ACQUIRING INTERCULTURAL COMPETENCE
within the context of the period of residence abroad

Sylvie Toll
University of Central Lancashire

Sub-project report July 2000
for The Interculture Project

Contents

List of acronyms								2

Introduction									3

Module rationale								4

Factors influencing the design of the module				6

Tutorial support								7

Aims and Objectives							8

Expected Learning Outcomes						8

Teaching and Learning Strategies					9

Assessment strategy							10

Syllabus structure								12

Syllabus content								15

Concluding comments							29

Appendices

1	Assessment criteria for portfolio 				30

2	Auto-evaluation sheet for portfolio				31

Bibliography								32

List of acronyms

B/D/A		before, during, after the period abroad
C2		culture of the “other” country
CBVE		Central Bureau for Educational Visits and Exchanges
IAR		intercultural awareness raising
ICP		Interculture Project
L2		language of the other country
LL		learning log
NRAD		National Residence Abroad database
PLL		personal learning log
PA		period abroad
PRA		period of residence abroad
PP(R)A	preparation for the period (of residence) abroad
RAM		Residence Abroad Matters
SARA		Student Accounts of Residence Abroad database
STEFE		Student Teachers' Experiences in France and England database
T		task(s)
W/S		workshop
YA		year abroad

Introduction

This document builds on the findings of the sub-project report compiled in 1999 by St Martin’s College and University of Central Lancashire for the “Interculture Project”.
The 1999 sub-project report entitled “Raising Intercultural Awareness in preparation for periods of residence abroad” reviewed Intercultural Awareness Raising (IAR) practices in UK HE languages courses. It  gave a brief overview of  available intercultural training programmes in the field of business from where the “initial impetus” for cross-cultural capability came and where the “longest-serving expertise” was likely to reside (Parry, 1999). It provided examples of IAR learning activities of a cognitive nature as well as  an affective, behavioural and strategic one.

The report placed the debate as to whether IAR is inherent to the teaching of Modern Languages in the wider context of the Leeds conferences on “Cross-Cultural Capability”, outlining the main  issues raised at the conferences  which were of particular relevance to HE foreign language teachers. The annual Leeds conferences are the main fora for this interdisciplinary debate in the UK,  representing a multitude of disciplinary research perspectives and ways in which these can be translated into language teaching pedagogy. 
It provided a theoretical framework for discussing intercultural learning within the context of preparation for the Period of Residence Abroad (PRA).
The report summarised responses to both the 1997 NRAD and 1999 CBVE questionnaires; these clearly demonstrated that interpretations and formats of Intercultural Awareness Raising currently practised in UK HE institutions were very varied in  that only a minority of respondents addressed the issue from a cognitive as well as affective, behavioural and strategic perspective whilst the great majority interpreted it as cognitive knowledge of the language, sociolinguistics, literature and arts of C2.

Whilst many institutions run preparation courses ranging greatly in duration and intensity, it is clear that many HE language teachers fail to make the distinction between learning about another culture and acquiring intercultural competence. Cormeraie (1998) underlines a dangerous tendency in modern language teaching to view “Culture 2” from an ethnocentric perspective and states categorically : “Teaching about other cultures as a strategy for reducing prejudice does not work. Nor does it address the issue of cultural bias which can be detected in those selected aspects of the other culture that teachers ethnocentrically choose to indict or advocate in their course reinforcing in so doing stereotypes and polarities”.

In terms of current practice in IAR in UK HE institutions, the most systematic and rigorous programme of cultural and intercultural learning is Jordan and Roberts’s integrated ethnography course. This consists of an “Introduction to Ethnography” module in the semester before students go abroad, a monitored ethnographic study and field diary during the PRA, the writing up of the study on their return with tutorial support, the presentation of their studies as part of a final-year module on language development and a viva on the ethnographic study as part of the final year degree award ( LARA report, 2000) 

Module rationale

The starting point for this module is the argument that the approach to intercultural preparation for the PRA must be interdisciplinary and that “capability in one’s own culture is a necessary starting point for developing cross-cultural capability” (Jordan 1998). Intercultural awareness begins with an awareness of oneself and one’s own culture; this implies an awareness of the role of the self in interaction and the ability to learn from interaction. 
The module aims to equip students with the tools which will enable them to gain greater awareness of their own cultural values and of intercultural issues and to develop a working knowledge of life in the country or countries in which  they intend to spend their period of residence abroad . As a framework, the module uses the four 
Savoirs composing Byram and Zarate’s (1997) model of Intercultural Competence:

Savoir apprendre	Understanding otherness; using and creating opportunities for 			observation, analysis and interpretation.

Savoirs		Cultural knowledge, including sociolinguistic competence;
			awareness of non-explicit reference points such as values,
			beliefs, meanings.

Savoir être		Understanding how an identity and a culture are socially 				constructed; setting aside ethnocentric attitudes and 					perceptions; openness and interest towards others; intercultural 			mediation.

Savoir faire		Integration of the three into L2land interactions.

The role of the modern language teacher and the responsibility for building “cross-cultural capability” into the curriculum is a recurrent element in the intercultural debate. 
It is often argued that no amount of preparation could ever ensure a successful PRA and that individual attitudes and personality are the key factors in success or failure.
Motivation, a positive attitude, purposefulness and commitment are said to be key factors in the success of the Year Abroad. Numerous anecdotes support this view. 
Let us for instance consider four cases:  A, B, C and D.
Case A is about two sisters who went abroad on consecutive years: same background, same preparation for the YA, same placement, same town, same accommodation. The first found it hard (her time-table consisted of almost three times the number of hours at her home institution) but very “challenging” and enjoyable. Her motivation and enthusiasm remained undiminished throughout her year abroad and her final year; she found a well-remunerated job before the end of her studies. Her sister went abroad the following year and by November was so unhappy that she wanted to return to Britain. Nevertheless, she stayed until the end of the academic year. She revealed during her informal de-briefing interview that the main reason for her following the same course of study as her sister was her sense of duty not to disappoint her parents. The importance of motivation, “instrumental” and “integrative” is again illustrated in 
Case B, a case study presented by Theuerkauf (1997). Although Theuerkauf emphasises that “the students in the study cannot be seen as representative because of the extreme ways in which they approached the year abroad”, she discusses how the most motivated of the four students - a blind student - benefitted the most from his year abroad in Germany.
Case C is that of a mature student whose linguistic skills were of a very high standard. He took up a brief study placement followed by a slightly longer  work placement before coming back to Britain. In his debriefing he revealed that, apart from never having travelled very far from his home town, he had been suffering from depression for many years. The only way to keep it under control was to avoid, wherever possible, noise pollution, have access to his own private living space and adhere to a diet which necessitated self-catering facilities. The latter  facilities had  been made unavailable for an indeterminate period during his first placement. He had also had difficulties  adjusting to the difference in age and interests between himself and the students around him (although he did not look older than a student of average age).  The second placement, though very satisfying in terms of work, had presented him with the problem of extremely confined living conditions. The problem of noise and pollution had affected him in both placements.
Case D is that of a student who went abroad despite her family’s very strong wishes that she should not do so. Her father died suddenly while she was abroad; she unburdened some of her guilt on the placement tutor who had made the decision not
to grant her an exemption. The tutor did express concern over the burden of  responsibily for granting exemptions from the period of residence abroad. Before refusing to grant an exemption to the student who came from a staunch catholic Italian family, the tutor had  exempted from the period abroad a student from a staunch muslim family.

