Proficiency in Cross-culture Competency
Culture and language are inseparable. With regard to cross-cultural competency, Zhao (2009) stated that “cross-cultural competency first and foremost includes a deep understanding and appreciation of different cultures” (p.173). He also cited Dewey (1983) that the understanding needs to reach “the inner spirit and real life of a people” (Dewey, 1983, p. 267). He continued to suggest:
Thus to develop real understanding of other cultures requires us to experience the culture in context, rather than
simply memorizing some facts or imitating stereotypes. Cross-cultural competency also means the ability to
live in and move across different cultures easily… Cross-cultural competency can be viewed as a general
psychological ability that includes attitudes, perspectives, and approaches to new, different cultures (p.174).
Koehn and Rosenau (2002) identify five levels of cross cultural competency. They are analytical, emotional, creative, behavioral, and functional competency. Analytical competence is the understanding of central beliefs and values and the ability to link counterpart country-conditions to one’s own circumstances. Emotional competency is the motivation and ability to open oneself to divergent cultural influences and experiences. Also it is the genuine interest and respect for different values, traditions, experiences and challenges. Besides, it is the ability to manage multiple identities. Creative ability is to foresee diverse cultural perspectives in problem solving and an ability to envision viable mutually acceptable alternatives. Behavioral competence is the proficiency in and use of counterparts’ spoken/written language. It is a skill in interpreting. Also, it is an ability to avoid and resolve communication misunderstandings. Functional competence is an ability to relate to counterparts and to develop and maintain positive interpersonal relationships across cultures, to apply/adapt understanding, sensitivity and imagination across cultures, to employ extensive and nuanced range of transnational interaction paths, and to overcome problems/conflicts and accomplish goals dealing with intercultural challenges and globalization/localization pressures.
Reference:
Dewey, J. (1983). Some factors in mutual national understanding. In J. A. Boydston (Ed.),
The middle works of John Dewey (Vol. 13). Carbondale: Southern Illinois University Press.
Koehn and Rosenau. (2002). Cultural Competency model. Retrived
from belindaspace.weebly.com/.../cultural_competency_model_koehn.pptx
Zhao, Y. (2009). Catching Up or Leading the Way. MA. : ASCD.
My Strategies:
Culture and language are inseparable. I present cultural topics in thematic teaching to stimulate students’ interests in learning a second language. I use authentic readings, real world materials, lectures, and the Internet as the resources to design activities, such as culture drama and artifact study to help students experience diverse culture. At the same time, I integrate global issues, such as environment into my teaching and invite my students to do some projects through inquiry, cooperation, and sharing to cultivate their global awareness.
Here's one of my teaching plans about culture:
Culture and language are inseparable. With regard to cross-cultural competency, Zhao (2009) stated that “cross-cultural competency first and foremost includes a deep understanding and appreciation of different cultures” (p.173). He also cited Dewey (1983) that the understanding needs to reach “the inner spirit and real life of a people” (Dewey, 1983, p. 267). He continued to suggest:
Thus to develop real understanding of other cultures requires us to experience the culture in context, rather than
simply memorizing some facts or imitating stereotypes. Cross-cultural competency also means the ability to
live in and move across different cultures easily… Cross-cultural competency can be viewed as a general
psychological ability that includes attitudes, perspectives, and approaches to new, different cultures (p.174).
Koehn and Rosenau (2002) identify five levels of cross cultural competency. They are analytical, emotional, creative, behavioral, and functional competency. Analytical competence is the understanding of central beliefs and values and the ability to link counterpart country-conditions to one’s own circumstances. Emotional competency is the motivation and ability to open oneself to divergent cultural influences and experiences. Also it is the genuine interest and respect for different values, traditions, experiences and challenges. Besides, it is the ability to manage multiple identities. Creative ability is to foresee diverse cultural perspectives in problem solving and an ability to envision viable mutually acceptable alternatives. Behavioral competence is the proficiency in and use of counterparts’ spoken/written language. It is a skill in interpreting. Also, it is an ability to avoid and resolve communication misunderstandings. Functional competence is an ability to relate to counterparts and to develop and maintain positive interpersonal relationships across cultures, to apply/adapt understanding, sensitivity and imagination across cultures, to employ extensive and nuanced range of transnational interaction paths, and to overcome problems/conflicts and accomplish goals dealing with intercultural challenges and globalization/localization pressures.
Reference:
Dewey, J. (1983). Some factors in mutual national understanding. In J. A. Boydston (Ed.),
The middle works of John Dewey (Vol. 13). Carbondale: Southern Illinois University Press.
Koehn and Rosenau. (2002). Cultural Competency model. Retrived
from belindaspace.weebly.com/.../cultural_competency_model_koehn.pptx
Zhao, Y. (2009). Catching Up or Leading the Way. MA. : ASCD.
My Strategies:
Culture and language are inseparable. I present cultural topics in thematic teaching to stimulate students’ interests in learning a second language. I use authentic readings, real world materials, lectures, and the Internet as the resources to design activities, such as culture drama and artifact study to help students experience diverse culture. At the same time, I integrate global issues, such as environment into my teaching and invite my students to do some projects through inquiry, cooperation, and sharing to cultivate their global awareness.
Here's one of my teaching plans about culture: