SELF Me? Have culture? Really!?!? What does that mean?
How does my culture inform my behavior and the way I view the world?

16. First impressions
Our 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.

17. Woman in vanity... or Skull?
Hint: move farther a bit from screen and blink to see the skull or the woman (looking at the mirror)
C. Allan Gilbert (1892)

18. Man Playing Horn... or Woman's Silhouette?
Hint: woman's right eye is the black speck in front of horn handle
SOURCE

19. Young or old woman?
W.E. Hill (1915)

20. Two Faces... or One? Hint: two faces side profile or one face
front view
Edgar Rubin (1915)

21. Hint: the duck is looking left, the rabbit is looking right
Fliegende Blätter (1892)
A Rabbit... or a Duck?
Hint: the duck is looking left, the rabbit is looking right

22. Reflections…
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.

23. Harvard Hidden-Bias Tests
Excellent resource for self- reflection. Multiple tests are available to measure your subconscious.

24. Bennett Model Experience of Difference Development of Intercultural Sensitivity
Denial
Defense
Minimization
Acceptance
Adaptation
Integration
ETHNOCENTRIC
STAGES
ETHNORELATIVE
STAGES
Lange, 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. 57
135). Lincolnwood, Illinois: National Textbook Company.

25. I haven’t left my little bubble yet…
DENIAL
Individual does not perceive cultural differences, or avoids them.
Focus on PRODUCTS
ETHNOCENTRIC
STAGES

26. DEFENSE Individual demonstrates intolerance toward differences.
There “they” go speaking Spanish again.
DEFENSE
Reflect on own cultures
Individual demonstrates intolerance toward differences.
ETHNOCENTRIC
STAGES

27. MINIMIZATION Individual downplays
I like to think of myself as color blind. I don’t see a person’s race.
MINIMIZATION
Individual downplays
differences and takes on belief that everyone is the same.
ETHNOCENTRIC
STAGES
increase contact with cultures studied

28. I don’t understand but I’m okay with that and am open to learning.
comparisons & contrasts
ACCEPTANCE
Individual begins to value the richness that cultures offer.
ETHNORELATIVE
STAGES

29. tolerate greater ambiguity
I see things differently now and can better understand why others feel the way they do.
ADAPTATION
Individual begins to develop other perspectives and skills to get along better with “others”.
tolerate greater ambiguity
ETHNORELATIVE
STAGES

30. I have acquired various lenses through which to understand the world.
INTEGRATION \
Individual is able to view the world from multiple perspectives.
challenge societal injustices
ETHNORELATIVE
STAGES

31. Reflecting on these stages, prepare to answer some questions.
Denial
Defense
Minimization
Acceptance
Adaptation
Integration
ETHNOCENTRIC
STAGES
ETHNORELATIVE
STAGES

32. How would you rate yourself on the Bennett Model?
TAKE OUT YOUR PHONES
start a TEXT to 37607
How would you rate yourself on the Bennett Model?
How would you rate your typical student? (click here)

33. Balance between content and process is key
High-Challenge
Content
Learner Leaves
Learner Acquires Knowledge
High-Challenge
Process
Low-Challenge
Process
Learner Develops Skills
Learner Rests
Low-Challenge
Content
The Bennett Model (as cited by Lange, 1999, p. 76)

34. LEARNER ACQUIRES KNOWLEDGE
LOW-CHALLENGE PROCESS
HIGH-CHALLENGE CONTENT
Lecture
Films
Groups or pairs
Songs, games, or TPR
Cloze activities,
Multiple choice
Research projects
Routine activities
Matching or sorting exercises
Reading
Politics
Homophobia
Religion
Sexuality
Diversity
Racism
Social class
Justice / fairness / inequalities
Xenophobia
Content adapted from Wendy W. Allen

35. LEARNER DEVELOPS SKILLS HIGH-CHALLENGE PROCESS LOW-CHALLENGE CONTENT
Performance on the stage
Simulations
Role plays
Oral presentations
Open-ended
Debates
Voicing an opinion
Essays
Weather
Leisure activities
Food
Calendar
Numbers
Big C "products“
Courses of study
Travel
Colors
Family
Content prepared by Wendy W. Allen

36. SOURCE: http://www.learner.org/workshops/tfl/session_05/analyze.html

37. Extended conversation at table during and after a meal
PRACTICE:
Extended conversation at table during and after a meal
PRODUCTS:
What products would you associate with this practice?
PERSPECTIVES:
What perspectives would you associate with this practice?

38. What products do you associate with this? PERSPECTIVES:
PRACTICE:
Gemütlichkeit
PRODUCTS:
What products do you associate with this?
PERSPECTIVES:
What perspectives do you associate with this?

39. SOURCE: http://www.learner.org/workshops/tfl/session_05/analyze.html

40. How addresses are written
PRACTICE:
How addresses are written
PRODUCTS:
Letter
PERSPECTIVES:
What perspectives do you associate with this?

41. PRACTICE:
Use of two last names
PERSPECTIVES:
What cultural
perspectives can
we gain from this?
PRODUCTS:
Last names

42. What practice do you associate with this?
PRODUCTS:
INSHALLAH
PERSPECTIVES:
What perspectives do you associate with this?

43. Useful Strategies Write from a different perspective.
Weather from different parts.
Interview community members.
Listen to and work with music.
Reenact an event.
Thematic Units
Cultural/Community Activities

44. Outside of Class Activities
One per chapter/unit
Given several resources
Encouraged to seek variety
Document each activity (Blackboard)
Throughout semester culture integrated in courses
Explicit discussions on hidden biases & stages of intercultural communicative competence
Write Final Reflection Paper
See rubric in

45. Point somewhere on the target
Point somewhere on the target. Based on where you point, you will receive a grade.

46. B+ C+ ? F A C- B- A- C B D D+

47. Rubrics Help We inherently know the difference between an A and a B-.
Do our students?
Clear rubrics help students target their progress, and
provide a roadmap to success.

48. CLEAR EXPECTATIONS  BETTER RESULTSD F

49. Build it into your RUBRICS
Write a letter to the host family with whom you are about to go stay. Include the following:
introduce yourself,
tell them about your interests,
where you’re from (describe city, weather, etc.),
your family/friends,
what you’d like to do while you’re abroad, and
make sure to ask them a question, or two, as well. (24 puntos)

50. Maria’s
Take on the role of María and write an home to your mother and sister in Colombia. Help them understand what you are experiencing by comparing and contrasting both your U.S. and your Colombian experiences. Include the following information:
What the weather in December is like,
What the people are like,
What the food is like,
Whether they should come live with you in the U.S., and
What your hopes are for your immediate future (Espero que…).

52. Intercultural Communicative Competence

53. Putting it into Practice
Jot down an idea you plan on implementing next week
and/or
something you plan on reflecting on for the long term.

54. The work you do as language teachers is vitally important
The work you do as language teachers is vitally important. I wish you tremendous success making a more seamless connection between language and culture. Stay in touch.
Pablo