The above cases illustrate the complexity of personal and social factors which can influence a student’s attitude towards living abroad  and thus lead to the success or  failure of  their period of residence abroad.
While Case D was selected to exemplify  broader social and cultural complexities, Cases A and C illustrate the need for facilitating self-reflection  in any preparation programme for the period abroad. 
In case B, the blind student, being accustomed to much negotiating in the organisation of his daily activities,  had approached the preparation for the period of residence with a more rigorously focused sense of purpose and set of expectations than the other students around him.
Had  students A and C been given the opportunity to reflect on themselves, their own reasons for going abroad and the expectations attached to the period of residence abroad, they might have decided to stay in their home country. They would, however, have taken responsibility for managing their own learning in a more effective way.

Factors influencing the design of the module

The module needed to be  feasible in terms of the curricular space which it would take up, introduce a realistic range of activities for the preparation of the PRA, present learners a set of attainable goals as well as address the question of the students’ awareness of the multi-ethnic and multi-cultural nature of the society in which they live and their attitude towards “otherness”. The acquisition of  intercultural competence must surely be viewed as the development of a key transferable skill  in terms of giving learners the opportunity to gain greater self awareness and manage their own learning in the multi-cultural society in which they live and the globalised business world in which they are  preparing to function.

IAR - the development of intercultural awareness through educational methods - needs therefore to concern itself with knowledge, feelings, attitudes and behaviours. Activities should be varied, memorable and engage students on an affective and experiential level. The activities presented below aim to achieve this goal. Activities are designed to enable students to reflect upon themselves as individuals and as members of the social groups to which they belong. Exploring their behaviour within their micro-cultures in their home country will enable them to find strategies to cope independently with life in a foreign environment. The process of reflecting upon expectations - others’ as well as their own - and the attribution of a role for themselves is a crucial element at all stages of IAR, before, during and after residence abroad (Hall and Toll 1999 ICP sub-project report).
Earlier drafts of the module have been modified in order to simplify considerably issues of credit accumulation and possible reassessment. Thus the module was divided into two half modules the first half covering the semester prior to the PRA, the second half spanning the period abroad and the following half semester(appendix 3). However, the programme which has to be viewed pedagogically as one whole unit will be referred to as “the module” throughout this report.

The whole module spans the three stages of preparing for, experiencing and returning from the Period of Residence Abroad (PRA). 
Preparation during the semester preceding the PRA will consist of 12 workshops. Debriefing is seen as an integral part of the programme. The PRA will be followed by six sessions, mostly in the workshop format as shown below. As the acquisition of intercultural competence is its focus, it is suggested that the module run concurrently with existing workshops and activities for the PRA rather than replace them. 
The module provides a framework for developing intercultural awareness and competence and makes full use of the resources presented on the ICP website, particularly the SARA and STEFE databases of students’ experiences of the year abroad.

Tutorial support

Whilst most workshops in this module can be led by language teachers, activities relating to the investigation into one’s personality necessitate the expertise of a trained counselling psychologist. Although  investigation into the self is not expected to be particularly invasive, is important for both the students and workshop facilitator to establish relationship of trust and to avoid any kind of “DIY counselling” which might threaten rather facilitate the process of self reflection when long held assumptions are unpacked and challenged.
At the University of Central Lancashire, where the module was first validated,  the cooperation of  a counsellor from Student Services has been enlisted. Four workshops - three before and  one after the PRA - will be led by a Student Services counsellor with a solid background in intercultural issues. 
Full details are given below. (w/s 2,3 and 12 B PRA; w/s 2 A PRA)

The penultimate workshop in the programme will be led by a lecturer in Careers who will enable students to audit personal and professional skills acquired during the PRA.
The specialisms of the tutors involved in this module will reflect its inter-disciplinarity.
(w/s 5 A PRA)

The majority of workshops will be led a module tutor who is also a foreign language teacher provided that (s)he is keen to address - as well as the cognitive -  the affective and behavioural issues which are crucial to the development of intercultural competence; as discussed above, this is not always necessarily the case since  teaching about other cultures is frequently mistaken for a pedagogy of  intercultural learning.

Workshops on Sociolinguistic Awareness and Competence in the Foreign Culture need to be led by language specific tutors. (w/s 8 and 9 B PRA)

Aims and Objectives of the module
	to enable the students to understand the concept of intercultural awareness
    
	to enable students to recognise the origins of their own cultural values,
	assumptions and attitudes and the way in which their values affect their 	perception of others

	 to enable students to identify causes of intercultural misunderstandings

	to enable the students to explore how their perception of their own character, 	attitudes and behaviour might influence their cultural learning

	to enable students to recognise personal skills affecting their ability to adapt to 	living and working abroad

	to enable students to develop attitudes and strategies which will help adapt to 	life in a foreign country and operate autonomously in that country

	to enable students to observe, monitor and report on their own cultural learning

	to enable students to transfer their intercultural competence into their 	employability

