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Third Culture Space

This lesson prepares participants for scenarios where they might have to work closely with someone who holds different or opposing values to them by asking them to create a "third culture space" with someone culturally different from them. 

  1. bridging
  2. CILMAR staff collection
  3. curiosity
  4. differences
  5. GLUE
  6. negotiation
  7. openness
  8. preparation for study abroad
  9. self-awareness
  10. Study Away
  11. virtual exchange

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Tuning Your Messages

This lesson will challenge participants to consider how culture affects their professional correspondence. In this activity, they will mine their “Sent” folder in their email and identify language patterns within their responses. They will then reflect on how the context and their cultural norms or values might have affected how they responded in particular instances.

  1. CILMAR staff collection
  2. communication
  3. cultural self-awareness
  4. curiosity
  5. self-awareness
  6. virtual

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Adaption Scenarios

  1. adaptation
  2. CILMAR staff collection
  3. COIL
  4. context
  5. cultural adaptation
  6. GLUE
  7. identity
  8. preparation for study abroad
  9. self-awareness

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Project Implicit Association (Bias) Tests by Harvard

Each individual online assessment measures the participant's implicit attitudes, stereotypes, and biases related to a specific phenomenon or identity characteristic.  Test options include attitudes/biases as regards skin tone, disability/ability, mental health status, transgender status, sexuality, race, ethnicity, weight, age & religion.  There are 15 tests available.

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Global Diversity, Equity & Inclusion Benchmark (GDEIB) tools

This free assessment, created by a diverse global team of over 100 experts, measures: 1. The current state of diversity, equity, and inclusion within an organization. 2. Progress in managing diversity, equity, and inclusion efforts. 3. Feelings of trust, acceptance, and physical/psychological safety. 4. Short and long-term goals for an organization.  As such, it is not so much a measure of learning as a measure of the climate for learning. As of this writing (in late 2021), the instrument is available in English, French, Spanish & Portuguese.

  1. Languages Other than English

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Diversity Inclusivity Framework

This assessment measures: 1. The extent to which the following elements of a course foster diversity and inclusion: purpose/goals, content, foundations/perspectives, learners, instructors, pedagogy, environment, assessment/evaluation, and adjustment.

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Cultural Dimensions Survey for (Covid-19) Teams

Created by Dr. Chien-tsung Lu, of Purdue's School of Aviation and Transportation Technology, in response to an Intercultural Pedagogy challenge, this instrument assesses the learner's self-described stance on Hofstede's cultural value dimensions, such as Power Distance, Uncertainty Avoidance, etc. Instructions for how to facilitate learning from this formative tool are also provided.

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Classroom Critical Incident Questionnaire

Included as a link from an article published in Inside Higher Education, this 4 question open-text assessment,intended to be used anonymously can yield rich qualitative data about inclusivity in the classroom, from the students' perspectives.  The article itself is also thick with good self-education suggestions from the group Learned Scientists for Racial Justice.  We highly recommend both resources!

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Belief in Oneness Scale

Created by one of the world's foremost social psychology theorists, Dr. Mark Leary, this validated 10 question open-source survey instrument measures the degree to which an individual adheres to a belief that ".. everything that exists is part of some fundamental entity,substance, or process." Sense of oneness is related to universalism (see also the Miville-Guzman Universality-Diversity Scale) , to many religious belief systems and, often, to openness to mystical and/or transformative experiences.

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AEM-Cube, The

The AEM-Cube® is a three-dimensional development instrument that maps the talents and challenges of individuals, teams, and organizations. It is available in multiple languages and has been implemented by more than 2500 organizations worldwide for various purposes, including recruitment, career coaching, team building, leadership, and innovation programs. 

The AEM-Cube® examines three key dimensions of adaptation: Attachment, Exploration and Managing Complexity.

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Online language learning using virtual classrooms: an analysis of teacher perceptions

Marni Manegre & Kashif Ali Sabiri (2020) Online language learning using virtual classrooms: an analysis of teacher perceptions, Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1770290

This study explains the emergence of virtual classrooms as an online language learning (OLL) instruction method. The authors surveyed 35 OLL teachers who teach English in virtual classrooms for their perceptions and opinions in working in this environment. The participants generally feel they get to know the students better in virtual classrooms than in other teaching environments. The teachers also perceive that students in virtual classrooms learn at the same rate or faster than in traditional classrooms and that, not only would they like to see more subjects offered online, but they also generally believe that online learning in virtual classrooms may be an alternative learning method to replace traditional classroom learning and home-schooling in most subjects. 

