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Fifth International Conference on the Development and Assessment of Intercultural Competence

Intercultural Competence: Traditions and Transitions

Workshop Information

Pre- and post-conference workshops are scheduled for January 21st and 24th and do not conflict with any of the papers to be presented during the main body of the conference. Workshops take place 9 a.m. to Noon and 1 p.m. to 4 p.m. on the Thursday and Sunday. Participants must register separately for individual workshops (see registration link above). All workshops will close a few days before the conference, but they have capped enrollment and will close earlier if they fill before that time. Register soon to ensure your seat in your chosen workshop(s)! A certificate for Continuing Education (3 hours or 6 hours) is provided to participants at the end of each workshop.

Workshop Schedule

Scroll down for abstracts and biographical statements.

Thursday January 21

Implementing a Shared Course Model for the Less Commonly Taught Language
Nelleke Van Deusen-Scholl (Director, Center for Language Study, Yale University), Stéphane Charitos (Director, Language Resource Center, Columbia University) and Dick Feldman (Director, Language Resource Center, Cornell University)
(6 hours, 9 am to 4 pm)

Designing Instructional Activities to Foster Intercultural Competence through Media Literacy
Elyse Petit (University of Arizona) and Kristen Michelson (University of Oklahoma)
(6 hours, 9 am to 4 pm)

Using Technology for Increasing Students’ Multiple Literacies and Intercultural Competence
Mohamed Ansary (University of Arizona) and Sonia Shiri (University of Arizona)
(3 hours, 9 am to Noon)

Beyond Culture Boxes: Teaching for Intercultural Competence in the Foreign Language classroom
Kacy Peckenpaugh (Weber State University)
(3 hours, 9 am to Noon)

Developing Your Cultural Intelligence: Working Effectively Across Cultures
Michele Villagran (University of North Texas; Pepperdine University)
(3 hours, 1 pm to 4 pm)

Sunday January 24

Developing Intercultural Competencies: Common Goals for Language and Intercultural Educators
Alvino Fantini (SIT Graduate Institute)
(6 hours, 9 am to 4 pm)

Using Games and Simulations to Promote Literacy and Intercultural Competence
Karim Ibrahim (University of Arizona)
(3 hours, 9 am to Noon)

Workshop Abstracts and Biographies

(In chronological order.)

Speakers: Nelleke Van Duesen Scholl (Yale University), Stéphane Charitos (Columbia University) and Dick Feldman (Cornell University)
Workshop Title: Implementing a Shared Course Model for the LCTL
(Thursday January 21st, 9 am to 4 pm with a break for lunch at Noon)

Click here to watch a short video explaining more about the Shared Course Initiative

Nelleke Van Deusen-Scholl (Ph.D. Linguistics, University of Florida) is Director of the Center for Language Study at Yale University. Her most recent publications include “Assessing outcomes in online foreign language education. What are the key measures for success?” (Modern Language Journal (99, 2), and a chapter on “Research on heritage language issues” (in Handbook of Heritage, Community, and Native American Languages in the United States: Research, Educational Practice, and Policy, Routledge, 2014). She co-edited the second edition of Foreign and Second Language Education (Volume 4 of the Encyclopedia of Language and Education; Springer, 2007), and is currently working on the third edition. She is co-investigator on the Shared Course Initiative to collaborate on less LCTLs. With Nina Spada, she is Series Editor of the Language Learning and Language Teaching book series published by John Benjamins.

Stéphane Charitos (B.Sc. in Data Processing and Quantitative Analysis, M.A in French and Philosophy, U. of Arkansas; Ph.D. in French and Spanish, U. of North Carolina at Chapel Hill) taught French at Old Dominion University and the U. of Memphis. He designed and administered the Foreign Language Media Center at Florida Atlantic University, and created Columbia University’s Language Resource Center, a Mellon-funded initiative which serves as the university digital language lab as well as the administrative center overseeing and providing training in language instruction in the LCTLs for language faculty integrating media-rich applications into the FL teaching curriculum. He is the Principal Investigator on the Shared Course Initiative with Columbia and Cornell to collaborate on LCTLs.

Dick Feldman has a Master’s in TESL from the University of Illinois, Urbana-Champaign. He taught English in the Cornell Intensive English Program for 25 years, and in Nicaragua and Benin, West Africa, on a Fulbright Lectureship. He has given numerous presentations on technology issues in language teaching at FLEAT5, CALICO and NEALLT, and has participated in panels on the current collaboration in LCTLs via videoconference. He has been the director of Cornell’s Language Resource Center since 1999, where he has led numerous projects, including videoconference course sharing since 2006.