Expected Learning outcomes:
By the end of the module the students will:

	have developed greater self-awareness - including awareness of their own 	function in their social and professional groupings

	have developed greater awareness of their own cultural values and the 	influence of those values upon their attitudes towards “difference”

	have acquired more sensitivity towards norms and values prevalent in 	cultures other than their own

	have developed skills in critical intercultural analysis

	have developed the skill to observe and analyse culturally defined situations 	without being judgemental

	have acquired strategies for operating independently and competently in 	unexpected situations based in other cultures

	have incorporated their learning into professional and personal situations 	abroad and at home

	be able to describe the process by which they gained intercultural awareness

Teaching and Learning Strategies

	Workshops:	12 (one full semester) prior to PRA
			6 on return
			- workshops led by a Student Services counsellor
					          foreign language tutor
					          careers tutor		       
			workshops to include activities such as:
			- guided discussion
			- role-plays
			- intercultural incidents
			- quizzes
			- exercises in critical thinking
			- feedback from discussions, debates with EFL students, foreign 			  nationals, FL assistants, tandem partners
			- mini presentations (following fieldwork)

	Portfolio:         to cover the semester before the PRA
	
	Diary:		this will be a personal “learning log” reflecting on the impact of 			the course and the experience of the residence abroad. It will 			span the entire length of the module and form the basis of the 			analytical account below.

	Analytical account of the learning process based on the diary / learning log

	Informal de-briefing

	Formal presentation on acquisition of intercultural competence

	Feedback to students preparing to go abroad

Assessment strategy

The entire module will be assessed by:

		portfolio (end of semester before PRA)
		presentation in the foreign language (on return from PRA)
		analytical account based on diary (end of semester after  PRA)

A portfolio of activities will be compiled during the semester  Before the PRA. As well as a brief report on the impact which the first half of the module has had on the intercultural learning process, the portfolio will contain evidence of searches on the ICP databases, of fieldwork undertaken in the area of sociolinguistics and of tasks connected to mainstream preparation for the period abroad which will include visiting the LARA and RAPPORT  websites for information. 

More specifically, the portfolio is expected to consist of the following :
	 a brief report of personal development throughout the first half of the module
	 eight tasks which will cover the following four areas: 
		- Cultural Identity (one task); students will be expected to reflect on 		their sense of cultural identity and the extent to which this sense of 
		identity was challenged in workshops 2 and 3 and related fieldwork 
		- Sociolinguistic awareness in “home” and “host” culture (two tasks);
		tasks must contain an element of comparative analysis of sociolinguistic
		practices between “home” and “host” culture
		- Expectations, Objectives, Motivation (one task); this task is expected 		to be related to all aspects of the PRA, issues about employment and 		changes which may have occurred in the light of enhanced intercultural
		awareness 
		- Stereotypes and Intercultural Incidents: this task is expected to be  		carried out in conjunction with  a search on  ICP databases for evidence 		of attitudes and incidents of this type (one task)
		- Four tasks (including the one related to stereotypes and intercultural 		incidents) are expected to be the result of SARA and STEFE database
		searches.
	 an auto-evaluation report (Appendix 2, p. 31) based on the Assessment Criteria and Grading Structure (Appendix 1, p.30).
Ideally, all workshop related tasks should also contain an element of database searches.

The portfolio will  be assessed by the module tutor and the Student Services counsellor (weighting: 90% ). 
The weighting for self assessment is 10%.
Total: 100% (first half of the module)

A presentation in the foreign language on acquisition of intercultural competence will be delivered After the PRA, at the beginning of the final year, within the context of mainstream classes. For students not enrolled on the module, the criteria for assessment are: linguistic and sociolinguistic competence, communication skills, quality of content.
For students enrolled on the module, the content of the presentation will consist of an analysis of their development in the following areas: sociocultural knowledge, intercultural awareness, practical skills, intercultural and interactional skills, study skills, heuristic skills, linguistic and sociolinguistic competence. A link must be drawn with the learning activities in the first part of the module. 
Weighting: 50%

A written analytical account  based on the entire learning log  will be presented at the end of the module, After the PRA. This account (2000-3000 words in length ) should chart a student’s development from the beginning to the end of the module, analysing personal growth and intercultural competence, including both the impact of living and working or studying in a foreign country and the impact of the module itself.
 It will also address the issue of employability. 
The assessor will expect the students to recognise, where applicable, challenges to their sense of identity, to identify key elements in the module which led to resistance and attitudinal shifts. The account must be of an appropriate level of introspection for reflection on the learning process and demonstrate recognition by the students that they are socially constructed. 
Questions to be asked might be, for example “how do I come to be me in this culture?”, “what have I gained/lost by doing this module?”, “what am I challenged by?”, “what do I want to continue with?”, “when did the shift occur from feeling like an outsider to feeling that I was a member of the community?”, “what brought about that shift?”, “when did I feel/not feel (linguistically) competent?” “what questions do I now have that I did not have at the beginning of the module?”, “how big is Britain?” and so on.

The account will be presented at the end of the second half of the module and assessed by the Student Services counsellor. 
Weighting: 50%

Syllabus structure

 	Semester prior to Year Abroad

 1 	Introduction to the module (module tutor).
	Diary and portfolio  as  tools for monitoring one's Intercultural learning.
 
 2 	Introduction to cultural identity (workshop led by Student Services counsellor).
	Looking at the self. 
	Unpacking one’s assumptions.
	Non verbal behaviour.

 3 	Attitudinal issues  (workshop led by Student Services counsellor).
	Self awareness: how constrained, how relaxed when going into other 		place / culture?
	Judgementalism. Assessing one’s ethnocentrism.
	Issues of conformity. Norms of behaviour.

 4 	Home culture. Subcultures. Micro-communities (module tutor).
	Reporting back on discussions with foreign students / FLA’s 
	about “British Culture”. Stereotypes.
	Personal  sociogram.

 5 	Stereotypes and Intercultural Incidents (module tutor).
	Contrasting stereotypes of the  British to stereotypical 
	representations of others (including ICP database).
	Selecting and contrasting intercultural incidents in ICP database.
	Discussing preferences: open ended? single solution incident?

6 	Factors in Intercultural Incidents. Language. Attitudes. Expectations (module tutor).
	Designing intercultural incidents based in home culture. 

 7 	Sociolinguistic Awareness and Competence: language in home culture
	(module tutor).
	Discussing samples of texts and their contexts. Medium.
	Participants. Age. Gender. Shared knowledge etc...
	Giving advice to potential students of English on where and
	how to learn to communicate in English. Reflecting on  
	motivation behind advice.

