This manual introduces the Transculturation model for integrating intercultural competence into first-year writing courses. New instructors will find a description of the curricular philosophy as well as the curriculum’s structure. We include all necessary documents for implementing the curriculum here. This document also offers guidance for classroom implementation of the curricular interventions.

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

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

Citation: Banat, H., Sims, R., Tran, P., Panahi, P., & Dilger, B. (2021). Developing intercultural competence through a linked course model curriculum: Mainstream and L2-specific first-year writing. TESOL Journal, 00, 1– 16. https://doi.org/10.1002/tesj.613

Institutions of higher education in the United States continue to witness a dramatic shift in the spectrum of diversity in their student populations. Multiple variables of difference that mixed student demographics bring to university campuses make internationalization work necessary both inside and outside the classroom. Internationalization of higher education is a collaborative responsibility academic and nonacademic programs should share to facilitate the integration of various student populations within the broader culture of the university. However, there are few, if any, models for internationalizing introductory courses required of a large percentage of the student body, such as first-year writing (FYW). In this article, the authors propose and argue for an intercultural competence–oriented approach to internationalizing writing programs through a linked course model curriculum that pairs international and domestic students in separate second language–specific and mainstream FYW classes. The linked course model curriculum develops and assesses students’ intercultural learning and writing skills as core learning outcomes. This article presents the curricular design and interventions, the research design of the study conducted across three semesters of curriculum implementation, and the reflective writing results from the pilot semester to communicate the preliminary effectiveness of this curricular model.