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A Case Study: Students’ Perception of a Collaborative Game-Based Virtual Learning Environment

X. Huang, J. He and H. Wang, "A Case Study: Students’ Perception of a Collaborative Game-Based Virtual Learning Environment," 2020 6th International Conference of the Immersive Learning Research Network (iLRN), 2020, pp. 46-53, doi: 10.23919/iLRN47897.2020.9155159.

Virtual reality (VR) technology can create an immersive English language environment and then encourage the learners to use English by presenting different collaborative communication tasks. Thus, to promote learners in using the target language skills this study applied a spherical video-based virtual reality technology to build a linguistic environment, and a collaborative learning strategy was adopted to promote their communication. Additionally, a mixed-methods research approach was used to analyze students' achievement in a traditional classroom and a virtual reality supported collaborative classroom and to evaluate their perception of the two approaches. The experimental results revealed that the collaborative classroom, supported by virtual reality, was able to enhance students' achievements. Moreover, analysis of student interviews identified their attitudes towards the virtual-reality-supported collaborative class and the use of language learning strategies in those classes. 

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The Role of Pedagogical Mentoring in Virtual Exchange

O'Dowd, R., Sauro, S. and Spector-Cohen, E. (2020), The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Q, 54: 146-172. https://doi.org/10.1002/tesq.543

This article focuses on the role of the teacher as pedagogical mentor in virtual exchange and examines the impact of the strategies and techniques that teachers use in their classes to support students’ learning during their online intercultural projects. The article begins with a proposed categorization of pedagogical mentoring reported in the literature to date. It then reports on the outcomes of a virtual exchange project carried out by three classes of initial English teacher education in Israel, Spain, and Sweden that involved two types of pedagogical mentoring. 

  1. virtual exchange

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Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education.

Hilliker, S. (2020). Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education. TESL-EJ, 23(4), n4.

Utilizing virtual exchange is an innovative instructional approach being used in higher education that can mimic a clinical virtual study abroad experience. Accordingly, this study reports on 20 participants that took a course on linguistics for ESL/EFL teachers. Teacher candidates in the U.S. were paired with EFL students at a university in Mexico taking a course to improve their spoken English. Through weekly journaling teacher candidates described student errors and reflected on the ties between what they learned in the linguistics class (theory) and made clinical decisions (practice) to help students improve their spoken English. 

  1. virtual exchange

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The Impact of International Virtual Exchange on Participation in Education Abroad

Lee, J., Leibowitz, J., & Rezek, J. (2021). The Impact of International Virtual Exchange on Participation in Education Abroad. Journal of Studies in International Education. https://doi.org/10.1177/10283153211052777

International virtual exchange is gaining popularity as an innovative approach to providing international experiences to students, particularly considering the COVID-19 pandemic. However, little research has been conducted on this unique teaching approach or how it fits into university comprehensive internationalization plans. In this paper, the authors develop a simple theoretical model to explain the impact of taking international virtual exchange classes on students’ decisions to subsequently study abroad. 

 

  1. virtual exchange

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Virtual Exchange to Develop Cultural, Language, and Digital Competencies

Machwate, S., Bendaoud, R., Henze, J., Berrada, K., & Burgos, D. (2021). Virtual Exchange to Develop Cultural, Language, and Digital Competencies. Sustainability, 13(11), 5926. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su13115926

Many researchers have underlined the benefits of student mobility in strengthening their communication skills. Studying a foreign language and fostering knowledge about behavioural attitudes are the most common research cases. One of the major issues of mobility, by its very nature, is that it implies significant travel and accommodation costs. Virtual mobility, or Virtual Exchange (VE), can be introduced as a proactive alternative solution. This work presents an evaluation of a telecollaborative online course model organised as a VE between German and Moroccan universities. It was established to explore the benefits of integrating a VE experience by practicing some 21st-century knowledge elements as tools for the development of intercultural, language, and digital competencies from the perspective of mobility. 

  1. virtual exchange

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Bradley Dilger and Team on Intercultural Learning in "Linked" 1st Year English Courses

The transculturation team presents on interactively linking courses of international and domestic students to foster intercultural learning.