 8 	Sociolinguistic Awareness; language in foreign culture (specific language 	tutors).
	Discussing and analysing features of written and spoken texts 
	in FL. Literature, business, music, sport, education, administration etc...
	Appropriateness of formality, familiarity.

 9 	Sociolinguistic Awareness and Competence (specific language tutors).
	Reflecting on statements such as: “the only way to learn the language
	is to live in ...” “you can’t learn the language by living in region x”.

10 	Expectations. Objectives. Motivation (module tutor).
	Report on findings through database activities.
	“Leeds pack” workshops.
	Own expectations from YA. Others’ expectations (home / host institutions,
	employers etc...).
	Card game: defining priorities.

11 	Presentation of first part of portfolio (module tutor).
            Setting Objectives for PRA.
	Strategies for coping in foreign country (socially, linguistically).

12 	Viva (with Student Services counsellor)
	reporting on impact of course, on emotional, attitudinal shifts
	surprises? expectations?
	are objectives (for YA) defined more clearly?

	YEAR ABROAD

	Work / study placement.

	Continuation of personal diary.

	Sociolinguistic investigations.

	Semester following YA

1 	Presentations in conjunction with mainstream classes (specific language tutors).

2 	Feedback (to Student Services counsellor):
	how useful was it to look at own culture?
	high / low points whilst abroad?
	when did shift occur from “visitor” to “resident”? 

3 	Workshop with foreign nationals (module tutor).
	Comparing first impressions of being in the other country.
	Comparing preparation, learning process.

4 	Preparation of workshops in tandem with foreign students, 
	for the benefit of outgoing students (to include setting up mailing list).
	Reflecting on / observing  working methods, organisation etc.
	(module tutor / EFL tutor).

5 	Careers workshop (Careers tutor).
	Employability skills from Year Abroad.
	What do employers want from Graduates?
	How do students create employability skills?
	Audit of own employability skills.
	Translating employability skills into real life applications.
	“Owning” and defining one’s skills.
	Being selective about one’s skills.

6 	Diary ends. Write analytical account of the learning process, 
	based on diary (2000-3000 words).
	(Assessed by Student Services counsellor).

Syllabus content

The module is themed around five areas which may span one, two or all stages of the module (Before/During/After):

	Diary (B/D/A) and Portfolio (B) as tools for monitoring one’s Intercultural 	Learning 

	Introduction to Cultural Identity (B)

	Stereotypes and Intercultural Incidents (B/D/A)

	Sociolinguistic Awareness and Competence (B/D/A)

	Expectations. Motivation. Objectives (B/D/A)

Each area consists of options for learning activities. Time constraints and course requirements would make the adoption of all the module components an unrealistic proposition.  The intention is to offer a range of choices which can be adapted to suit individual pedagogical preferences, class composition, and logistical restrictions.  For example, if access to computers is limited, work with the SARA and STEFE databases could be done in students’ own time, although we would recommend at least one hands-on session to introduce them.  Further options for learning activities can be found by exploring the ‘Learning activities’ section of the website.

Approximate time limits have been suggested for the different areas, on the basis of the activities being used as part of an entire module.  Some learning activities are particularly time consuming.  These have been marked with an asterisk and could be considered for use as preparation tasks.
 
Area 1.									
One session									2 hours

Diary and Portfolio as Tools for Monitoring one’s Intercultural Learning

This area consists of 2 topics:

	Diary and Learning Log.

	Portfolio.

Topic one
Diary and Learning Log
ICP diaries

Aims and objectives:

- to review various formats of Year Abroad diaries and understand their purpose  
  (1999 Sheffield report)
- to define the structure of the Learning Log used for the whole duration of the module
- to reflect on the need for the “Personal Learning Log” option 
- to clarify the purpose of the analytical account which will be based on the  PLL  
- to initially explore ICP diaries and discuss their relevance to the programme
- to discuss the  intercultural learning outcomes expected from exploring ICP  diaries
- to discuss intercultural learning outcomes from undertaking a PLL 

Options for Learning Activities

	 guided discussion about diaries in general: 
	- have you used / are you using a diary?
	- how personal is it?
	- how frequent are the entries?
	- is the content  personal / professional?
	- what is its overall purpose?
	- what do you expect to gain? to learn?

	 guided discussion about the Year Abroad diary:
	- why use a diary for the Year Abroad? what could / should it include?
	- who should have access to it?
	- to what extent can the content be influenced by a readership?
	- why use a learning log for the whole duration of the PPA module?
	- how personal should it be?
	- why was a private LL deemed to be necessary here?
	- what do you expect to learn about yourself from keeping a PLL during the 
	  whole duration of the module?
	- looking at the syllabus content, do you expect many issues to be 	  	  	  raised for which a personal diary is preferable?
	- when do you expect to learn the most? what do you expect to learn 
	  the most about?
	- how relevant can YA ICP diaries be to your own learning process?
	- what are your comments on the ICP students’ willingness to allow others
	  to read their diaries and use them as learning tools? do you think that their 	  decision influenced the content to some extent? how?
	- make a list of the areas in which you expect to learn the most from the 
	  ICP diaries.

	 ICP diaries and their application:
		before / during / after YA
	hands on session on exploring the SARA and STEFE databases

Topic two
Portfolio

Aims and objectives:

- to discuss the appropriateness of portfolio based assessment for the period preceding
	the PRA
- to broadly define the tasks which might be included in the portfolio (further insight             	will be gained during subsequent workshops)
- to explain how to collate the portfolio in relation to the 5 areas of the syllabus
- to explain the portfolio presentation requirements
- to discuss priority issues pertaining to the self-evaluation component of the portfolio
  
Options for Learning Activities

	 guided discussion:
	- reflect on use of portfolio as learning tool and assessment method
	- what skills are acquired in the use of a portfolio?
	- what does a portfolio normally look like when completed?
	- what is your experience of portfolio work?
	- how prescriptive was the setting of tasks?
	- what is a portfolio for this module expected to contain?
	- looking at the areas covered by the syllabus, suggest possible 
	  portfolio components
	- why are the capacity for observing and a willingness to interact with 
	  others necessary requisites for the completion of this particular portfolio?

	 auto-evaluation: on the basis of the areas covered by the syllabus,
	 how will you define the criteria for the self-evaluation part of your portfolio?

	 discuss the following:  can you expect to acquire intercultural 	 	  	  competence before going abroad ?
	- do your background and  your personal and professional experience enable 	  you to say that you are already interculturally competent?
	- if this is the case, discuss what you expect to gain from this module  

 * interact with foreign students; find out whether they have stereotypes about the British

 * search SARA database for stereotyping, for example by searching under “Where was I?”: extracts relating to a particular country.