In 2012, Columbia, Yale, and Cornell created a shared model of instruction for the less commonly taught languages (LCTL) which has allowed us to leverage resources across our institutions to increase both the depth and breadth of instruction for languages that are increasingly difficult for universities to support. The model uses classroom-to-classroom videoconferencing technology and other state-of-the-art technological resources to share language instruction and is designed to address the specific needs of a highly interactive classroom by offering a synchronous, multimodal, learner-centered environment intended to closely emulate a regular language classroom. One of the advantages of this model is that it supports the creation of communal spaces where students can co-construct their identities as members of a broader community of practice, form communities of practice dedicated to the fruitful exploration of knowledge, and engage in critical dialogues with both teachers and peers. For these reasons, we believe this model has the potential for significant curricular and institutional transformation beyond language instruction. Institutions can engage in the creation of collaborative curricula as well as leverage its innovative approach to sharing academic resources across institutional boundaries in order to allow students and faculty to access sources of knowledge regardless of where these are located. This workshop will provide participants with step-by-step guidelines regarding the administrative, technological, and pedagogical challenges and solutions facing institutions wishing to replicate the model. This will involve intensive and in-depth discussions to adapt the model to specific institutional conditions and constraints (e.g. type of institution [private or public; large or small; research or teaching orientation]; financial considerations; existing curricular emphases; technological infrastructure, etc.). The workshop will offer a range of options to customize the model depending on specific institutional needs and objectives.

Speakers: Elyse Petit (University of Arizona) and Kristen Michelson (University of Oklahoma)
Workshop Title: Designing Instructional Activities to Foster Intercultural Competence through Media Literacy
(Thursday January 21st, 9 am to 4 pm)

Please note that participants are required to bring a laptop or other device to this workshop.

Elyse Petit is a doctoral student in Second Language Acquisition and Teaching at the University of Arizona. Her research interests focus on the implementation of the multiliteracies and critical media literacy frameworks to foster language learning and cultural awareness through the lens of social justice and human rights.

Kristen Michelson is Assistant Professor of French and Coordinator of the French program at the University of Oklahoma. Her research centers around multiliteracies approaches to culture and language teaching, experiential learning, the role of reflection in teaching and learning, digital literacies, teacher professional development, and discourse approaches to intercultural communication.

Traditional intercultural competence (ICC) models (e.g. Byram, 1997; Deardorff, 2006) primarily conceptualize ICC as the development of knowledge, skills, and attitudes needed by internationally mobile students for successful interaction with people from other cultures. Without ignoring the linguistic aspects of ICC development, prevailing models tend to foreground psychological dimensions and deemphasize the role of language and discourse (Kramsch, 2009). However, many students may not have opportunities for international travel nor direct encounters with members of second language/culture (LC2) contexts. Further, it has sometimes been assumed that ICC develops inherently through learning a foreign language (FL), yet FL classroom instruction often prioritizes linguistic development, anchoring communicative activities in students’ own cultural contexts (Liddicoat, 2000; Magnan, 2008) without critical engagement with LC2 discourses. / Departing from a Pedagogy of Multiliteracies (New London Group, 1996) and genre-based approaches (e.g. Byrnes, Maxim, & Norris, 2010; Swaffar & Arens, 2005), this workshop proposes media literacy (Buckingham, 2007; Kellner, 2002) as a form of ICC. Media literacy emphasizes skills of understanding how, why, and for whom media artifacts are made, and raises students’ consciousness in critically analyzing texts. Because digital and mass media afford access to cultural texts of multiple genres, developing media literacy allows students to engage with the discourses, cultural scripts, and ideologies of LC2 communities through critical examination and discussion of the ways in which language and other modes of communication interact in texts to create culturally specific meanings. / Interweaving theory and practice, this full day workshop for K-16 educators of any language will: 1) lead participants in interactive activities interpreting multimodal media texts; 2) present theoretical foundations of media literacy from a multiliteracies perspective; and 3) guide participants in the development of instructional sequences for their respective teaching contexts. Through the overarching and widely applicable theme of environmentalism, workshop activities will demonstrate possibilities for orienting FL instruction to socially relevant issues. Sub-themes of community gardens, ecologically-minded food production and consumption, and public transportation will be explored through authentic videos, posters, logos, slogans, and blogs drawn from French LC2 contexts, with attention to adaptation to other languages. Participants will reflect on how communication occurs through multiple modes (linguistic, visual, gestural, audio) as they engage in guided interpretation of multimodal texts. Additionally, they will gain practical ideas for selecting and designing texts and activities that maximize textual engagement to develop culture-specific knowledge and foster students’ general critical thinking skills.

