The paper analyzes the context and reasons for multicultural education and intercultural training as well as gives some implications for the policies or measures of integrating intercultural training in teaching and learning foreign languages in a variety of language subjects and activities. The reality of teaching and training intercultural competence in the world and in Vietnam will also be partly discussed in the paper. Especially, the model of intercultural development with 6 stages by some scholars and the learning outcomes of the 21st century will be the basis for these implications and recommendations.
Chi n l c ngo i ng xu th h i nh p Tháng 11/2014 PHÁT TRIỂN NĂNG LỰC LIÊN VĂN HÓA TRONG DẠY VÀ HỌC NGOẠI NGỮ THỜI HỘI NHẬP VÀ TỒN CẦU HĨA Nguy n Duy M ng Hà Trường Đại học Khoa học xã hội Nhân văn - ĐHQG Tp HCM Tóm t t: Ngoại ngữ xem cơng cụ giao tiếp tools for communication with foreigners However với người nước Tuy nhiên, lực ngoại ngữ language competence must be combined with cultural phải kết hợp với lực văn hóa competence for effective communication especially in giúp giao tiếp hiệu thời ñại hội nhập tồn the era of globalization and integration Moreover, cầu hóa Ngoài ra, lực ngoại ngữ với language lực liên văn hóa chìa khóa thành cơng competence hoạt ñộng hợp tác quan hệ quốc tế Trong bối cảnh international cooperation and relations In the global toàn cầu, người sử dụng ngoại ngữ context, users of any foreign language often have to thường phải giao tiếp với nhiều người thuộc quốc communicate with diverse people coming from different gia,dân tộc văn hóa khác sử dụng ngoại countries or different cultures in addition to the native ngữ ngồi người xứ, speakers due to their frequent mobility and extensive người ngày di chuyển nhiều, học nhiều ngoại ngữ contacts Only the knowledge of the language cannot có nhiều quan hệ rộng rãi Chỉ có kiến thức ngoại lead to effective communication and successful ngữ khơng thể đủ để giao tiếp hiệu làm việc teamwork nhóm thành cơng nhóm đa văn hóa Do đó, intercultural competence must be integrated in teaching lực liên văn hóa phải ñược tích hợp vào việc dạy and learning of foreign languages The paper analyzes học ngoại ngữ Bài viết phân tích bối cảnh lý the context and reasons for multicultural education and cần phải có giáo dục ña văn hóa ñào tạo liên văn intercultural training as well as gives some implications hóa gợi mở sách biện pháp for the policies or measures of integrating intercultural lồng ghép ñào tạo liên văn hóa vào dạy-học ngoại ngữ training in teaching and learning foreign languages in a nhiều môn học nhiều hoạt ñộng dạy học khác variety of language subjects and activities The reality Bài viết phần bàn luận thực trạng of teaching and training intercultural competence in the đào tạo liên văn hóa giới Việt Nam Đặc world and in Vietnam will also be partly discussed in biệt mơ hình phát triển lực liên văn hóa với the paper Especially, the model of intercultural giai ñoạn nhiều học giả phương tây ñề xuất development with stages by some scholars and the kết học tập dự kiến kỷ XXI phân tích learning outcomes of the 21st century will be the basis làm tảng cho gợi mở ñề xuất for these implications and recommendations T khóa: lực liên văn hóa, ngoại ngữ, tồn cầu hóa, nhóm đa văn hóa competence would in be together the multicultural with key to intercultural success groups in Therefore, Key words: intercultural competence, globalization, multicultural groups, foreign languages Abstract: Foreign languages are considered as the IMPROVING INTERCULTURAL COMPETENCE IN TEACHING AND LEARNING FOREIGN LANGUAGES IN THE ERA OF GLOBALIZATION AND INTEGRATION Introduction One of the main tendencies in higher education in the era of globalization and integration is internationalization A wide variety of languages have been taught and a series of exchange programs have been carried at many Vietnamese 559 Ti u ban 4: Văn hóa ho t đ ng gi ng d y ngo i ng th i kỳ h i nh p universities recently Students and lecturers have opportunities to have direct communication with foreigners/native speakers not only through the lessons with foreign teachers, meetings with foreign colleagues but also through international seminars, workshops, conferences, research projects, exchange activities… right in the campuses of the Vietnamese universities Moreover, ICT has become important tools that greatly support learners of foreign languages and facilitate the academic and cultural exchanges for all teachers and students with easy access to the Internet today Upon leaving universities, graduates nowadays are expected to become global citizens who can work well with foreign partners and confidently participate in international projects, conferences, activities of all fields and all kinds for further development As a result, they can make more effective contributions to the modernization process of the country and to the sustainable development of the world peace with mutual understanding and cultural tolerance Some graduates may go abroad for further study or job practice, and with the socio-cultural