Transcript Cultural Understanding/Awareness

Prepared for ECIS
Amsterdam 2013
Corinne Rosenberg and Helen Fail
• Identify elements of international- mindedness as
everyday practice
• Relate this to personal and professional practice and
your international school
• Enhance insight into key practical issues
• Use reflective practice to highlight intercultural skills
and identify applications
Corinne Rosenberg and Helen Fail
These issues will be addressed in different modes throughout the day:
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Transition and Third Culture Kids
Language and mother tongue
Intercultural awareness and skills
Diversity and inclusion
Pedagogical and cultural assumptions
Reflection for IM professional development and
whole school learning
Corinne Rosenberg and Helen Fail
Please interview as many people as possible and
ask them to share one intercultural challenge they
face at school
Corinne Rosenberg and Helen Fail
1. Language and mother tongue
2. Transition and Third Culture Kids
3. Intercultural awareness and skills
4. International mission and curriculum
Corinne Rosenberg and Helen Fail
Corinne Rosenberg and Helen Fail
Cummins’ Dual Language Iceberg
(2 separate
languages)
1st language
Surface features
Words,
images of
L1
2nd language
Surface features
Words,
images of
L2
Common Underlying Proficiency
Central Unified Operating System
(both languages use this system to
store understanding, concepts and
processing
Corinne Rosenberg and Helen Fail
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If both English and the mother tongue are valued and
nurtured in a quality environment (additive bilingualism),
students are likely to establish a strong foundation on which
to build their second language proficiency.
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If the mother tongue is held in low esteem and is sacrificed
(subtractive bilingualism) it is likely for students to suffer
academic and second language acquisition delays
(Goldenberg, 2008).
Hamayan, March 2011, ECIS ESL/MT Conference
Corinne Rosenberg and Helen Fail
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Training and understanding of second language acquisition for
non EAL specialists
Discerning the hidden messages we convey with any overt
English only policy
Helping parents, teachers and students understand the
importance of the mother tongue
What does best practice look like? E.g International Language
and Literature Teachers’ Cooperative www.langfordiec.com
Corinne Rosenberg and Helen Fail
• Students, teachers,
families, schools are all
affected by where in the
model different people
are located… it is a
moving target
Corinne Rosenberg and Helen Fail
Corinne Rosenberg and Helen Fail
1. Helping students, teachers
and families through culture
shock….
2. Helping them to leave well…
3.Supporting those who stay
from ‘mobility fatigue’
Corinne Rosenberg and Helen Fail
Typical Models of Cultural Adaptation for
teachers and families
Live in a bubble
keep a foot in both worlds
blends in
Corinne Rosenberg and Helen Fail
Third Culture Kids - TCKs
“an individual who, having spent a significant part of
the developmental years in a culture other than the
parents’ culture, develops a sense of relationship to
all of the cultures while not having full ownership in
any. Elements from each culture are incorporated
into the life experience, but the sense of belonging is
in relationship to others of similar experience”
Pollock and Van Reken (2nd Ed) 2009
Corinne Rosenberg and Helen Fail
• Adaptable and flexible (Powell 1998)
• Expanded world-view (Gleason 1970, Sharp
1987, Gerner et al 1992)
• Multilingual (Rainey 1971, Langford 1997)
• Confidence in change (Kobayashi et al 1981)
• Cross-cultural skills (Cottrell 1994)
• Broad base of knowledge (Pollock and Van
Reken, 2001)
Corinne Rosenberg and Helen Fail
• Identity crisis (Downie 1976, Munayer
2000)
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Cultural Marginality (Bennett 1993)
Rootless (Wertsch 1991)
Migratory instinct (Wertsch 1991)
Unresolved Grief (Van Reken 1988)
Limited in any one language (Carder
2007)
• Hidden immigrant (Pollock and Van
Reken 2001)
Corinne Rosenberg and Helen Fail
Transition programme for
students/teachers/parents?
Resources?
Support?
How are the benefits of being a
TCK nurtured and extended?
How are the challenges dealt with
in the classroom? In the
counselor’s office?
Corinne Rosenberg and Helen Fail
Culture Influences:
• Work patterns in school e.g.
deadlines and time management
• Patterns and expectations of
friendship /socializing
• Concepts of right and wrong
• Ways of handling problems or
disagreements
• Communication styles
• Pedagogic choices
• Type of student participation
• How we learn and teach
• And much, much more
Corinne Rosenberg and Helen Fail
NEW INFORMATION
Most
Always
Many
Never
Stereotypes
All
Generalizations
None
Usually
Typically
Either/Or
Fixed and oversimplified opinions,
images or judgments
Some
Generally
General statements, ideas
or principles
Corinne Rosenberg and Helen Fail
Culture A
Culture B
Visible
Behavior
Corporate
Culture
Region
National
History Culture
Religion
Family
Values
Less
Visible
1. Be aware of our own lens!
2. Dive deeper!
Corinne Rosenberg and Helen Fail
Corinne Rosenberg and Helen Fail
Transactional
• Move quickly to task, get to know
people later
• Work relationships can develop
and end quickly
Interpersonal
• Build relationship first: essential to
complete any task
• Relationships develop through
networks, influence
• Be efficient, consistent
• Flexible, situational outcomes
• Focus on structure rules,
objective accomplishments
Corinne Rosenberg and Helen Fail
Hierarchy
Egalitarianism
• Deference and respect to parents
and teachers
• First names preferred
• Do not challenge an someone
authority
• May be more personal in
questions
• Take the initiative in discussion
• May see debate or discussion as
confrontational and disrespectful
• Are comfortable with
debate/disagreement
Corinne Rosenberg and Helen Fail
Independent
• Individual initiative expected,
rewarded and admired
• Judge people’s individual traits
• Individual achievement
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• Autonomy, can challenge
decisions
Interdependent/group
• Group needs before individual
• Group harmony important
• Identity tied to group affiliation
• Group decisions/collaboration
Corinne Rosenberg and Helen Fail
Direct
• Concise, concrete, to the point
• Not afraid to “say it like it is”
Indirect
• Attention given to how messages are
expressed
• Save face and preserve personal
dignity
• Confront difficulties openly
• OK to give and receive
“constructive” feedback
• Preserve harmony, avoid difficult
topics, may not say no
Corinne Rosenberg and Helen Fail
Low Context
High Context
Gestures
Gestures
CONTENT
Dress
Place
Silence
Eye Contact
Words
CONTEXT
Word
s
Posture
Relationship
Previous
Interaction
Facial Expressions
Tone of Voice
Facial Expressions
Corinne Rosenberg and Helen Fail
Anglo-Saxon:
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A __ __ __ __ __
B
__ __ __ __ __
Latin:
• A ___ ___ ___ ___ ___
• B
___ ___ ___ ___ ___
Asian:
• A ___
__
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___
• Richard Lewis
Corinne Rosenberg and Helen Fail
Fluid time
Controlled time
• Do one thing at a time
• Do many things at once
• Focus
• Spontaneity
• Time is divisible and limited
• Time is fluid /flexible
• Concentrate on task
• Are open to interruptions
• Emphasize keeping to schedule
• Emphasize outcome
• Rules and boundaries keep order
• Creative, flexible solutions
Corinne Rosenberg and Helen Fail
“You are observing a secondary school class. From your seat
on one side, you watch the teacher assign a term project. She
says, “I want each of you to select your own topic for this
project, then bring it to me for approval. Then I want each of
you to do your own discovery and writing. I’ll be available for
consultation, but I hope you’ll work as independently as you
possibly can.”
You observe that some students remain calm. Other students
appear deeply if silently dismayed. You wonder why.”
Cornelius Grove
What are this teacher’s assumptions?
What might be the students’ assumptions?
What are the observer’s assumptions?