Speakers: Mohamed Ansary (University of Arizona) and Sonia Shiri (University of Arizona)
Workshop Title: Using Technology for Increasing Students’ Multiple Literacies and Intercultural Competence
(Thursday January 21st, 9 am to Noon)

Mohamed Ansary is an Arabic instructor in the School of Middle East and North African Studies at the University of Arizona and the Arizona Arabic Flagship Program. He has taught for the Critical Language Scholarships Program and Concordia Language Villages, Concordia College. His presentations focus on pedagogical issues such as the application of 21st century skills in the Arabic classroom, assessment of language learner abilities, and innovative technology to develop language proficiency and intercultural competence.

Sonia Shiri is Assistant Professor and Middle East Language Programs Coordinator at the University of Arizona and acted as Arabic Program Coordinator at UC Berkeley prior to that. She is currently the Director of the Arabic Language Flagship Program. Dr. Shiri's most recent research focuses on language learning in study abroad, computer-assisted language learning and critical discourse analysis.

The ever-increasing number of tools and free multimedia software can be confusing and even daunting for teachers. Choosing an appropriate technology-based tool to use in the classroom should not be random. Every tool that the teacher uses should serve a specific, clear goal. This hands-on workshop explores free tools that teachers can use to support different types of learning. The workshop will explore a variety of tools that K-16 teachers can use to integrate culture into the classroom. Some other tools will serve how to increase students’ multiple literacies to support their intercultural competence. These strategies address the 21st century skills and the ACTFL’s World-readiness standards such as communication, collaboration and culture.

Speaker: Kacy Peckenpaugh (Weber State University)
Workshop Title: Beyond Culture Boxes: Teaching for Intercultural Competence in the Foreign Language classroom
(Thursday January 21st, 9 am to Noon)

Kacy Peckenpaugh received her Ph.D. in Second Language Acquisition and Teaching from the University of Arizona in 2013. She is Assistant Professor of German and French at Weber State University in Ogden, UT and coordinates Level 1 German at Middlebury College’s Summer Immersion School.

This workshop will provide a brief, yet critical overview of the theoretical underpinnings involved in intercultural competence as outlined by both SLA and literary scholars (Kramsch, 1993; Byram, 1997; Seidl, 1998; Hammer, Bennett, & Wiseman, 2003; Schulz et. al., 2005; Martinson, 2008; Wildner-Bassett, 2008). Establishing these competencies in a concrete theoretical framework allows for a more tangible approach to language teaching at the intersection of SLA and literature/culture. Pedagogical applications for fostering the development of intercultural competence will be presented for the beginning, intermediate, and upper level courses in the undergraduate curriculum. Specifically, examples will highlight the use of visual realia to foster vocabulary acquisition in the framework of intercultural inquiry at the beginning level; the use of historical investigation and comparison to incite critical self-awareness in modern film and literary texts at the intermediate level; as well as examples of the breakdown of communication as a result of different perceptions of linguistic, symbolic, and cultural norms as represented in medieval texts. However, beyond highlighting theoretical underpinnings and practical applications, the ultimate goal of this workshop will be to have participants brainstorm and develop concrete extension that can be used in their language classrooms upon return.

Speaker: Michele Villagran (University of North Texas; Pepperdine University)
Workshop Title: Developing Your Cultural Intelligence: Working Effectively Across Cultures
(Thursday January 21st, 1 pm to 4 pm)

Michele A. L. Villagran is an adjunct professor with the University of North Texas. She is a certified level 1 & 2 Cultural Intelligence facilitator through the Cultural Intelligence Center. She is a Doctoral Candidate pursuing a Doctorate of Education in Organizational Leadership focusing on cultural intelligence in law firm libraries.

Cultural intelligence (CQ) is a person’s capability for successful adaptation to new cultural settings, that is, for unfamiliar settings attributable to cultural context (Earley & Ang). It is only recently that cultural intelligence has surfaced as an element that can increase job performance, personal well-being, and profitability. Cultural intelligence isn’t specific to a particular culture – rather it focuses on the capability to function effectively in culturally diverse situations. This workshop will discuss an overview of cultural intelligence, its four capabilities, how it may be applied within the workplace, and how to improve upon your own CQ.

Objective: To better equip attendees to work effectively with cultural diverse colleagues and clients and thereby improve the organization’s overall success.

