Promoting intercultural thinking and reflection through U.S. history

Tocaimaza‐Hatch, C. Cecilia; Bloom, Melanie

doi:10.1111/flan.12419

Cited by 3 publications

(1 citation statement)

References 29 publications

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“…11It is no surprise, then, that language textbooks are lagging in terms of their engagement with intercultural teaching and learning and are also critiqued in this vein. Neuner (2003) pointed out that “the dominance of grammatical progression in textbooks will inevitably lead to a certain distortion—or sometimes trivialization—of the sociocultural aspects” (p. 35), whereas Tocaimaza–Hatch and Bloom (2019) observed that “language textbooks present cultural content in a typically homogeneous fashion, thereby ignoring inherent diversity both within and between cultures and reinforcing monodimensional views” (p. 507).…”

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confidence: 99%

The impact of explicit instruction in intercultural competence in the world language classroom

Aski,

Jiang,

Weintritt

2023

The Modern Language Journal

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This article describes a research study of a three‐semester elementary Italian language curriculum at a large Midwestern research university that incorporates intercultural competence (IC) training through cognitive dissonance image analyses, conversations with native speakers, classroom discussion, and reflections to determine the impact of this curriculum on learners’ development of IC. Quantitative and qualitative data were gathered over three semesters to assess students’ IC and identify insights into the developmental processes. Students’ development of IC was measured in pre‐ and posttests using the Intercultural Development Inventory. Students demonstrated positive growth in IC with 9‐point gains in developmental orientation scores (p < .001). Qualitative data from student interviews and reflections were analyzed using the VALUE rubric of the Association of American Colleges and Universities and illustrate that students increased awareness of cultural self and different others, applied openness and curiosity in intercultural interactions, and developed skills for empathy and perspective taking. While previous studies on language courses with no or limited intercultural learning content failed to prove effective in promoting IC growth, this study suggests that purposeful integration of IC materials and activities can promote intercultural development in elementary language learners.

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confidence: 99%

The impact of explicit instruction in intercultural competence in the world language classroom

Aski,

Jiang,

Weintritt

2023

The Modern Language Journal

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How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence

Domke,

May,

Cerrato

et al. 2024

Foreign Language Annals

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US dual language bilingual education (DLBE) programs have a goal to develop students' sociocultural competence, but little is known about how preservice teachers (PSTs) do this. This descriptive study involved quantitative and qualitative analysis of 82 videos of instruction and 76 lesson plans from nine Latinx PSTs placed in Spanish DLBE classrooms across 3 years. PSTs focused more on students' interests or background knowledge than specific family/community and/or cultural practices. Few lessons incorporated culturally relevant/sustaining literature. Findings help teacher educators consider contextual constraints in teacher preparation and ways to better support PSTs in recognizing and developing students' sociocultural competence.

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Representation in 21st Century Online Higher Education

Broderick

2020

Socioeconomics, Diversity, and the Politics of Online Education

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This chapter examines representation of women and minorities in 21st century higher education with regard to how the online learning culture serves diverse students. Over the past two decades, faculty and student representation by women and minorities has increased, while online learning has also grown exponentially, becoming almost ubiquitous in its reach and scope. Even with differences across institutions (public versus private, size of the university, and populations served), the online learning environment has a seemingly agreed-upon set of rules, standards, and practices. Arguably, online learning has a distinct culture, which can thus be viewed through the lens of Vygotskyian sociocultural theory. While online learning may have some perceived downsides, a potential benefit is that the nature of the technology and the agreed-upon culture of 21st century online learning across institutions may serve to mask and inhibit implicit bias and thus level the playing field for women and minority students and faculty in higher education.

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Promoting intercultural thinking and reflection through U.S. history

Cited by 3 publications

References 29 publications

The impact of explicit instruction in intercultural competence in the world language classroom

The impact of explicit instruction in intercultural competence in the world language classroom

How dual language bilingual education preservice teachers draw upon and develop students' sociocultural competence

Representation in 21st Century Online Higher Education

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