LITHUANIAN UNIVERSITY OF EDUCATIONAL SCIENCES

Lithuanian University of Educational Sciences

• The University was established at 1935.• It trains teaching educators for all basic subjects for all-

type schools of education.• There are currently around 8500 students and 528

academic staff members at the University.• The University is comprised of 7 faculties and 2

institutes.• Each faculty offers a number of courses in English and

other foreign languages for international students.• The University has Erasmus agreements with more than

120 universities and 27 European countries.

Project activity

ADAPTATION OF TRANSFER MATERIAL AND PRODUCTION 

OF METHODOLOGICAL MATERIAL "DEVELOPMENT

OF INTERCULTURAL COMPETENCE“

Transfer material

BUILDING INTERCULTURAL COMPETENCES: HANDBOOK

FOR PROFESSIONALS IN EDUCATION, SOCIAL WORK

AND HEALTH CAREEDS.: M.G.ONORATI; F. BEDNARZ

Content of transfer material

Part 1. Multidisciplinary theoretical framework for intercultural competency.

Part 2. Learning pathways. Tools and methods for developing intercultural competence.

Part 3. Evaluating intercultural learning.

Content of transfer material (Part 1).

1. Interculturality as an educational task in global societies.

2. Building up intercultural competences: Challenges and learning processes.

3. The use of hermeneutics in dealing with cultural diversity.

4. Understanding diversity, boundaries and identification in the context of cultural diversity.

Content of transfer material (Part 1).

5. Sociality as a basic dimension of intercultural competences. Intercultural education in sociological perspective.

6. UNESCO guiding principles for intercultural education.

7. “Expanding roles” as a condition for an intercultural approach to education: The I-3 model.

Content of transfer material (Part 2).

1. Relevance of conceptual maps in intercultural education.

2. The media in intercultural education: From social reproducers of racist prejudice to educational tools to contrast xenophobia.

3. Approving skills for caregivers: (Inter)cultural awareness.

4. Confronting interculturality using city exploration.

Content of transfer material (Part 2).

5. Case studies and interdisciplinary teams in solving intercultural challenges.

6. Reflective strategies and tools, between individual and social dimensions. Diaries, debriefing sessions, tutoring.

7. Final reports: Enhanced reflective tool for evaluating intercultural competences.

Content of transfer material (Part 3).

1. Measuring the effects of an intercultural learning process: The case of ICIC.

2. Social background as a clustering factor of students’ evaluation of the learning pathway.

Practical background of transfer material

It is grounded on the experience gained during the International Course of Intercultural Competence (ICIC) – the learning programe which was funded by the European Commission and declared as the best in both academically and vocationally oriented higher education.

Project activity timetable:

1 phase. Adaptation of the transfer material – October-December 2013.

2 phase. Evaluation of the adapted material – January 2014.

3 phase. Analysis of the evaluation results – February 2014.

Project timetable:

4 phase. Production of the draft methodological material – March-April 2014.

5 phase. Preparation of the material for testing, development and the final preparation of methodological material “Development of intercultural competence” – May 2014–June 2015.

1phase. Adaptation of the transfer material

Definition of adaptation Adaptation is a systematic

approach to considering the use and modification of the transfer

material produced in one cultural and/or organizational setting for application in a different context

(Browers et al., 2009).

1 phase. Adaptation of the transfer material

The aim of adaptation

is to take advantage of transfer material in order to enhance the

efficient use of it.

1 phase. Adaptation of the transfer material

Principles of adaptation:• Respect and accountability for the

transfer material.

• Use of reliable and consistent methods to ensure the quality of adaptation.

1 phase. Adaptation of the transfer material

• Involve of all project partners to foster acceptance of the adaptation.

• Consideration of content during adaptation to ensure relevance for project partners’ practice.

1 phase. Adaptation of the transfer material

Levels of adaptation (Browers et al., 2009):

Macro adaptation.

↓

Adapting the unit.

↓

Adaptation of specific part of text.

1 phase. Adaptation of the transfer material

Options for adaptation (Browers et al., 2009):

Re-ordering of text when the order in transfer material is not suitable for the particular target group.

Omission of text when it seems inappropriate, unproductive, etc., for the particular target group.

Addition of text when there seems to be inadequate coverage of key question.

.

1 phase. Adaptation of the transfer material

Reduction of text when it seems too long for the particular target group.

Extension of text when it seems needed to explaine for the particular target group.

Modification of text when it seems less accessible to the particular target group.

1 phase. Adaptation of the transfer material

Replacement of text when it is considered as inadequate, for whatever reason.

Branching of the text when it is decide to add options to the existing text or to suggest alternative pathways through the text.

1 phase. Adaptation of the transfer material

Process of adaptation:Step 1. Description of intercultural

competence.Step 2. Determination of intercultural

competence framework.Step 3. Settling of objectives of the material.Step 4. Establishment of learning objectives

and outcomes.Step 5. Selection and sequencing of content

of transfer material.