Participants of this session will learn: • What is cultural intelligence (CQ) • How can cultural intelligence be used as a practical tool for embracing differences and increasing work performance • How to improve your own CQ capabilities • How to apply CQ within the workplace

Learning Outcomes: • Increased self-awareness of the role of culture upon one’s leadership • Know how to improve cultural intelligence in self and others • Improved effectiveness working with diverse team members and clients

Cultural intelligence is a globally recognized way of assessing and improving effectiveness for culturally diverse situations. It’s rooted in rigorous, academic research conducted by scholars around the world. Leading organizations in business, education, government, and healthcare are adopting CQ as a key component of personnel development and competitive advantage. Cultural intelligence helps to reframe the focus of value on people, and research demonstrates several consistent results for individuals and organizations that improve CQ, including: • More Effective Cross-Cultural Adaptability and Decision-Making • Enhanced Job Performance • Improved Creativity and Innovation • Increased Profitability and Cost-Savings

Speaker: Alvino E. Fantini (SIT Graduate Institute)
Workshop Title: Developing Intercultural Competencies: Common Goals for Language and Intercultural Educators
(Sunday January 24th, 9 am to 4 pm)

Alvino E. Fantini, Ph.D., holds degrees in anthropology and applied linguistics and worked in intercultural communication and language education for 45 years. Professor Emeritus of SIT's Graduate Institute, he conducted significant research, published widely, and is past president of SIETAR International and recipient of its highest award.

This workshop arises from an extensive survey of the literature and two international impact studies that explored indicators of intercultural success. It becomes clear that language proficiency alone is inadequate and that other abilities are also essential. For this reason, language educators need to expand their role to promote the development of intercultural competencies (ICC) that ensure students are not only able to communicate, but also interact effectively and appropriately in other cultures, just as intercultural educators must also broaden their work to address language.

In this workshop, participants explore the role of language and culture in forming our initial worldview and how each language-culture (LC) shapes a different view of the world. Given the pervasive role of our LC1, the questions arise: can we transcend and transform that initial paradigm when seeking to enter another later in life? And what abilities are needed to be able to do so?

Participants investigate the notion of ICC and explore its multiple dimensions – definitions, characteristics, components, developmental levels, and especially the role that language plays during intercultural contact. Participants examine a curriculum model that ensures that all areas are addressed – language, interactions and behaviors – and consider applications for their own classrooms. They then consider techniques that embed small “c” cultural aspects (interactions and behaviors appropriate to the target culture) in every lesson unit. Finally, multiple strategies for measuring and monitoring their students’ ongoing ICC development are presented.

Speaker: Karim Ibrahim (University of Arizona)
Workshop Title: Using Games and Simulations to Promote Literacy and Intercultural Competence
(Sunday January 24th, 9 am to Noon)
Ibrahim's workshop slides

Karim Ibrahim is a fourth-year student in the Second Language Acquisition and Teaching interdisciplinary PhD program (SLAT) at the University of Arizona. His main research interests falls within the area of Computer-Assisted Language Learning (CALL), especially game-mediated language learning. He teaches English at the Center of English as a Second Language (CESL) at the University of Arizona.

Recent research on game-mediated L2 learning revealed that digital games can promote literacy development (Apperley & Beavis, 2011; Alexander, 2009; Benson & Chick, 2010; Gee, 2007; Lacasa et al., 2008; Martin & Steinkuehler, 2010) and intercultural competence (Hofstede & Pedersen, 1999; Johnson, 2010; Neville et al., 2009; O’Brien & Levy, 2008). Games embody literacy practices, including cultural values, practices, and artifacts, in the game system and allow learners to learn them experientially through problem solving activities in the course of play (Gee 2004, 2008).

This workshop will offer some theoretical background and hand-on-experience with using digital games as cultural artifacts to promote situated understanding of cultural values and practices. The theoretical component will focus on the learning affordances of digital games and how to select appropriate games for the intended learning goals, and the practical component will allow participants to experience some of the cultural values of Upper Egypt by playing a management game that simulates the process of running a retail store in Egypt, Baalty. Participants will play the game and complete a series of activities that promote analysis, discussion, and reflection on the cultural values and practices embodied in the game. This workshop is intended for second language teachers who are interested in promoting situated understanding of target cultures in the classroom.

The workshop will start with a quick overview of the research findings on the potential of games to promote L2 literacy and intercultural competence. Next, the facilitator will go over some pedagogical implementations of games to promote intercultural and literacy development. Then, teachers will discuss the best practices and add some of their own in small group discussions. After that the facilitator will share some of his research to underline how games afford intercultural and literacy development and will discuss criteria for selecting games for intercultural learning. Next, the facilitator will showcase some games and ask participants to brainstorm, in small groups, how to integrate these games in their classrooms. Each group will select the best idea in their group and share it with the other groups. Next, the facilitator will invite participants to download Baalty on their computers (Pcs only) and play it in English for about 30 minutes. After that they will participate in a series of activities designed around the game to promote intercultural reflect and comparison. Finally, the facilitator will provide a list of useful resources on learning culture.