 * search SARA database for adapting to new environment (“How did I react?”: adapting to the culture), opportunities for joining new circles (“How did I meet people?”: meeting people).
	
 What have you learnt from these workshops?
AREA 2							                  
3 sessions									 6 hours

Introduction to Cultural Identity	

This area consists of 2 topics

	The Self. Issues of Conformity. Norms of Behaviour.
	2 sessions (4 hours) workshops led by counsellor from students services

	Subcultures and Micro-Communities. Personal Sociogram.
	2 session (2 hours) with module tutor 

Topic  One
The Self. Issues of Conformity. Norms of Behaviour. 
(2 workshops led by Student Services Counsellor)

Aims and objectives:

- to review meanings and definitions of “culture” 
- to define “home culture”
- to enable the students to recognise the origins of their own cultural values, assumptions and attitudes and the way in which their values affect their perceptions of others
- to enable students to understand the concept of intercultural awareness
- to enable students to identify causes of intercultural misunderstandings
- to enable students to explore how their perception of their own character, attitudes and behaviour might influence their cultural learning

Overview of learning activities:

	 discussion on the meaning of “home” or “own” culture
	 unpacking one’s assumptions 
	(example of activities: two people draw a house, jointly holding a pen but 	without communicating; observe the (lack of) tension in the pen)
	 looking at the self (what does it mean to be “me”)
	 reflecting on non-verbal behaviour
 attitudinal issues (what conditions my attitude? how easy / difficult is it for me to accept people who swear / are excessively polite / who talk non-stop / who take drugs etc.)
	 looking at self-awareness (how relaxed / constrained am I when going into 	another place / culture?)
	 reflecting on judgementalism
	 assessing one’s ethnocentrism
	 reflecting on norms of behaviour and issues about conformity 
	
Suggestions for additional tasks :

go out and observe:
- * think about: what is OK, what we ignore, why is x acceptable / not acceptable at different times	(behaviour, attitudes, clothes, food)
- * observe self and others (e.g. is it comfortable to see two people arguing? is it more / less acceptable if they are men / women etc.)
- * go into local community or neighbourhood where you are distinctly different from the residents; discuss in depth what you felt

 What have you learnt from these workshops?

Topic two
Subcultures and Micro-communities. Personal Sociogram

Aims and objectives:

- to challenge the idea of a “macro-culture”, i.e. a “French”, “German”, “Spanish” culture	by demonstrating that many cultures exist under the umbrella of one “culture”
- to give students the opportunity to reflect upon their own social “make-up” and their adherence to diverse social circles
- to enable students to develop attitudes and strategies which will help them adapt to life in a foreign country and operate autonomously in that country

Options for learning activities:

	 guided discussion about British culture:
	- how do you define British culture?
	- can particular values be attributed to the British? what are they?
	- are values shared by all inhabitants of Britain?
	- give examples of values and beliefs which may / may not be shared by 
	  the entire British population?
	- what are the reasons for those differences? (ethnic origin, religious beliefs,
	  gender, age etc...

	 discussion: what is meant by micro-communities and subcultures?
	
 * observe, wherever possible, groups and gatherings of people (e.g. young clubbers, sports club, horticultural society, language club, science fiction club, car club etc.)
	- what expectations, aspirations, forms of behaviour seem to be shared by 	 	  participants? to what extent do they overlap with those expressed in other 	  groups, in other settings?
	
	 make a list of the social groups to which you belong and draw your personal 	  sociogram (for full details of “sociogram” activity see Coleman, J.A. 1999)

	 * reflect on your sociogram:
	- to what extent do you share values, beliefs, forms of behaviour with parents,
	  brothers and sisters, friends?
	- what social circles do you share with them? 
	- which social groupings overlap?
	- do you adopt the same form of behaviour (language, dress) in all the circles
	  to which you belong? Provide examples of similarity and difference and 	 	  explain them
	-how was your “membership” of certain groupings arrived at? through the
	 influence of family and friends? personal choice or decision?
	- what kind(s) of people do you define as your peers?
	- what are the differences between circles to which you belong and others 	 	  which you might aspire to belong to?

 * how do you expect your sociogram to change during your residence abroad?
	- which circles will be removed? temporarily? perhaps permanently?
	- which circles will remain part of your daily life?
	- do you intend to take action to reconstruct or replicate your sociogram while
	  you are abroad?
	- which parts would you wish to reconstruct or replicate?
	- how will you go about it?
	- what will you need to know before or at the beginning of your time abroad?
	- what would you do if you were unsuccessful ? 
	- how would  you measure success in reconstructing your sociogram?
	- can you think of opportunities that might arise and help you (re)shape your 
	  sociogram?
	- how do you expect the nature of your placement to determine your “YA 	 	  sociogram”?

 * search SARA database for opportunities used by students to reconstruct their sociogram 
	-  in which areas were they most successful? least successful?
	- how were results arrived at? good fortune? grit and determination?
	- how well had they prepared their integration into the foreign community?

	 game : BARNGA (described in Hall and Toll 1999 pp. 22-23)
	
 * find out as much as possible about the conditions surrounding your placement (geography, accommodation, clubs, societies); to what extent does this knowledge help anticipate a “YA sociogram”? 

 What have you learnt from these workshops?

Area 3									
2 sessions									4 hours

Stereotypes and Intercultural Incidents

This area consists of 2 topics. 

	Stereotypes

	Intercultural Incidents and Quizzes

Topic One
Stereotypes
The topic of stereotypes has already been addressed in Area 2; the activities below relate more specifically to the SARA and STEFE databases.