2 phase. Evaluation of the adapted material

An extensive e-discussion with the project partners for the purpose:

• to assess the adapted material: its strengths and weaknesses;

• to discover areas for improvement and modification.

3 phase. Analysis of the evaluation results

Summarizing and analyze of the evaluation results in order to define the key modifications needed.

Re-definition of the sequence or length or selection of adapted material according to the needs of project partners and with respect to the transfer material.

4 phase. Production of the draft methodological material

After needed modifications the draft methodological material will be produced.

Intercultural competence training methodology is focused on (Tudorache, 2012):

• building the skills through practical methods;

• creating educational achievement through creative methods in order to build intercultural knowledge and attitudes.

• Methodology is the theoretical analysis of the body of principles and methods associated with the area of knowledge. It encompasses: paradigm, theoretical model, phases, techniques (Barrett et al., 2013).

4 phase. Production of the draft methodological material

Sequence of methodological material: • Theoretical background for development of

intercultural competence.• Learning strategies of intercultural competence

development.• Methods used to develop intercultural

competence.• Methods used to assess the development of

intercultural competence.

4 phase. Production of the draft methodological material

Methodology would be based on the paradigm of multiculturalism, on Pyramid and Process models of intercultural competence (Deardorff, 2009), on the Developmental model of intercultural sensitivity (Bennett, 1993), and on the methods and tools presented in the transfer material.

4 phase. Production of the draft methodological material

Multiculturalism is the policy of maintaining diversity of ethnic cultures and the point of view that different cultures can enrich society (Portera, 2011).

4 phase. Production of the draft methodological material

Dimensions of intercultural competence (Spitzberg, Changnon,

2009):Cognitive dimension.

Affective dimension.

Behavioral dimension.

Pyramid model of intercultural competence (Deardorff, 2006; 2009)

Desired External Outcome

↑Desired Internal Outcome

↑

Knowledge & Comprehension ↔ Skills

↑Requisite Attitudes

↑Requisite Attitudes: • Respect (valuing other cultures,

cultural diversity).

• Openness (to intercultural learning and to people from other cultures, withholding judgment).

• Curiosity and discovery (tolerating ambiguity and uncertainty).

Knowledge and Comprehension:

• Cultural self-awareness.• Deep understanding and

knowledge of culture (including contexts, role and impact of culture and others’ worldviews).

• Culture-specific information.• Sociolinguistic awareness.

↑ Skills:

• Listen.

• Observe.

• Interpret.

• Analyze.

• Evaluate.

• Relate.

↑ Desired Internal Outcome:

• Adaptability (to different communication styles and behaviors; adjustment to new cultural environments).

• Flexibility (selecting and using appropriate communication styles and behaviors; cognitive flexibility).

• Ethnoreleative view.

• Empathy.

Desired External Outcome:

• Behaving and communicating effectively and appropriately (based on one’s intercultural knowledge, skills, and attitudes) to achieve one’s goals to some degree.

Process model of intercultural competence (Deardorff, 2006; 2009)

Developmental model of intercultural sensitivity (Bennett, 1993)

Integration

↑Adaptation

↑Acceptance

↑Minimization

↑Defence

↑Denial

References• Onorati M.G., Bednarz F. (Eds.) (2010). Building intercultural

competence: Handbook for professionals in education, social work and health care. Leuven: Acco.

• Barrett M., Byram M., Lázár I., Mompoint-Gaillard P., Philippou S. (2013). Developing intercultural competence through education. Strasbourg: Council of Europe Publishing.

• Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education, Recommendation CM/Rec(2010)7 and Explanatory Memorandum. Strasbourg: Council of Europe Publishing.

• Huber J. (Ed.) (2012). Intercultural competence for all: Preparation for living in a heterogeneous world. Strasbourg: Council of Europe Publishing.

• Deardorff D. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 10 (3), 241–266.

References• Deardorff D. (Ed). (2009). The SAGE handbook of intercultural

competence. CA: Sage.• Spitzberg B., Changnon G. (2009). Conceptualizing intercultural

competence. In D. Deardorff (ed.) The SAGE handbook of intercultural competence. CA: Sage. P. 2-52.

• Portera A. (2011). Intercultural and multicultural education: Epistemological and semantic aspects. In C. Grant, A. Portera (eds.) Intercultural and multicultural education: Enhancing global interconnectedness. N.Y.: Routledge.

• Bennett J. (1993). Toward ethnorelativism: A developmental model of intercultural sensitivity. In R. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural. P. 21-71.

• Brouwers M. et al. (2009).The ADAPTE process: Resource toolkit for guideline adaptation. http://www.g-i-n.net.

• Tudorache P. (2012). Consideration on intercultural competence training methodology. Revista Academiei Fortelor Terestre, 2(66), 150-153.

“In a life long learning perspective, building intercultural competences as a key element in personal and professional fulfillment is a goal of utmost importance in an education system that aims at being trans-national and that fits the complexity and cultural discontinuity that characterizes the present times”

(Onorati, Bednarz, 2010, p. 9).

Thank you for your attention!