Joe’s Laundry: Using Critical Incidents to Develop Intercultural and Foreign Language Competence in Study Abroad and Beyond
DOI:
https://doi.org/10.36366/frontiers.v30i2.411Keywords:
Intercultural competence, Language competence, Study abroad, Education abroad, Critical incident methodAbstract
The development of intercultural competence and foreign language skills in study abroad and the FL classroom is often seen as an either/or proposition due to lack of time, training or the availability of materials in the target language. The Critical Incident method (CI) provides an example of an intercultural training tool that can link these competencies in ways that are developmentally appropriate for the FL and IC levels of the students. This method uses authentic intercultural mishaps to develop critical thinking skills as students reflect on the cultural values and attitudes underlying the experience. Drawing on research in study abroad FL pedagogy, this paper describes the CI method, provides a review of best practices in the context of study abroad, and develops an example of a CI from a study abroad program in France to illustrate how cultural incidents can be used to promote both intercultural and foreign language competence.
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References
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Arthur, N. (2001). Using critical incidents to investigate cross-cultural transitions. International Journal of Intercultural Relations, 25, 41-53.
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Brockington, J., & Wiedenhoeft, M. (2009). The liberal arts and global citizenship: Fostering intercultural engagement through integrative experiences and structured reflection. In R. Lewin (Ed.), The handbook of practice and research in study broad: Higher education and the quest for global citizenship (pp. 117-132). New York, NY: Routledge.
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Committee for Economic Development. (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, D.C.: Committee for Economic Development.
Cushner, K., & Brislin, R. W. (1996). Intercultural interactions: A practical guide. Thousand Oaks: Sage.
Deardorff, D. K. 2006. The identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
Dehmel, A. Li, Y. & Sloane, P. (2011). Intercultural competence development in higher education study abroad programs: A good practice example. Intercultural Journal, 15, 11-36.
Durocher, D.O. (2007). Teaching sensitivity to cultural difference in the first-year foreign langage classroom. Foreign Language Annals, 40 (1), 143-160.
Engle, L., & Engle, J. (2004). Assessing language acquisition and intercultural sensitivity development in relation to study abroad program design. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 219-236.
Engle, J., & Engle, J. (2012). Beyond immersion: The American University Center of Provence experiment in holistic intervention. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.). Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 284307). Sterling, VA: Stylus.
Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327-358.
Fonseca-Greber, B. (2010). Social obstacles to intercultural competence in America’s language classrooms. Proceedings of intercultural competence conference, August, 2010, 1, 102-123.
Hammer, M. R. (2012). The intercultural development inventory: A new frontier in assessment and development of intercultural competence. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.). Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 115-136). Sterling, VA: Stylus.
Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). The Intercultural Devleopment Inventory measure of intercultural sensitivity. International Journal of Intercultural Relations, 27, 421-443.
Jackson, J. (2011). Host language proficiency, intercultural sensitivity and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 21, 167-188.
Kolb, D. A. (1984). Experiential learning: Experience as a source of learning and development. Upper Saddle River, NJ: Prentice-Hall.
La Brack, B. (2004). What’s up with culture? Online cultural training resource for study abroad. Accessed on March 3, 2017 at: http://www2.pacific.edu/sis/culture/
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Magnan, S., & Back, M. (2007). Interaction and linguistic gain during study abroad. Foreign Language Annals, 40(1), 43-61.
McAllister, L., Whiteford, G., Hill, B., Thomas, N., & Fitzgerald, M. (2006). Reflection in intercultural learning: Examining the international experience through a critical incident approach. Reflective Practice, 7(3), 367-381.
Moeller, A., & Faltin Osborn, S. (2014). A pragmatist perspective on building intercultural communicative competency: From theory to classroom practice. Foreign Language Annals, 47(4), 669-685.
Moeller, A., & Nugent, K. (2014). Building intercultural competence in the language classroom. In S. Dhonau (Ed.), 2014 report of the Central States Conference on the teaching of foreign languages (pp. 1-18). Richmond, VA: Central States.