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Dilger and the transculturation team - 2019 CILMAR Mini Grant - ICC development and reflective writing

The transculturation team presents new updates and results about their work on "Intercultural Competence Development and Reflective Writing in the Linked Course Model Curriculum".

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Enhancing intercultural effectiveness in international virtual student teams: an exploratory study

Petrovskaya, I., Shaposhnikov, S. Enhancing intercultural effectiveness in international virtual student teams: an exploratory study. Educ Res Policy Prac 19, 345–361 (2020). https://doi.org/10.1007/s10671-020-09262-w

The present study focused on the behavioural dimension of intercultural communication competence and investigated whether the short-term experience of working on a project assignment in a virtual multicultural team could produce an increase in students’ intercultural effectiveness. The study employed a single-group pre-test-post-test research design. The sample included 73 students representing 16 nationalities studying in Russian and Japanese universities majoring in business or economics. Students’ responses on the Intercultural Effectiveness Scale (Portalla and Chen in Intercult Commun Stud 19(3):21–37, 2010) were collected before and after the project, and paired difference tests (t test and Wilcoxon signed-rank test) were used for data analysis. Results indicate that that overall intercultural effectiveness of the students by the end of the project increased as compared to pre-test scores. 

  1. virtual intercultural teams

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Research into practice: Virtual exchange in language teaching and learning

Dooly, M., & Vinagre, M. (2021). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 1-15. doi:10.1017/S0261444821000069

In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text first outlines the features widely accepted as key aspects of this pedagogical approach before considering to what extent research results can be identified in VE implementation. Principal topics covered are the main aims regarding language development when VE is applied, assessment of language development through VE and VE and intercultural competence. While the article is not intended as a comprehensive review, it provides insight into the main foci of VE research and how these findings are reaching the language classroom (primary, secondary and university).

  1. language learning
  2. virtual exchange

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Design and development of a web App for ICT and intercultural competences professor self-training

Ricardo-Barreto, C., & Jabba, D. (2020, October). Design and development of a web App for ICT and intercultural competences professor self-training. In 2020 12th International Conference on Education Technology and Computers (pp. 17-20).

This article describes the design and development of a web app to improve the intercultural and ICT competences of university professors, allowing them to create virtual intercultural learning environments. It proposes approaches based on principles of self-training, virtual education, interculturality, and universal learning design. Its development is adopted from the ADDIE instructional design model. The App considers the phenomenon of the use of technology as a means for self-training and appropriation of competences in virtual intercultural learning environments.

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A Descriptive Comparison of Three Virtual Journal Club Formats to Promote Evidence-Based and Intercultural Learning in Nursing Education: A Pilot Study

Schimböck, F., & Seppänen, J. (2020). A Descriptive Comparison of Three Virtual Journal Club Formats to Promote Evidence-Based and Intercultural Learning in Nursing Education: A Pilot Study.

Traditional journal club formats based on a presentation session followed by a group discussion are well-known in healthcare education but have many limitations. To overcome some of these, virtual journal club (VJC) formats using the learning management system (LMS) Moodle were developed. Aim: The aim of the study was to offer and compare three VJC formats (via forum, chat and videoconference) for nursing students of two universities in Germany and Finland and to report students’ satisfaction regarding structure, organisation, procedure and intercultural learning.

  1. virtual intercultural learning

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Challenges and other feedback: Integrating intercultural learning in the Digital Age

Bailey, A., & Gruber, A. (2020). Challenges and other feedback: Integrating intercultural learning in the Digital Age. The EuroCALL Review, 28(1), 3-14. doi:https://doi.org/10.4995/eurocall.2020.11982

This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL).  The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. 

  1. virtual exchange

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Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Shadiev, R., Wang, X. & Huang, Y. (2020). Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology. International Review of Research in Open and Distributed Learning, 21(3), 157–174. https://doi.org/10.19173/irrodl.v21i3.4752
 
Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. The authors designed an intercultural learning activity and applied VR technology to support it. Then, they investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained.
 

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Intercultural Communication (Graduate Syllabus)

This course introduces basic concepts and principals in intercultural communication and examines the intersections of culture, communication, and language learning. The course explores the many ways in which culture interacts with and influences second language acquisition. The course is designed to encourage students to synthesize theoretical concepts in intercultural communication and apply them to language pedagogy in critical and creative ways.

  1. intercultural communication
  2. language

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