competence, they can avoid culture shock more easily and integrate more quickly In communication with any foreigners, not only they have to think of the language but they must also be aware of the cultural elements, since the same language can be used by people of different nationalities/ethnic groups in different communication contexts for different purposes Misunderstanding could be caused by both language barriers and cultural differences Therefore, intercultural competence has become indispensable and increasingly important in teaching and learning foreign languages Moreover, students and teachers are not only required to know the native speakers’ culture and society but they are also motivated to learn about other cultures and societies of various users of the language they learn, in accordance with one of the UNESCO’s educational aims “learn to live together” This can be acquired through self-study and lifelong learning 560 Intercultural competence 2.1 Characteristics competence of intercultural Intercultural competence refers to behaving and communicating effectively and appropriately in cross-cultural situations to achieve one’ goals to some degree (Deardorff 2006) Three key themes suggest that intercultural competence: • Requires a combination of specific knowledge, skills and attitudes that lead to successful interactions; • Is developmental in nature (Bennett, 1998), which means individuals and organizations may progress from a more ethnocentric worldview toward a more global mind-set; • Requires a process of learning that includes actual experience, reflection, conceptualization and experimentation (Kolb, 1984) It is a lifelong process of learning and self-reflection to develop cultural competence step by step Therefore, we must pay attention to all the three aspects of knowledge, skills and attitude when we try to improve our intercultural competence and help our students improve their intercultural competence, among which attitudes are at the foundation of intercultural competence development as the starting point We must be aware of the importance of this competence in the globalization era with various cross-cultural interactions and should be willing to learn about other cultures with openness and respect As the development of this competence is a lifelong process, by building students’ cultural competence, we also help students develop their lifelong learning awareness and skills, which is one of the most important learning outcomes today In addition, among various learning methods and techniques or theories including constructivism, reflective learning should be taken into serious consideration This kind of learning helps students build the habit of reflecting on what they have learned and making appropriate associations to create their own knowledge As a Chi n l c ngo i ng xu th h i nh p result, students can improve active and creative learning with critical thinking By building intercultural competence, students can get further advantages in learning skills, which they can apply in learning any other subjects as well as develop their soft skills because the learning outcomes usually include cognitive, affective and behavioral ones 2.2 Stages of intercultural competence development Being inter-culturally competent helps people improve communication across cultural boundaries and leads to their experience of EthnoDenial Defense Minimization EHNO-CENTRISM The more relative world views are ways of seeking cultural differences, either by accepting its importance, by adapting perspective to take it into account, or by integrating the whole concept in the definition of identity In the multicultural society like the US, the more ethno-relative world views have been introduced for several decades to avoid negative reactions to immigrants and non-dominant groups In our globalization era, failure to recognize cultural differences or stereotyping would lead to failure in cooperation/communication with people from other groups The experience of similarities would help us see some cultural elements as universal and willing to share the same values with others We need to develop cultural selfawareness in contrast to other cultures before we move into much detail about the other cultures At the Acceptance and Adaptation Stages, people construct self-reflexive perspective, experience others as different from themselves but equally human One’s world view is expanded to include relevant constructs from other cultural world views, they can express alternative cultural experience, adapt their behavior to one another, become eager to experience other cultures, learn to act appropriately in the cultural contexts but Tháng 11/2014 relativism As a result, they can avoid ethnocentrism or sometimes the contrary feeling of inferiority complex M Bennett (1986, 1993) suggested the Developmental Model of Intercultural Sensitivity (DMIS) with stages: Denial of cultural difference, followed by the Defense against cultural difference, the Minimization of the cultural difference is the transition, leading to ethno-relative