Analysis of foreign empirical models of intercultural competence and methods for its evaluation

Гриценко, Валентина; Хухлаев, О Е; Pavlova, O S; Tkachenko, Natalya V.; Usybyan, Sh.A.; Шорохова, В А

doi:10.17759/jmfp.2020090111

Cited by 6 publications

(5 citation statements)

References 16 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, intercultural competence manifests itself in appropriate actions, communication, and work with people from different cultural backgrounds [21], tuning one`s own behaviour according to the comprehension of other cultures [25]. As it is grounded on certain values and personality qualities of the individual [18], it is evident that cultural attributes are personalized and also manifest themselves in a huge variety of ways, affecting the quality of both intercultural communication and personal development in general [17]. It results in both seeing the world from different perspectives and understanding one`s own culture.…”

Section: Literature Reviewmentioning

confidence: 99%

Interconnected development of intercultural competence and soft skills through tasks in foreign language education at a university

Borzova¹,

Shemanaeva²

2022

P Sci Edu

View full text Add to dashboard Cite

Introduction. The formation of universal competences (flexible skills) is an imperative of the modern education system, while foreign language proficiency is one of the key competences of a modern specialist. A foreign language as a subject has great potential for the interconnected development of both subject and meta-subject, universal competences. The research purpose is to analyze the textbooks and online courses that are actively used by university teachers and evaluate the structure of tasks used and their potential for the interconnected formation of intercultural competence and soft skills. Methodology and methods. Twenty-one teachers of Petrozavodsk State University took part in the survey. Criteria based on the framework of intercultural competence and soft skills were developed to evaluate learning materials. Based on the proposed criteria, six groups of tasks were identified that contribute to the interconnected development of intercultural competence and flexible skills (culturological materials; tasks for critical thinking development; tasks for information analysis and interpretation; tasks based on students’ experience; tasks for generating one’s own ideas and products; tasks for the interaction (in pairs, groups) and creation of a joint product). Results. The study showed that 85.7% of foreign language teachers of Petrozavodsk State University (Russian Federation) agree that the development of intercultural competence and soft skills is possible and necessary. However, only 42.1% of the respondents are satisfied with the quantity and quality of tasks offered in textbooks. Moreover, all respondents use additional tasks and 95.2% do it regularly or often. The analysis of the textbooks confirmed that the respondents have reason to be dissatisfied with the quantity and quality of tasks. Only 19%-25% of the tasks offered in textbooks and/or online courses can be used to develop universal competences and intercultural competence. A more detailed analysis of the tasks revealed that the least presented were tasks for creating one's own product (individually) and group tasks for creating a group product. Conclusion. The results obtained allowed to develop a classification of tasks to be used in foreign language classes at a university for the interconnected development of subject and meta-subject competences. The formulations of tasks for achieving integrated results in foreign language education were proposed.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Interconnected development of intercultural competence and soft skills through tasks in foreign language education at a university

Borzova¹,

Shemanaeva²

2022

P Sci Edu

View full text Add to dashboard Cite

show abstract

“…Increasingly, cultural humility is being considered alongside cultural competence. It involves the ability of the individual to recognize their limitations to avoid errors in judgment and action concerning other cultures; this also includes the ability to understand the strengths and weaknesses of one’s own culture and work respectfully with people from diverse cultures [ 18 , 19 ]. Health literacy is an area of knowledge in which people can assimilate medical information to ensure a decent quality of life, including for chronically progressive diseases [ 20 , 21 ].…”

Section: Introductionmentioning

confidence: 99%

“…Questions of measuring transcultural competence and its various components have been studied for decades [ 17 , 38 , 39 ]. In several cases, well-known and frequently used tests of transcultural readiness and the level of transcultural communication have a high level of correlation with each other, which allows them to be used either simultaneously or to clarify certain indicators [ 18 , 40 ]. A significant number of tests of multicultural competence in health care and nursing are translated into other languages and undergo additional testing [ 41 ].…”