Corinne Rosenberg and Helen Fail
• Transactional. --------------------------------------Interpersonal
• Egalitarian------------------------------------------ Hierarchical
• Independent ------------------------------------ Interdependent
• Direct ---------------------------------------------- Indirect
• Controlled time ----------------------------------Fluid time
Corinne Rosenberg and Helen Fail
Identify ways to adapt your behaviour or communication
style to make others feel more comfortable
Corinne Rosenberg and Helen Fail
STOP:
• Stop and question: what just happened
• Think through what you expected and what different
expectations your international counterpart might have
• Options for style –switching: is there an alternative approach
• Plan for differences: anticipate and develop a new repertoire
of skills
Corinne Rosenberg and Helen Fail
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Develop a full transition programme
Intercultural skills training /workshops
Coaching/mentoring, remedial or developmental
Intercultural journaling, portfolio of critical incidents
Regular forum, dialogue or action learning sets
Intercultural/diversity champions or committees
Intercultural audit including mission, all staff and governance
Identification and honing of global skills needed for global
workforce
• Systemic intercultural reflection at all levels can create a
“learning organisation “ Peter Senge
Corinne Rosenberg and Helen Fail
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Active listening and observation
Reflective practice
Developing self -awareness
Open-minded curiosity about others
Suspension of judgment
Sophisticated questioning skills
Collaborative inquiry
Coaching skills
Risk-taking
Corinne Rosenberg and Helen Fail
• happens in small groups, ideally with a skilled
facilitator
• Uses real personal /classroom experiences
• offers sustained, incremental learning over months
• surfaces entrenched assumptions/behaviours
• highlights and challenges key underlying issues
Corinne Rosenberg and Helen Fail
Corinne Rosenberg and Helen Fail
Taster session for Reflective Action Learning
Get into groups of four (set up ground rules including confidentiality)
Presenter selects a challenging situation at school and describes it briefly (no
more than 5 minutes )
Enablers (2) listen very attentively without interruption.
Then they ask several questions on the situation: clarifying,
probing, reflective, affective. Engage in reflective or challenging dialogue, explore
different perspectives, support, summarise and encourage closure.(DO NOT
GIVE ADVICE)
Presenter then reflects on what helped in the discussion, share any insights and
what action he /she could take next 5 minutes
Observer keeps track of time, reports what was observed, then gives constructive
feedback on the whole process
Corinne Rosenberg and Helen Fail
 A practical form of learning: user-friendly, accessible
 Immediately applicable in the classroom
 Surfaces entrenched communication problems,
attitudes and assumptions
 Generates enthusiasm and fosters continuous learning
 Creates a learning community in the school
 Could be used with older students
 It can be cascaded through a school
Corinne Rosenberg and Helen Fail
• “We need to engage in an on-going process creating an
inclusive school culture which recognises the cultural
challenges from parents, students and staff. We must not
close our eyes to difficulties, but learn from them”
• Every school interaction can create an opportunity for
learning and could become mainstreamed into the school’s
learning continuum
• Intercultural learning can start anywhere but needs to be
captured and mobilised to become “double loop learning”
Corinne Rosenberg and Helen Fail
References
Baker, C. (2006) (4th Ed), Foundations of Bilingual Education and Bilingualism Clevedon: Multilingual
Matters.
Bennett, J.M., (1993), ‘Cultural Marginality: Identity Issues in Intercultural Training.’ in R.M. Paige (ed),
Education for the Intercultural Experience Yarmouth, ME: Intercultural Press
Bridges, W. (1980) Transitions Massachusetts: Addison-Wesley Publishing.
Carder, M. (2007) Bilingualism in international schools : a model for enriching language education,
Clevedon : Multilingual Matters,
Cottrell, A.B. and Useem, R.H. (1994), ‘ATCKs Maintain Global Dimensions Throughout Their Lives.’ (Article
5) Newslinks xiii:4, Princeton: USA.
Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age
question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.
Downie, R.D., (1976), ‘Re-Entry Experiences and Identity Formation of Third Culture Experienced
Dependent American Youth: An Exploratory Study.’ PhD Thesis, Michigan State University.
Gallagher,E. (2008) Equal Rights to the Curriculum: Many languages, One Message. Clevedon: Multilingual
Matters
Gerner, M., Perry, F., Moselle, M.A. and Archibold, M. (1992), ‘Characteristics of
Internationally Mobile Adolescents.’ Journal of School Psychology ,30:197-214.
Gleason, T. P., (1970), ‘Social Adjustment Patterns and Manifestations of Worldmindedness of OverseasExperienced American Youth.’ PhD Thesis, Michigan State University.
Kobayashi et al, (1978), (1981), quoted in Uehara, A., (1986), ‘Comparison of Reentry Adjustments
Between Japanese and American Students:An Interactionist Perspective.’ PhD Thesis, University of
Minnesota. 36-37
Krashen, S. D. (1995) Principles and Practice in Second Language Acquisition Hemel Hempstead: Prentice
Hall Europe
Corinne Rosenberg and Helen Fail
Langford, M.E., (1997), ‘Internationally Mobile Pupils in Transition: The Role of the International
School.’ M.A in Education dissertation, University of Bath,UK.
Munayer, S. (2000), ‘The Ethnic Identity of Palestinian Arab Christian Adolescents in Israel’ PhD
thesis. University of Wales, Cardiff.
Murphy, E. (ed) (2011) Welcoming Linguistic Diversity in Early Childhood Classrooms, Bristol:
Multilingual Matters
Pollock, D.C. and Van Reken, R.E. (2001), Third Culture Kids: The Experience of Growing Up
among Worlds, Clerkenwell: Nicholas Brealey.
Powell, J. (1998), ‘MK Research: Some Notes and Observations.’ in Jo Bowers, (ed) (1998),
Raising Resilient MK s Colorado, USA: ACSI
Sears, C. (1998) Second Language Learners in mainstream Classrooms: A Handbook for Teachers
in International Schools Clevedon:Multilingual Matters
Sharp, L.W., (1987), ‘Patterns of Religiosity, Worldmindedness and Commitment to Justice Issues
for Brazil-experienced Missionary Children.’, PhD Thesis, Calgary, Alberta.
Shepard, S. (1998) Managing Cross-Cultural Transition New York: Aletheia Publications.
Rainey, M.C., (1971) ‘Language Learnings of Overseas-Experienced American Teenagers.’ PhD
Thesis. Michigan State University.
Useem, J., Donoghue, J.D. and Useem, R.H. (1963), ‘Men in the Middle of the Third Culture.’
Human Organization,22(3): 169-179.
Useem, R. H. (1998) ‘A Third Culture Kid Bibliography.’ Michigan, USA.
Useem, R.H. (1999) ‘Addendum 1 to A Third Culture Kid Bibliography.’ Michigan, USA.
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Routledge,
Wertsch, M.E. (1991), Military Brats, New York: HarmonyCorinne
Books. Rosenberg and Helen Fail
Milton Bennett (Ed) Basic Concepts on Intercultural Communication 1998
Edward T. Hall
The Hidden Dimension 1990
Edward T Hall
The Dance of Life 1984
Geert Hofstede
Cultures and organisations 1993
Geert H Hofstede
Exploring Culture: Exercises, stories and synthetic cultures 2002
Etta Hollins
Culture in School Learning: revealing the Deep Meaning 2008
Amin Maalouf
In the Name of Identity 2012 (new edition)
Helen Spencer Oatey /Peter Franklin
Intercultural Interaction: a multi-disciplinary approach to
intercultural communication 2009
William Powell
Becoming an Emotionally Intelligent Teacher 2010
Amartya Sen
Identity and Violence: the Illusion of Identity 2008
Donald Schon
The Reflective Practitioner: How professionals think in action 1991
Rosa Hernandez Streets Diversity Pedagogy : examining the role of culture in the teaching /learning process
2010
Ann Wintergerst/Joe McVeigh
Tips for Teaching Culture 2004
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Robyn Ewing,
Routledge 2009
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Gower
2012
The Action Learning Handbook: Powerful Techniques for Education, Professional Development/Training Ian
McGill Anne Brockbank Routledge 2003
ABC of Action Learning Reg Revans Gower 2012
Cultural Intelligence: Living and Working Globally Thomas, David C. and Inkson, Kerr C. 2009
Intercultural Resource Pack: Intercultural communication resources for language teachers (Cambridge
Corinne Rosenberg and Helen Fail
Copy Collection) [Spiral-bound] Derek Utley
Contact information
Corinne Rosenberg
[email protected]
Helen Fail [email protected]
Corinne Rosenberg and Helen Fail