Acceptance of cultural difference, at the heart of ethno-relativism is Adaptation to cultural difference, followed in some cases by the Integration of cultural difference into identity, as in the figure below: Acceptance Adaptation Integration EHNO-RELATIVISM not lose their primary cultural identity Adaptation is the goal of intercultural training for the acquisition of culturally appropriate behaviors Integration of cultural difference is the state in which one's experience of self is expanded to include the movement in and out of different cultural world views Training for the development of intercultural competence is of great importance for exchange students and teachers, to deal with cultural diversity today 2.3 Tools and framework for building cultural competence Many scholars and educators have tried to develop some models, tools and framework with various kinds of activities for developing intercultural competence such as Darla K Deardorff, Kate Berardo, M Bennett, Emma Bourassa, Stephanie Pollack, Kyoung-Ah Nam, Jacqueline Wasilewski… Some of the main framework and tools can be summarized as follows: The Intercultural Competence Model of Darla K Deardorff can be used by trainers in designing their training curriculum and by participants in mapping their own intercultural competence development with the components: (1) Attitudes (respect, openness, curiosity and discovery); (2) 561 Ti u ban 4: Văn hóa ho t đ ng gi ng d y ngo i ng th i kỳ h i nh p Knowledge (cultural self-awareness, culturalspecific knowledge, deep cultural knowledge including understanding other worldviews/perspectives); (3) Skills (observation, listening, evaluating, analyzing, interpreting and relating); (4) Internal outcomes (flexibility, adaptability, an ethno-relative perspective, and empathy) and (5) External outcomes (effective and appropriate behavior and communication in intercultural situations) The Framework of Describe – Analyze – Evaluate (DAE) by Kyoung-Ah Nam, the Tool of Observe – State – Explore – Evaluate (OSEE) by K Deardorff (2000, 2008) and Four key components of transition planning by Kate Berardo are similar that in that they provide a practical process for moving beyond assumptions DAE process is simpler with levels: (1) Describe: what I see, (2) Analyze: what helps explain what I see and (3) Evaluate: what I feel about what I see OSEE process include: O – observe and listen to what is happening, S – state objectively what is happening, E – explore different explanations for what is happening, E – evaluate which explanations is the most likely one(s) Four key components of transition planning include recognize the WHAT, understand the WHY, personalize the HOW and apply the WHAT NOW The 5Rs (Routines, Reactions, Roles, Relationships and Reflections about Yourself) of cultural change by Kate Berardo looks at five key changes we face when we move across cultures It helps people understand why it is normal to experience ups and downs when moving across cultures and why stress is a part of the transition process Kate Berardo also suggests another framework of SCORE communication principles as guidelines for communicating effectively and appropriately across cultures It is an easy to remember checklist for communicating in global settings and can be used to minimize miscommunications SCORE includes: S – simply and specify, C – clarify and confirm, O – 562 Organize and Outline, R – rephrase and reframe; E – explain with examples To resolve differences, there are tools of a higher level A 360 Degree View on cultural dilemmas by Kate Berardo helps people solve complex intercultural challenges in a structured, holistic way and provides a clear process, set of questions to reach more effective and appropriate solutions One is required to look BETWEEN, look WITHIN, look BEHIND, look AROUND and look TO OTHERS to ask themselves questions related to cultures, values, motivations, surrounding systems and key stakeholders… to see the influencing factors The Multicultural Compass model by Jacqueline Wasilewski is a tool for navigating multicultural space, helps people decide how to behave when they have to choose between culturally marked behaviors, on the basis of guidelines (Goals, Context, Choice and Continuation) The Multicultural Compass identifies kinds of choices, options or directions we can move in when we are faced with having to choose how to behave: Maintaining, Converting, Adding, Subtracting, Mixing and Creating Integrating intercultural competence training in teaching & learning foreign languages In Vietnam, we have not developed many intercultural training activities so far Some courses related to cross-cultural communication have been introduced in some educational programs at some universities recently, especially in the program of international relations and other cultural programs However, in the context of teaching and learning foreign languages in Vietnamese universities, if we cannot develop extra courses or training programs for building intercultural competence using the tools and frameworks mentioned above