National Standards in Foreign Language Education Project. (2013). World-readiness standards for foreign language learning. Alexandria, VA: Author. Retrieved January 10, 2017 from http://www.actfl.org/publications/all/world-readiness-standards-learning
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Open Doors Report on International Educational Exchange (2016). Institute of International Education.
Paige, R. M., Cohen, A., Kappler, B., Chi, J. & Lassegard, J. (2006). Maximizing study abroad (2nd ed.). Minneapolis: Center for Advanced Research on Language Acquisition. University of Minnesota.
Paige, R. M., Harvey, T., & McClearly, K. (2012). The maximizing study abroad project: Toward a pedagogy for culture and language learning. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.). Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 308-334). Sterling, VA: Stylus.
Paige, R. M., & Vande Berg, M. (2012). Why students are and are not learning abroad. A review of recent research. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 29-58). Sterling, VA: Stylus.
Savicki, V. (2011). Relationship of foreign language proficiency to study abroad outcomes and inputs. Frontiers: Interdisciplinary Journal of Study Abroad, 21, 63-85.
Savicki, V. (2012). The psychology of student learning abroad. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.). Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 215-238). Sterling, VA: Stylus.
Spencer-Oatey, H. & Davidson, A. (2014). The DIARy tool: Developing behavioural flexibility in intercultural encounters. Available at GlobalPAD Open House: http://www2.warwick.ac.uk/fac/soc/al/globalpad/openhouse/interculturalskills/
Spencer-Oatey, H. & Davidson, A. (2015). The 3R tool: Developing sensitivity and insights into intercultural encounters. v.3 Available at GlobalPAD Open House: http://www.warwick.ac.uk/globalpadintercultural
Storti, C. (1994). Cross-cultural dialogues: 74 brief encounters with cultural differences. Yarmouth, ME: Intercultural Press.
Tripp, D. (1993). Critical incidents in teaching. Developing professional judgement. London: Routledge.
Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown consortium project: Interventions for study learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1-75.
Vande Berg, M., Paige, R. . & Lou, K. H., (Eds.). (2012) Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus.
Van Houten, J. (2015). Intercultural engagement. Foreign Language Annals, 40, 163-164.
Wanner, D. (2009). Study abroad and language: From maximal to realistic models. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 81-98). New York, NY: Routledge.
Watson, J. R. (2010). Language and culture training: Separate paths? Military Review, March- April, 93-97.
Watson, J., & Wolfel, R. (2015). The intersection of language and culture in study abroad: Assessment and analysis of study abroad outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, 25, 57-72.
Wight, A. R. (1967). Use of situational tests in instrumented laboratory training for the Peace Corps. In C. Taylor et al. (Eds.), Development of situational tests for selection of Peace Corps volunteers. Salt Lake City, UT: University of Utah.
Wight, A. R. (1995). The critical incident as a training tool. In S. M. Fowler (Ed.), Intercultural sourcebook: Cross-Cultural training methods, Vol. 1 (pp. 127-140). Yarmouth, ME: Intercultural Press.
Wilkinson, S., Calkins, P., & Dinesen, T. (2015). Creating a culture-driven classroom one activity at a time. In A. J. Moeller (Ed.), 2015 report of the Central States Conference on the teaching of foreign languages (pp. 1-15). Richmond, VA: Central States.
Arthur, N. (2001). Using critical incidents to investigate cross-cultural transitions. International Journal of Intercultural Relations, 25, 41-53.
Bacon, S. (2002). Learning the rules: Language development and cultural adjustment during study abroad. Foreign Language Annals, 35, 637-646.
Bathurst, L., & La Brack, B. (2012). Shifting the locus of intercultural learning: Intervening prior to and after student experiences abroad. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 261-283). Sterling, VA: Stylus.
Bennett, J. M. (2008). Transformative training: Designing programs for culture learning. In M. A. Moodian (Ed.), Contemporary leadership and intercultural competence: Understanding and utilizing cultural diversity to build successful organizations (pp. 95-110). Thousand Oaks, CA: Sage.
Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige, (Ed.), Education for the intercultural experience, (pp. 22-71). Yarmouth, ME: Intercultural Press.
Bennett, J., Bennett, M., & Allen, W. (2003). Developing intercultural competence in the language classroom. In R. M. Paige & D. L. Lange (Eds.), Culture as the core: Perspectives on culture in second language learning (pp. 237-270). Greenwich, CT: Information Age.
Brockington, J., & Wiedenhoeft, M. (2009). The liberal arts and global citizenship: Fostering intercultural engagement through integrative experiences and structured reflection. In R. Lewin (Ed.), The handbook of practice and research in study broad: Higher education and the quest for global citizenship (pp. 117-132). New York, NY: Routledge.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon, UK: Multilingual Matters.
Committee for Economic Development. (2006). Education for global leadership: The importance of international studies and foreign language education for U.S. economic and national security. Washington, D.C.: Committee for Economic Development.
Cushner, K., & Brislin, R. W. (1996). Intercultural interactions: A practical guide. Thousand Oaks: Sage.
Deardorff, D. K. 2006. The identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266.
Dehmel, A. Li, Y. & Sloane, P. (2011). Intercultural competence development in higher education study abroad programs: A good practice example. Intercultural Journal, 15, 11-36.
Durocher, D.O. (2007). Teaching sensitivity to cultural difference in the first-year foreign langage classroom. Foreign Language Annals, 40 (1), 143-160.
Engle, L., & Engle, J. (2004). Assessing language acquisition and intercultural sensitivity development in relation to study abroad program design. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 219-236.
Engle, J., & Engle, J. (2012). Beyond immersion: The American University Center of Provence experiment in holistic intervention. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.). Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 284307). Sterling, VA: Stylus.
Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327-358.
Fonseca-Greber, B. (2010). Social obstacles to intercultural competence in America’s language classrooms. Proceedings of intercultural competence conference, August, 2010, 1, 102-123.
Hammer, M. R. (2012). The intercultural development inventory: A new frontier in assessment and development of intercultural competence. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.). Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 115-136). Sterling, VA: Stylus.
Hammer, M. R., Bennett, M. J., & Wiseman, R. (2003). The Intercultural Devleopment Inventory measure of intercultural sensitivity. International Journal of Intercultural Relations, 27, 421-443.
Jackson, J. (2011). Host language proficiency, intercultural sensitivity and study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 21, 167-188.
Kolb, D. A. (1984). Experiential learning: Experience as a source of learning and development. Upper Saddle River, NJ: Prentice-Hall.
La Brack, B. (2004). What’s up with culture? Online cultural training resource for study abroad. Accessed on March 3, 2017 at: http://www2.pacific.edu/sis/culture/
Lange, D., & Paige, R. M., (Eds.). L (2003) Culture as the core: Perspectives on culture in second language learning. New York, NY: Information Age.
Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Malden, MA: Wiley-Blackwell.
Magnan, S., & Back, M. (2007). Interaction and linguistic gain during study abroad. Foreign Language Annals, 40(1), 43-61.
McAllister, L., Whiteford, G., Hill, B., Thomas, N., & Fitzgerald, M. (2006). Reflection in intercultural learning: Examining the international experience through a critical incident approach. Reflective Practice, 7(3), 367-381.
Moeller, A., & Faltin Osborn, S. (2014). A pragmatist perspective on building intercultural communicative competency: From theory to classroom practice. Foreign Language Annals, 47(4), 669-685.
Moeller, A., & Nugent, K. (2014). Building intercultural competence in the language classroom. In S. Dhonau (Ed.), 2014 report of the Central States Conference on the teaching of foreign languages (pp. 1-18). Richmond, VA: Central States.
National Standards in Foreign Language Education Project. (2013). World-readiness standards for foreign language learning. Alexandria, VA: Author. Retrieved January 10, 2017 from http://www.actfl.org/publications/all/world-readiness-standards-learning
National Standards in Foreign Language Education Project (NSFLEP). (2014). National standards for foreign language learning in the 21st century (2nd ed.). Yonkers, NY: Author.
Norris, E. M., & Steinberg, M. (2008). Does language matter? The impact of language of instruction on study abroad outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, 17, 107-131.
Open Doors Report on International Educational Exchange (2016). Institute of International Education.
Paige, R. M., Cohen, A., Kappler, B., Chi, J. & Lassegard, J. (2006). Maximizing study abroad (2nd ed.). Minneapolis: Center for Advanced Research on Language Acquisition. University of Minnesota.
Paige, R. M., Harvey, T., & McClearly, K. (2012). The maximizing study abroad project: Toward a pedagogy for culture and language learning. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.). Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 308-334). Sterling, VA: Stylus.
Paige, R. M., & Vande Berg, M. (2012). Why students are and are not learning abroad. A review of recent research. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.), Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 29-58). Sterling, VA: Stylus.
Savicki, V. (2011). Relationship of foreign language proficiency to study abroad outcomes and inputs. Frontiers: Interdisciplinary Journal of Study Abroad, 21, 63-85.
Savicki, V. (2012). The psychology of student learning abroad. In M. Vande Berg, R. M. Paige, & K. Lou (Eds.). Student learning abroad: What our students are learning, what they’re not, and what we can do about it (pp. 215-238). Sterling, VA: Stylus.
Spencer-Oatey, H. & Davidson, A. (2014). The DIARy tool: Developing behavioural flexibility in intercultural encounters. Available at GlobalPAD Open House: http://www2.warwick.ac.uk/fac/soc/al/globalpad/openhouse/interculturalskills/
Spencer-Oatey, H. & Davidson, A. (2015). The 3R tool: Developing sensitivity and insights into intercultural encounters. v.3 Available at GlobalPAD Open House: http://www.warwick.ac.uk/globalpadintercultural
Storti, C. (1994). Cross-cultural dialogues: 74 brief encounters with cultural differences. Yarmouth, ME: Intercultural Press.
Tripp, D. (1993). Critical incidents in teaching. Developing professional judgement. London: Routledge.
Vande Berg, M., Connor-Linton, J., & Paige, R. M. (2009). The Georgetown consortium project: Interventions for study learning abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 18, 1-75.
Vande Berg, M., Paige, R. . & Lou, K. H., (Eds.). (2012) Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus.
Van Houten, J. (2015). Intercultural engagement. Foreign Language Annals, 40, 163-164.
Wanner, D. (2009). Study abroad and language: From maximal to realistic models. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 81-98). New York, NY: Routledge.
Watson, J. R. (2010). Language and culture training: Separate paths? Military Review, March- April, 93-97.
Watson, J., & Wolfel, R. (2015). The intersection of language and culture in study abroad: Assessment and analysis of study abroad outcomes. Frontiers: The Interdisciplinary Journal of Study Abroad, 25, 57-72.
Wight, A. R. (1967). Use of situational tests in instrumented laboratory training for the Peace Corps. In C. Taylor et al. (Eds.), Development of situational tests for selection of Peace Corps volunteers. Salt Lake City, UT: University of Utah.
Wight, A. R. (1995). The critical incident as a training tool. In S. M. Fowler (Ed.), Intercultural sourcebook: Cross-Cultural training methods, Vol. 1 (pp. 127-140). Yarmouth, ME: Intercultural Press.
Wilkinson, S., Calkins, P., & Dinesen, T. (2015). Creating a culture-driven classroom one activity at a time. In A. J. Moeller (Ed.), 2015 report of the Central States Conference on the teaching of foreign languages (pp. 1-15). Richmond, VA: Central States.
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Published
2018-04-26
How to Cite
Engelking , T. L. (2018). Joe’s Laundry: Using Critical Incidents to Develop Intercultural and Foreign Language Competence in Study Abroad and Beyond. Frontiers: The Interdisciplinary Journal of Study Abroad, 30(2), 47–62. https://doi.org/10.36366/frontiers.v30i2.411
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