Aims and objectives:

- to challenge views which may hinder intercultural competence
- to assess the usefulness of certain stereotypes
- to assess, on the basis of others’ experiences (SARA and STEFE databases) the role of stereotyping in the process of acculturation

Learning Activities

	 reflect on stereotypes about the “British”
	 - what are they linked to? where do they originate from?
	- have they changed over the years?
	- how much do they vary according to the nationality / cultural grouping of 
	  the onlooker / outsider?

	 reflect on stereotypes about people from other countries / other communities
	- are the images positive? negative? neutral?
	- are they linked to positive experiences? to fear?  
	- are they linked to personal or second hand experience?

 * look for stereotypical representations of British and other nations in SARA and STEFE databases
	- make a list
	- to what extent do the representations correspond to reality?
	- does a shift occur in the attitude of the student during the Year Abroad?
	- to what extent do stereotypical representations in ICP databases correspond 	  to your own?
	- to what extent do the representations correspond to reality?
 
	 * SARA and STEFE databases: look at stereotypical representations made 	   whilst students are on different placements (study, assistantship, student
	  teacher, work placement): to what extent do the focuses for stereotypical 	 	  representations change?
	- is there evidence that stereotyping is detrimental or useful in certain 	 	  situations (e.g. at work)?

Topic Two
Intercultural Incidents and Quizzes

Aims and objectives:

- to enable students to identify causes of cultural misunderstandings
- to demonstrate the need for observing others in interaction and for critically analysing culturally defined situations
- to foster greater sensitivity towards “otherness” 

Learning Activities

	 explore intercultural incidents on ICP website
	- does any intercultural issue seem to prevail ?
	- explain the single solution / open ended solution outcomes
	- do you have a preference for a single or an open ended solution? why?

 * brief yourself in the foreign country’s norms and expectations (visit library, Modern Languages Resource Centre, websites etc.)
- if you have encountered intercultural incidents, can you say what kind of intercultural issues were prevalent?

 * search ICP databases for experiences of intercultural misunderstandings which   could be linked to inadequate briefing in the foreign country’s norms and expectations
	
	 * design one or a few intercultural incidents based in home or host culture
	- does it correspond to your own experience so far?
- to what extent is your experience a valid basis for the design of the intercultural incidents?

	 work on ICP quizzes
	- find solutions
	- reflect on any answers which might have greatly surprised you; why?
	- is there a prevalence of single solutions? multiple solutions? to what might 	  this be attributable?
			
 discuss the usefulness of intercultural incidents and quizzes in your preparation for the period abroad; which issues do you consider to be the most useful? 

	 are quizzes lists of stereotypes? discuss
 What have you learnt from these workshops?
Area 4 
3 sessions									6 hours

Sociolinguistic Awareness and Competence

This area consists of 2 topics:

	Linguistic Diversity in Home Culture

	Linguistic Diversity in Host Culture

Topic One
Linguistic diversity in home culture

Aims and objectives :

- to develop awareness of the diversity of language in the many situations  encountered in everyday life and in familiar contexts 
- to consider the importance of factors normally taken for granted (age, gender, relationship between participants) which influence the choice of language used in different social contexts
- to challenge the idea that there is only one type of “correct” English which is socially acceptable and desirable 
- to look at the motivations behind the idea that one kind of English is more desirable than another
- to introduce the idea of relativity in language use in the home culture because students have more understanding of the multiple factors involved in those interactions
- to de-naturalise students’ own linguistic practices
- to look at language in a more objective way and avoid making value judgements based on use of language

Learning activities

	 guided discussion: analyse the statement ”you do not come to this part of 	  Britain if you want to  learn good English”
	- who would make such a statement?
	- why would they make it? what would it be based on?
	- would a foreign person / a British person make it?
	- what are the assumptions / the influences behind it?
	- is there / has there been any evidence that this statement holds true?
	- is there any link between this statement and issues of empowerment, of 
	 social status? what do others say about the way you speak? who has 		 influenced the way you speak? 
	- what were the motives behind this influence, wanting to speak in a particular 	  way?
	- have you ever felt out of place in your own country, speaking? where and 	  when? is the way you speak commented on? where? school? work? social 	  setting?

	 * observe people speaking English exclusively, in different situations 
	- listen, possibly record, look at: mode (written or spoken) age, gender, 	 	  relationship  between participants, purpose of communication, setting
	- reflect on use of vocabulary, use of grammar; is it conventional or not?
	  are there abbreviations, ellipses? are words missed out? reflect on mood, tone 	  of interaction, use of humour. Is there belittling / deference between 	 	  participants or are they on equal footing? is there distance?

 * observe how people express themselves when language other than English is spoken at home
	- what language is spoken at home? why ? 
	- is the same language spoken by different generations?
	- is there a difference between language used for domestic or professional 	 	  issues?
	- what encouragement is given? what are the expectations at home?
	- is home language validated / approved / not approved?

	 * find out about language used in relatively unfamiliar settings
	- formal and professional settings: visit a law court
	- listen to Yesterday in Parliament, watch Today in Parliament
	- religious settings: how does a minister express himself / herself during a 	 	  service? observe the same in different religious settings
	- academic settings : how do lecturers express themselves ? students in 	 	  different situations (e.g. presentations)?   
	- political discourse: political speeches, manifestos etc.
	
Topic Two
Linguistic diversity in Host Culture

Aims and objectives:

- to help students acquire a set of linguistic tools in foreign language which will help them function in a variety of different situations
- to help them continue to develop these tools through observation
- to prepare them for encountering differences in the target language and culture 
- to discourage them from making assumptions about linguistic correctness in encounters

Learning activities
Before PRA:

	 analyse the features of spoken and written texts in foreign language from 	 different contexts 
	  e.g.: administrative documents one might encounter during PRA

 * search SARA and STEFE databases for language based misunderstandings; what aspect of the language are most problems attributable to? is there a pattern?

During PRA:

 * replicate the activities described under Topic One during the Year Abroad

	 * observe politeness markers (eg: “tu” and “vous” in French)

	 * observe body language

Area 5						
2 sessions									4 hours

Expectations, motivation, objectives.

This area consists of 2 topics

	Expectations, motivation, objectives in preparation for the year abroad.

	Expectations, motivation, objectives after the year abroad.