although we still design this learning outcome in the curricula, we can integrate the intercultural competence training in some courses Below are some suggestions or implications for the application of intercultural Chi n l c ngo i ng xu th h i nh p competence models/frameworks foreign languages in Tháng 11/2014 teaching 3.1 Developing intercultural competence in teaching foreign language skills In all foreign language courses, the four language receptive and productive skills of listening, reading, speaking, and writing are usually taught separately or in an integrative approach Teachers and learners have to deal with the cultural elements frequently in addition to the language components Lead-in/warm-up activities in teaching listening and reading comprehension such as brainstorming or giving guided questions to help students predict what they are going to hear and see in the authentic conversation or texts in the foreign contexts by reflecting on their personal background and experience can be used Students may predict things in their own views or perspectives and later have a chance to discover different perspectives in the real texts they read or hear In the follow-up activities, role-plays in which students can create similar role-plays in the Vietnamese context and with simulated partners from different cultural backgrounds or follow-up discussions/debates, short essay writing which may require students to explain the differences in perspectives/viewpoints, to express personal feelings, opinions about the texts,… By using these, we can integrate the four skills in the lessons more creatively Sometimes, we can apply some small games or quizzes in helping students discover similar or different cultural aspects such as some vocabulary games In teaching speaking and writing, students could be encouraged to tell or write about their experience in facing with the challenges in the intercultural interactions or encounters such as when they travelled abroad, talked to the foreign tourists or made friends with foreign students through the Internet,… They can develop cultural sensitivity and encourage other students to learn more about other cultures when they have opportunities to share these experiences with their classmates and teachers However, teachers of foreign languages must be culturally competent themselves 3.2 Developing intercultural competence in teaching foreign culture and literature The courses in culture and literature of foreign countries provide teachers with good opportunities to build students’ multicultural knowledge and intercultural competence Students of foreign languages have to discover the similarities and differences between the culture of the foreign country they are learning and their own culture when they learn about the culture and society of that country with various aspects including visible things such as food, drinks, clothing, housing, traditions, customs, architecture… and the invisible or abstract things such as values, beliefs, morals, ideals, lifestyles,…with the illustrations from clips, films, pictures, photos and other media Especially, students should be equipped with the knowledge of etiquette, rules of behaviors which are considered correct or polite in the foreign perspective, so that they know how to behave properly in that cultural context, how to apply “when you are in Rome, as the Romans do” in a comfortable way A series of activities can be applied with these topics such as quizzes, group discussions, role-plays, project work, group presentations… This will facilitate students’ process of improving communication skill, comparative skills, critical thinking, evaluative skill and other high-order thinking skills Literary works help students discover universal common values or different values/perspectives of the foreign authors and be able to explain the differences basing on the socio-cultural, historical contexts of the relevant countries Students should be reminded that it is necessary to avoid stereotypes and have open mind so as to accept or respect the differences 563 Ti u ban 4: Văn hóa ho t ñ ng gi ng d y ngo i ng th i kỳ h i nh p 3.3 Developing intercultural competence in teaching translation 3.5 Developing intercultural competence in teaching methodology Students of foreign languages have to deal with many cultural problems when they the translation from Vietnamese language to the target foreign language or vice versa beside the language problems Vocabulary and technical or cultural terms are some of these In addition, how to transmit the exact message objectively without causing bias or misunderstanding due to misconceptions and cultural differences is quite challenging sometimes Students of foreign languages may choose the major/the courses in teaching methodology or teaching practice Emphasis should be placed on the different learning styles, learners of different cultural backgrounds and characteristics, especially in many contexts of international/multiethnic classes today Students must be made aware of the sociocultural context when and where a