1. Visit http://padlet. com/pabloM/ACTFL2015 Introduce yourself
Visit Introduce yourself. If you’d like, take a selfie to include as well.

2. The Next Step: Assessing Global Competence ACTFL – San Diego - 2015
@PabloMuirhead
#actfl15
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

3. GOALS
I will be able to articulate a deeper conceptualization of culture.
I will be able to describe the process of ICC.
I will be able to create assessments and better-designed rubrics that capture cultural goals.

4. INTEGRATIVE MOTIVATION INSTRUMENTAL MOTIVATION
CULTURE
INTEGRATIVE MOTIVATION
INSTRUMENTAL MOTIVATION
LANGUAG

5. 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.

7. To study another language and culture gives one the powerful
GLOBAL 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.

8. WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
SOURCE:

9. Communication
Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
SOURCE:

10. Interact with cultural competence and understanding.
Cultures
Interact with cultural competence and understanding.
SOURCE:

11. Connections
Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations
SOURCE:

12. ACQUIRING INFORMATION AND DIVERSE PERSPECTIVES
Connections
MAKING CONNECTIONS
Learners build, reinforce, and expand their knowledge of other disciplines while using the language to solve problems creatively.
ACQUIRING INFORMATION AND DIVERSE PERSPECTIVES
Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.
SOURCE:

13. Comparisons
Develop insight into the nature of language and culture in order to interact with cultural competence.
SOURCE:

14. Comparisons
LANGUAGE
Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
CULTURAL
Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.
SOURCE:

15. Communities
Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.
SOURCE:

16. SCHOOL AND GLOBAL COMMUNITIES
Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
LIFELONG LEARNING
Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.
SOURCE:

17. WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES
SOURCE:

18. Revisiting the concept of
CULTURE

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

20. CULTURE
POWER
Perspectives
Products
Practices

21. 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

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

24. SITUATION
Generally-accepted scope and sequence for various levels of L2 learning.
General ambiguity as to what scope and sequence would be for “learning culture”
Historically fall back on easier-to- assess information

25. CHALLENGE Assessing knowledge is easy. Assessing skills and
attitudes is the challenge.

26. 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.

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

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

29. increase contact with cultures studied
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.
increase contact with cultures studied
ETHNOCENTRIC
STAGES

30. comparisons & contrasts
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

31. 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

32. challenge societal injustices
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

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

34. TAKING INTO ACCOUNT
“Controversy and conflict are natural by-products of classes that hope to develop students’ intercultural communicative competence beyond the superficial level” (Johnson & Randolph, 2015)

35. Harvard Hidden-Bias Tests
Excellent resource for self- reflection.
Part of LINGUAFOLIO or other form of student self evaluation.
Multiple tests are available to measure your subconscious.
selectatest.html

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

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

38. Rubrics Help
We often 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.

39. CLEAR EXPECTATIONS  BETTER RESULTSD F

40. 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

41. 1 3 5 THINK CRITICALLY CONSIDERS OTHERS’ VIEWPOINTS AND PERSPECTIVES.
NEITHER can suspend judgment NOR be open to cultural perspectives previously unfamiliar.
Shows SOME ability to suspend judgment and be open to cultural perspectives previously unfamiliar.
Shows a TREMENDOUS ability to suspend judgment and be open to cultural perspectives previously unfamiliar.
ANALYZES RELATIONSHIPS BETWEEN IDEAS, PEOPLE, EVENTS AND THINGS.
UNABLE to make connections between varieties of cultural activities and development of intercultural competence.
Able to make SOME connections between varieties of cultural activities and development of intercultural competence.
Able to make STRONG connections between varieties of cultural activities and development of intercultural competence.
SELECTS AND APPLIES PROBLEM-SOLVING METHODS.
Demonstrates NO ability to resolve potential cultural misunderstandings and DOES NOT exhibit any knowledge of varying cultural perspectives.
Demonstrates SOME ability to resolve potential cultural misunderstandings through knowledge of varying cultural perspectives.
Demonstrates a STRONG ability to resolve potential cultural misunderstandings through knowledge of varying cultural perspectives.

42. COMMUNICATE EFFECTIVELY1 3 5
Learner communicates in a bias-free manner.
The learner’s BIASES ARE EVIDENT throughout the cultural reflection. Judgment of cultures studies is MOSTLY NEGATIVE. The learner’s cultural perspectives are considered the only viable way of viewing the world.
Anti-bias thinking is SOMEWHAT EVIDENT throughout the cultural reflection. Negative judgment is SOMETIMES SUSPENDED. The learner’s cultural perspectives while not pronounced are quite evident.
Anti-bias thinking is EVIDENT THROUGHOUT the cultural reflection. Negative judgment is ALWAYS SUSPENDED. Learner does not impose their cultural perspectives.
Learner supports viewpoints with evidence.
Assertions are NOT BACKED UP with concrete examples. No evidence of their origins.
Backs up SOME assertions with examples.
Backs up EACH assertion with examples.
Learner writes effectively for the intended purpose & audience
LACKS ANY evidence of knowing the “how, when and why to say what to whom.”
Shows SOME evidence of knowing the “how, when and why to say what to whom.”
CLEARLY knows the “how, when and why to say what to whom.”