Section: Introductionmentioning

confidence: 99%

Russian nurses’ readiness for transcultural care of palliative patients

Kasimovskaya,

Geraskina,

Fomina

et al. 2023

BMC Palliat Care

View full text Add to dashboard Cite

Palliative care involves an approach aimed at improving the quality of life of patients and their families, who are forced to cope with the problems associated with life-threatening diseases. This definition includes a growing group of patients around the world. It requires an extension of the definition of patients in need of palliative care in countries such as Russia and a significant improvement in the work of nursing personnel with these patients. This study aims to determine the level of preparedness of nursing personnel for specialized care (transcultural care) and the quality of care provided to palliative patients. The presented findings of the study demonstrate the relevance of developing transcultural competence, which enables significant improvement in the quality of life of palliative patients. The analysis of medical workers’ assessment of the level of specific training and their intercultural preparedness was conducted based on hospices (Moscow). A survey was conducted among 113 medical workers of the middle level of education aged between 28 and 56 (average of 44.2 years) and experience in palliative care ranged from 3 to 18 years (average of 9.5 years). The Intercultural Readiness Check (IRC) test, widely used to assess nursing staff worldwide, was used for the survey to determine the level of readiness for transcultural care. A strong correlation was found between a number of the test scales and measures of participants’ age and experience. The presented material demonstrates the realization of an interdisciplinary approach to the issues of specific training of nursing personnel in the field of “transcultural care” in providing palliative care to incurable patients.

show abstract

“…began to be studied after the Second World War; in Russian psychology, it began only at the end of the 20th century ( Stewart 1977 ; Bartel-Radic 2009 ; Varhegyi and Nann 2011 ; Sadokhin 2016 ; Chernyak 2015 ; Gridunova 2018 ). Since then, dozens of ICC models have been developed by psychologists, educators, sociologists, linguists and specialists from related disciplines from different countries within the framework of different approaches and models ( Leung et al 2014 ; Chernyak 2015 ; Gritsenko et al 2020a , 2020b ; Khukhlaev et al 2021 ). Due to the fact that there is no generally accepted definition of ICC or a unified approach to its study, we, following Whaley and Davis ( 2007 ), propose to consider this concept in the broadest sense, as a generalized definition of the phenomenon characterizing personality activity and efficiency in a multicultural environment in terms of the different aspects of intercultural diversity and dialogue.…”

Section: Introductionmentioning

confidence: 99%

“…The most popular ICC models developed in Western psychology and used for research around the world include the Development Model of Intercultural Sensitivity (DMIS) by Bennett ( Bennett 1993 ; Hammer et al 2003 ); the Intercultural Communicative Competence Model by Byram ( 1997 ); the Cultural Intelligence Model by Earley and Ang ( Ang et al 2006 ); etc. These models are well known in Russian psychology, and recently, based on these and other Western models of ICC ( Gritsenko et al 2020a , 2020b ), as well as on the anxiety/uncertainty management theory of Gudykunst ( Gudykunst 2005 ; Gudykunst and Nishida 2001 ), the Russian psychologist Khukhlaev and colleagues developed and tested the Comprehensive Model of Intercultural Competence ( Khukhlaev et al 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Cognitive Abilities and Academic Achievement as Intercultural Competence Predictors in Russian School Students

2022

View full text Add to dashboard Cite

The development of intercultural competence (ICC) is important for the modern personality in an unstable and diverse world, but there is a lack of research on this phenomenon in the context of age, gender and intellectual differences. The purpose of the present exploratory study is to identify relations between ICC, cognitive abilities and academic achievements among Russian school students. The sample included 106 (55% female) students in the 9th grade of Moscow secondary school. ICC was measured with the author’s modification of The Intercultural Sensitivity Scale by Khuhlaev and Chibisova, developed on the basis of the Developmental Model of Intercultural Sensitivity by Bennett. Cognitive abilities were determined with the School Test of Intellectual Development by Akimova et al. Academic achievements were evaluated using GPA. The findings of our research show that: (1) higher academic achievements and cognitive abilities usually characterize schoolchildren, who are not inclined to absolutize cultural differences and do not consider them to be barriers to intercultural interaction; (2) the most significant predictors of ICC features from the studied cognitive abilities are analogy and generalization, but generalization has opposite impacts in male and female students. This fact should be taken into account in the context of ICC developments, especially in male school students prone to ethnocentrism.

show abstract

Analysis of foreign empirical models of intercultural competence and methods for its evaluation

Cited by 6 publications

References 16 publications

Interconnected development of intercultural competence and soft skills through tasks in foreign language education at a university

Interconnected development of intercultural competence and soft skills through tasks in foreign language education at a university

Russian nurses’ readiness for transcultural care of palliative patients

Cognitive Abilities and Academic Achievement as Intercultural Competence Predictors in Russian School Students

Contact Info

Product

Resources

About