certain language item is used or comes from Follow-up discussions or presentation activities to discover deeply the cultural differences for certain terms/concepts or ideas can be utilized The glossaries can be used for the analysis and discussion of the differences 3.4 Developing intercultural competence in teaching linguistics Linguistics courses such as phonologies, semantics, morphology and syntax or comparative linguistic courses require students to compare the linguistic elements of the foreign language to those of the mother tongue Cultural background would be an advantage in these comparative activities For example, it could be interesting when students can discover some similarities or differences in the pre-suppositions and implicatures when they learn semantics and pragmatics Another example in terms of personal pronouns, personal deixis requires learners to explain the differences on the basis of cultural background, for instance, the hierarchical system in societies with Confucian traditions The deep understanding of our own culture and other cultures can lead to our open mind and cultural tolerance 564 Video clips recording teaching activities in the real classes in Vietnam and in a foreign country can be used for students’ analysis and discussion The teachers themselves should also participate in the cultural competence training courses, seminars, workshops, conferences, in teaching methodologies or work together with foreign colleagues, share best practices to improve their own cultural competence, which can lead to their success in teaching foreign languages in the globalization era Conclusion Integrating the element of intercultural competence training in higher education is of increasing importance in the integration era There are still many challenges in integrating these activities in the foreign language classes, including the deficiency in the competence and communication skills of the teaching staff, the facilities, ICT application, teaching aids and multimedia, learning styles, materials, time constraints,… However, the first thing to is to raise the teachers’ awareness of the importance of intercultural competence Secondly, policies and guidelines for cultural competence building and revising curricula/syllabi with this learning outcome should be given and training programs should be offered to the teaching staff Finally, other conditions which facilitate/support the process of intercultural competence development for students of foreign languages in particular and all students in general should be created step by step With these efforts, Vietnamese students and teachers can deepen their knowledge of Chi n l c ngo i ng xu th h i nh p Vietnamese culture, develop their pride in our country’s good values and traditions as well as enlarge their understanding of other cultures for successful communication and cooperation in international context REFERENCE Banks, J A (1988) The stages of ethnicity: Implications for curriculum reform In J A Banks, Multiethnic education: Theory and practice (2nd ed., pp 193-202) Boston: Allyn & Bacon Bennett M J (2004) Being 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(2004) Toward multiculturalism: A reader in multicultural education (2nd ed., pp 62-77) Newton, MA: Intercultural Resource Corporation Bennett, J M., Bennett, M J., & Allen, W (2003) Developing intercultural competence in the language classroom In D L Lange & R M Paige (Eds.), Culture as the core: Perspectives on culture in second Tháng 11/2014 language learning Greenwich, CT: Information Age Publishing Bennett, J M., & Bennett, M J (2004) Developing intercultural sensitivity: An integrative approach to global and domestic diversity In D Landis, J Bennett, & M Bennett (Eds.), Handbook of intercultural training (3rd ed., pp 147-165) Thousand Oaks, CA: Sage Berrardo K and Deardorff D K (2012) Building cultural competence Stylus Publishing Nguyen Duy Mong Ha (2010) A tendency towards multicultural education in the era of integration and globalization - some implications for the teaching of British and American Culture at DELL, USSH, VNUHCM Workshop in Culture-Literature at the Department of English Linguistics and Literature University of Social Sciences & Humanities, VNU-HCM Nguyen Duy Mong Ha (2011) The roles of teaching and learning technologies in multicultural education in the era of integration and globalization Journal of Engineering Education Science, No 17, 2011: 76-82 565 ... success in teaching foreign languages in the globalization era Conclusion Integrating the element of intercultural competence training in higher education is of increasing importance in the integration. .. integration era There are still many challenges in integrating these activities in the foreign language classes, including the deficiency in the competence and communication skills of the teaching staff,... Misunderstanding could be caused by both language barriers and cultural differences Therefore, intercultural competence has become indispensable and increasingly important in teaching and learning foreign