Topic One

Expectations, motivation, objectives in preparation for the YA

Aims and objectives:

- to enable students to clarify their objectives for personal and professional      development 
- to identify the opportunities offered by a PRA
- to enable students to recognise personal skills affecting their ability to adapt to living
  and working abroad
- to develop strategies for operating competently in another country
- to increase the potential for acquiring personal transferable organisational skills and   enhance their employability

Learning activities: 

	 guided discussion about motivation and competences:
	- which factors came into play when you opted for your course of study? areas 	  of competence, family, financial situation, geographic situation, general 	  	  motivation, grades, age, professional and other personal opportunities and 	  constraints
	- how do competences which have been developed and the knowledge which 
	  has been acquired determine your choice of career path?
	- what other competences need to be developed?
	- how will you use the support and guidance offered by the university’s 	  	  Careers service?

	 write out what you expected your university education to do for you:
	  what has been achieved so far? what are you still expecting to gain?

	 write out a list of personal and professional objectives

	 make a list of the reasons for going abroad (mandatory or optional part of the 	  course?); discuss and compare

	 * make a list of available support structures  for the PPA (literature, 	  	  videos, web, your university’s PPA workshops and general support and 	 	  guidance); discuss your personal use of these facilities 

	 * search ICP databases for elements of expectations, motivation and 	 	  objectives
	- are they much in evidence? did expectations generally relate to the self or to
	  others? were expectations generally met?
	- do any patterns emerge which link expectations and motivation or the lack 
	  of them to disappointment with the host culture?
	- are there instances of unsuccessful placements? is it clear whether lack of 
	  success was linked to low / high expectations or extraneous factors?

	 discuss differences in preparation between
	- study placements
	- work placements
	- assistantships
	- combined study and work placements

 * search ICP databases for accounts of preparation and setting of objectives for PRA; are there any examples of preparation which you would not follow?

 * visit PRA websites (LARA and RAPPORT). Look for answers to questions 
relating to practical issues which are of particular relevance to you. Discuss your findings and the extent to which they match your expectations

	 discuss steps taken to secure placements
	- availability of placements
	- tutor role, appointments
	- personal input
	- how important was a CV?
	- how important was personal contact (if applicable)?
	- how relevant is your professional experience?

	 how clearly defined is your role during your placement abroad?
	  is additional clarification needed? how will this be achieved?

	 are there any requirements which mark a very clear distinction between 
	  your prospective placement and your present situation? define these

	 what do others expect from you? employer etc.

This contains some elements from the Leeds workshops. Alternatively, the Leeds workshops may be used in their entirety.
	
Topic 2 		(Careers workshop following the YA)  
Expectations, motivation, objectives after the year abroad

Aims and Objectives:

- to reflect on the process of intercultural learning inherent to the nature of their placements
- to audit personal and professional skills acquired during the PRA
- to reflect on the ability to adapt to living and working abroad and the implications for future employment
- to develop strategies for further developing the potential for intercultural professional skills  and enhance their employability

Learning Activities:

Activities led by module tutor:

	 guided discussion about personal development and employability:
	- what have you gained from the year abroad in terms of general personal 	 	  development?
	- how does it make you more employable in general terms?
	- what intercultural insights did you gain from your placement?
	- what intercultural skills do you think you developed there?
	- how do  they impact on your employability?
	- compare the opportunities for intercultural learning with those offered in
	  other kinds of placement 

	 write a CV and a letter of application for a job in the country of your PRA
	  (imagine writing to  the same employer(s) as you did before the YA)
	- reflect on  the differences : your attitude, motivation, confidence, linguistic
	  competence, experience, increased intercultural competence)

Guided discussions, led by careers tutor:

	 employability skills from Year Abroad
	- what are employability skills?
	- in what ways are employability skills developed abroad different or similar to
	  those developed “at home”?
	- why are employability skills critical? (changing nature of careers and career 	  paths)

	 what do employers want from graduates?
	- language and intercultural skills; demands and expectations of employers in 	  UK and abroad

	 how do students create employability skills?
	- raising awareness of own skills, strengths, weaknesses
	- action planning and developing opportunities to develop weak skills
	- keeping logs and records of progress
	
	 audit of own employability skills, defining one’s skills
	- where are you now and where do you want to be?
	- identifying and logging career-related skills (based on Hawkin’s self-reliance 	  audit)

	 translating employability skills into real life applications
	- where to find opportunities for skills development: paid, unpaid work

	 being selective about one’s skills
	- identifying realistic and attainable career goals
	- action planning for future development 

Concluding comments

The design of this module was the logical continuation of the 1999 St Martin’s College & University of Central Lancashire sub-project report entitled “Raising Intercultural  Awareness in preparation for periods of residence abroad”.
The module provides a suitable pedagogical framework for using the materials developed by the Interculture Project as a whole. It offers Year Abroad tutors a model of how to develop a structured progression for students through the whole experience of residence abroad - before, during and after. 
The module lays no claim to completeness. Given the enormous diversity of theoretical perspectives and the endless possibilities of educational application, it is subject to  severe constraints and inevitably has  to simplify intercultural issues to pedagogical ends. Assessment in a programme such as this remains a problematic area; this has not been helped by the requirement to split the module into two halves for the purpose of accreditation. Ideally the portfolio should span the whole length of the module; this would enable the student to use it to chart the development of their intercultural competence from the beginning to the end of the module and allow for interesting sociolinguistic fieldwork whilst on placement abroad; this might  entail more comparative study and thus show more evidence of intercultural competence. 
It is clear that assessment of intercultural learning and competence is a very complex issue; the task of defining a set of criteria for assessment - were a programme such as this adopted by other institutions - might form the basis of another  project.
The range of learning activities is very broad and includes other outcomes from the Interculture Project. Many activities are based on  discussions or on students going out and observing ; once the module is put into practice these activities will be given a clearer focus - on the basis of workshop membership and other pedagogical considerations influencing the managing of workshops. 
While the  Careers Services feature in many  PRA programmes, the involvement of colleagues from Student Counselling Services is relatively new. This is essential, if we address the issue of preparation for the period abroad from an affective and behavioural and strategic perspective for it is important to understand that we cannot begin to look at cultural identity without looking at the self; the sense of culture is most often held pre-consciously. Awareness often only comes when challenged.   
Paige (1993: 16) points out that a supportive learning environment must be established before self-confrontational activities are introduced and  states :

“Activities most likely to challenge or threaten the learners’ sense of self are those which require them to confront their own prejudices and biases as well as those which are designed to move them into the ethnorelative stages of intercultural development.”