43. RESPECT CULTURAL DIVERSITY1 3 5
Appreciates perspectives of people outside own background/ culture.
Showed NO UNDERSTANDING …in the “DENIAL” or “DEFENSE” stages of the Bennett Model of intercultural communicative competence.
Showed SOME UNDERSTANDING … REACHED THE “ACCEPTANCE” stage of the Bennett Model of intercultural communicative competence.
CLEARLY showed an APPRECIATION of how different cultural perspectives impact our view of the world. Reflection suggests that the individual has reached the “ADAPTATION” or “INTEGRATION” stages of the Bennett Model of intercultural communicative competence.
Learner acknowledges personal prejudices, and biases.
Learner claims to be bias-free although their cultural reflection would strongly suggest otherwise.
Evidence of SOME personal reflection
Evidence of STRONG personal reflection over the course of the semester, or longer, by disclosing intimate feelings around prejudices and biases.

44. 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)

45. 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…).

47. Intercultural Communicative Competence

48. 123 EXPLORACION CULTURAL

49. Cultural Self-Awareness1 2 3
Not
turned in/
Off topic/
Offensive
language
Shows minimal awareness of own cultural rules and biases (even those shared with own cultural groups – e.g., uncomfortable with identifying cultural differences with other Americans or being critical of American culture)
Displays some awareness of self as cultural being by linking observed phenomena to own cultural system. Sometimes full complexity of own cultural biases is not fully grasped.
Demonstrates critical thinking about own culture. Recognizes new and complex perspectives in one’s own cultural ideologies.
SOURCE: Spanish 123 – University of Tennessee

50. Cultural Knowledge 1 2 3 Not turned in/ Off topic/ Offensive language1 2 3
Not
turned in/
Off topic/
Offensive
language
Demonstrates surface
understanding of the elements
constitutive of Hispanic cultures.
Displays little interest in
learning about Hispanic cultures
and does not question own
cultural perspectives.
Demonstrates an adequate but
sometimes partial
constitutive of Hispanic
cultures (practices and
products). Recognizes self limitations
in cultural
knowledge about Hispanic
cultures (practices/products).
Demonstrates complex
cultures. Seeks knowledge and
understanding of Hispanic
cultures.
SOURCE: Spanish 123 – University of Tennessee

51. Intercultural Understanding1 2 3
Not
turned in/
Off topic/
Offensive
language
Demonstrates surface understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Views the experience
of others but does so exclusively through own cultural worldview.
Demonstrates partial
understanding of the
complexity of elements
important to members of another culture in relation to its history, values, politics, communication styles,
economy, or beliefs and practices. Identifies
components of other cultural perspectives but mostly responds to situations with own worldview.
Demonstrates adequate
important to members of another culture in relation to its history, values, politics, communication styles, economy, or beliefs and practices. Recognizes
intellectual and emotional
dimensions of more than one worldview and sometimes uses more than one worldview to confront issues between/ among cultures.
SOURCE: Spanish 123 – University of Tennessee

52. Attitude 1 2 3
Not
turned in/
Off topic/
Offensive
language
Displays and/or expresses little to no desire to learn about another culture. Even in
interacting with members or texts from other cultures, has a
tendency to judge and be unaware of own cultural bias.
Asks some questions (often superficial) about the other
culture. May still have a tendency to judge based on own cultural bias. However is aware
of own bias and displays and/or expresses willingness to change.
Asks deeper questions or formulates relevant hypotheses about other culture and either displays attention or seeks out the answers. Displays or expresses ability to suspend judgment about other culture.
SOURCE: Spanish 123 – University of Tennessee

53. ASSESSMENT = REFLECTION
Personalize
Target
Revisit

54. Your Turn Work with your partner(s) to discuss.
How might you consider assessing students?
What can you envision further improving?
Share your findings with the group.

56. GOALS I CAN articulate a deeper conceptualization of culture.
I CAN describe the process of ICC.
I CAN create assessments and better-designed rubrics that capture cultural goals.

57. The work you do as language teachers changes hearts
The work you do as language teachers changes hearts. I wish you tremendous success in assessing students’ cultural growth. Stay in touch.
Pablo