Reflection On Intercultural Language Competence

Educators in an intercultural classroom need to support and allow the other children in the class to explore these cultural routines. It creates feelings of pride and cultural identity to young children after sharing important aspects of their home with their friends and teachers at school.

Communication competence is choosing the type of communication that is appropriate for any situation. It is possible to teach and learn competence; we do that every day in schools, work, and sports. No, people aren’t born competent communicators, we learn throughout our lives to become competent communicators by the people around us. Yes, people with extrovert personalities have the characteristic more people with introvert personalities. If you’re outgoing and outspoken you’re more successful with communicating than a shy and reserved person. Yes, communication competence is defined or perceived differently in other cultures. All cultures are different; we do not communicate the same. The culture in boxing is not identical to the culture in

The students have a difficult time understanding cultural behaviorisms, especially when they cannot have it explained to them on a personal level. Learning language involves cognitive and academic development, and their first languages must be involved when learning a new one. Finding the appropriate level of challenging material for students who are trying to understand new concepts in a foreign language is also very difficult, since they must incorporate both the child’s first language, and the new one. (Ludhra 2008).

In my previous professional role, it was imperative that I obtained an effective level of intercultural communication competence. I managed U.S. employee communications for unplanned system issues which often had a downstream global impact within the organization. As a result, many of my communications were tailored for a global audience which consisted of the United States, Asia-Pacific, Latin America, Europe, Middle East, and Africa regions. Prior to a sending an employee communication for a system issue, there was always a global business call with all stakeholders to discuss the details and determine which region would lead the communications. The region designated to lead the communication had a challenging task of tailoring the message

This week I reviewed a self-assessment checklist titled, Promoting Cultural & Linguistic Competency. The checklist included 49 questions that covered everything from the classrooms physical environment to communication styles and values and attitudes.

In the current era of globalization, the new economic and political reforms has made it evident and clear that leaders of organization not only need to build trans- global competence, but there is also a need to build cross cultural competence. Cross- cultural competences is known to be enhancement of flexibility and awareness for having the capability and ability for thriving and surviving across the global era as a business organizations (Jonsen, 2010).

Every child as a unique background and story to tell. It is important that everyone in the class be able to express beliefs, ideas, traditions, and information from their culture. We will be learning to support and celebrate each student’s unique culture. When students are exposed to diverse cultures research says that they have a stronger understanding of appreciating the differences in others. They feel more connected to the peers by being able to discuss aspects from their culture, this promotes students to become stronger critical thinker’s school. (Berg, Blank,.2006).

As Lawrence, Brooker and Goodnow (2012, p. 77) suggest being able to understand the meaning of culture calls on the awareness that no culture is static, that they are in fact fluid and dynamic. The Australian Social Inclusion Board (2012) as cited in Ewing (2013, p. 75) and reported by Scanlon-Monash Index of Social Cohesion state between 2007 and 2011 attitudes have become worse towards people from different cultures, whether they come from different racial backgrounds, sexual orientation or national origins. This is mostly due to complacency, as suggested by Raewyn Connell as cited in Ewing (2013, p. 75). Children are exposed to how adults and other young children think, thus affecting their learning experiences (Siraj-Blatchford and Clarke, p. 22). They are great imitators and copy what others do around them, whether it be positive or negative (Brown, 1998) as cited in Siraj-Blatchford and Clarke (p, 23). As argued by Siraj-Blatchford (1996, p. 23) educators need to focus on the difficulty of identity formation in children. For an educator to neglect this is neglecting the child’s individuality. Cultural competency is discussed in the Early Years Learning Framework and is about communication and attitudes. Educators can guide the triumph of cultural diversity when working with children and their families. Being able to live with difference means educators

Cultural competence is the ability of a person to effectively communicate with people who are from a different culture. For this, awareness of one's own cultural worldview is important. Attitude towards cultural differences make another factor. Because those who ignore to understand other cultures and find faults in other's culture can't communicate or interact effectively. Knowledge of different cultural practices and worldviews make a good human and he distinct from other animals. Cross-cultural skills also an important factor. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures.

Orientation to Knowledge- The terms people use to explain themselves and the world around them

“Connecting culturally with students can be defined as having acceptance and respect for each unique individual and recognizing individual differences, including race, ethnicity, gender, sexual orientation, socio- economic status, age, cognitive abilities, social abilities, physical abilities, religious beliefs, political beliefs, or other ideologies” “If instruction is not made comprehensible and accessible for students, the opportunity to learn both English and content material decreases” (Echevarría, J., & Graves, A., 1998).

According to the text, “Cultural competency is essential in today’s world and required for leadership communication and transformational leaders in particular” (Barrett, D., 2014). Intercultural competence involves effective communication with people of different cultural backgrounds. “Without knowledge of other cultures, people tend to make embarrassing mistakes when conducting international business” (Duggan, T., 2017). This can take place in the workplace as well. Regarding my current organization, tools improve intercultural competence would include cultural awareness, cultural differences, values and morale training, cultural identity, and language barriers. Cultural awareness can improve intercultural competence because it will allowed

In their paper, “Increasing Intercultural Competence and Tolerance in Multicultural Schools: A Training Program and Its Effectiveness,” Lebedeva, Makarova, and Tatarko (2013) discuss the Training of Intercultural Competence and Tolerance (TICT) program that was developed as a measure for preventing interethnic conflicts that were prevalent in the North Caucasus Federal District of Russia. In the paper, the authors examine the motives for developing the training program, the structure of the program, and the outcome of implementing the program.

Education is one of the most important factors in every person’s life regardless of where they’re from, their race, or their culture. Becoming educated not only makes life easier for us but also can help people become more successful in all things. However with so many people of various races, ethnicities and backgrounds in the United States it is difficult to create an education system that attends to each student’s individual culture. Ones own culture influences their actions and lifestyle, therefore this can create conflict if it is different from their schools cultural teaching style. Multicultural and multilingual classrooms have become the norm in many educational and professional settings throughout the U.S. because of changing immigration patterns caused by globalization (Institute for Educational Leadership, p. 2). For teachers today, it is essential to understand the role of culture and have the ability to interact interculturally in the classroom to create an effective learning environment. Analyzing cultural issues or differences can help teachers to understand some of the unconscious processes that shape individuals’ actions and interactions, as well as their language use and communication. “Teachers who understand cultural diversity…are more likely to be successful in their multicultural classrooms” (Samovar, Pg.2).

The World Languages curriculum consists of four Essential standards, including “Interpersonal”, “Interpretive”, “Presentational”, and “Culture” which are delivered in one semester. In regards to the last strand, the students are required to build an understanding of the practices, perspectives and products of different cultures and societies. Likewise, the students is required to compare their own culture and the target culture.. It is expected to teach and prepare our student to compete in a global society and help them to expand their knowledge of the world. This knowledge implies to teach concepts that are obviously very diverse and complex and require an extra effort from students and teachers. To complicate things, most of our students lack the