The most important expected outcome of this module in terms of  the students concerned is the development of basic intercultural  skills which are necessary in order to live in a multi-ethnic, multi-cultural society and to function in a globalised business world.

S.Toll
July 2000 

Appendix 1

ASSESSMENT CRITERIA AND GRADING STRUCTURE FOR PORTFOLIO

	Content	Analysis	Evidence of 
intercultural learning	

70-100	Excellent quality of content; very wide range of issues considered. Excellent range of appropriate resources used.	Extremely thorough analysis of situations and material used. High level of self-awareness. Shows high level of understanding of the intercultural issues involved.	Excellent description and evaluation of learning process from multiple perspectives.
High level of understanding and recognition of  impact of workshops on personal intercultural learning.	
60-69	Very good quality content, wide range of issues explored. Thorough approach.
Very good use of resources available.	Very thorough analysis; very good level of self-awareness . Shows very good understanding of the intercultural issues involved.	Very good description and evaluation of learning process from different perspectives. Very good level of understanding and recognition of  impact of workshops on personal intercultural learning.	
50-59	Good quality content, reasonable range of issues explored. Good use of resources.	Good analysis. Good level of self awareness. Shows  good understanding of the  intercultural issues involved.	Good description and evaluation of learning process.
Good level of recognition of   impact of  workshops on personal intercultural learning.	
43-49	Satisfactory content with relatively few issues explored.	Some analysis. Some level of self-awareness. Shows some  understanding of the  intercultural issues involved.	Satisfactory description and evaluation of learning process. Satisfactory level of recognition of impact of workshops on  personal intercultural learning.	
40-43	Meagre quality of content. Very basic limited approach.	Barely adequate analysis. Little evidence of self-awareness. Very limited understanding of the intercultural issues involved.	Simplistic description and evaluation of learning process.
Low level of recognition of impact of workshops on personal intercultural learning.	
0-39	Very poor quality	
of content. No detail.
No evidence of use of resources.	No evidence of analysis.	No evidence of intercultural learning. Extremely simplistic description of learning process. No  apparent recognition of  development of intercultural learning.	

Appendix 2  (for portfolio)
		AUTO-EVALUATION REPORT

Write between 800 and 1000 words evaluating your learning at the end of the semester preceding the period of residence Abroad. Evaluate your own portfolio by using the attached Assessment Criteria. Hand this in with your completed portfolio  tasks.

Bibliography

Bennett, M.J (1993) “Towards Ethnorelativism: A Developmental Model of Intercultural Sensitivity” in Paige R.M. (ed) (1993)

Bond, T. Standards and Ethics for Counselling  in Action (London: Sage 1993)

Byram, M. Teaching and Assessing Intercultural Communicative Competence (Clevedon: Multilingual Matters, 1997)
Byram, M. (ed), Face to face: learning ‘language-and-culture’ through visits and exchanges (London: CILT, 1997)
Byram, M. “Foreign Languages Education for Critical Cultural Awareness and Democratic Citizenship” in Killick D & M Parry (eds) (1999) 
Byram, M. and G Zarate, Defining and Assessing Intercultural Competence: some principles and proposals for the European context . Language teaching 29, 14-18 (1997)
Coleman, J.A. “Sociogram” one of a series of 4 lesson plans available from the Department of Area Studies (University of Portsmouth 1999)
Coleman, J.A, Studying languages: a survey of British and European students (London: CILT 1996)
Cormeraie, S. Cross cultural training: perception and personal growth, in : Parker G and A Rouxeville (eds), The year abroad: preparation, monitoring, evaluation (London: CILT, 1995)
Cormeraie, S. From Theoretical Insights to Best Practice for Successful Inter-Cultural Education: The Crucial Transmission in Killick D & M Parry (eds) 1998
Drew, S.  Key skills in Higher Education: Background and Rationale  SEDA publication (1998)
Hawkins, P,  Butcher, V & Jackson, P,(nd) "Making the Most of the Experience Abroad, a Tutor Pack aimed at Helping Students Improve the Quality of their Experience Abroad", Teaching & Learning Support Unit, University of Leeds
Jordan, S. “Starting with the self : capability in one’s own culture” in Killick and Parry (eds) (1998)

Killick, D & M Parry (eds) Developing Cross-Cultural Capability Proceedings of the conference at Leeds Metropolitan University, December 1996 (Leeds: Leeds Metropolitan University 1997)
Killick, D. & M Parry (eds) Cross-Cultural Capability: The why, the ways & the means: New theories & methodologies in language education Proceedings of the conference at Leeds Metropolitan University, December 1997 (Leeds: Leeds Metropolitan University 1998)
Killick, D. & M Parry (eds) Languages for Cross-Cultural Capability: Promoting theDiscipline: Marking Boundaries & Crossing Borders  Proceedings of the conference at Leeds Metropolitan University, December 1998 (Leeds: Leeds Metropolitan University 1999)
Lago, S. and J Thompson “Counselling and Race” in Dryden W, D. C Edwards & R Woolfe (eds) Handbook of Counselling in Britain (London : Routledge 1989)
Lago, S. and J Thompson  Race, Culture and Counselling ( O U Press 1996)
Offord, M.H (ed) French Sociolinguistics. Multilingual matters (1996)
Paige, R.M. (ed) Education for the Intercultural Experience (Yarmouth, ME: Intercultural Press 1993)
Parker, G. and A Rouxeville (eds), The year abroad: preparation, monitoring, evaluation (London: CILT, 1995)
Parry, M. in Killick D & M Parry (eds) Languages for Cross-Cultural Capability: Promoting theDiscipline: Marking Boundaries & Crossing Borders  Proceedings of the conference at Leeds Metropolitan University, December 1998 (Leeds: Leeds Metropolitan University 1999)
Romaine, S. Bilingualism. Blackwell  1995 (2nd ed)
Theuerkauf, B. The Year Abroad Experience: Developing Cross-Cultural Capability with Disability in Killick D & M Parry (eds) 1997
Zarate, G. “Languages and Cross-cultural Capability: Prposals for Assessment” in Killick & Parry (eds) (1999) 

Reports
LARA report 2000

Sub-project reports
“Diaries as Learning Support for the Year Abroad” (University of Sheffield 1999)
“Raising Intercultural Awareness in preparation for periods of residence abroad”
(St Martin’s College and the University of Central Lancashire 1999)