The impact of explicit instruction in intercultural competence in the world language classroom,The Modern Language Journal

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The impact of explicit instruction in intercultural competence in the world language classroom
The Modern Language Journal ( IF 4.7 ) Pub Date : 2023-11-15 , DOI: 10.1111/modl.12889
Janice M. Aski ₁ , Xinquan Jiang ₂ , April D. Weintritt ₁

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This article describes a research study of a three-semester elementary Italian language curriculum at a large Midwestern research university that incorporates intercultural competence (IC) training through cognitive dissonance image analyses, conversations with native speakers, classroom discussion, and reflections to determine the impact of this curriculum on learners’ development of IC. Quantitative and qualitative data were gathered over three semesters to assess students’ IC and identify insights into the developmental processes. Students’ development of IC was measured in pre- and posttests using the Intercultural Development Inventory. Students demonstrated positive growth in IC with 9-point gains in developmental orientation scores (p < .001). Qualitative data from student interviews and reflections were analyzed using the VALUE rubric of the Association of American Colleges and Universities and illustrate that students increased awareness of cultural self and different others, applied openness and curiosity in intercultural interactions, and developed skills for empathy and perspective taking. While previous studies on language courses with no or limited intercultural learning content failed to prove effective in promoting IC growth, this study suggests that purposeful integration of IC materials and activities can promote intercultural development in elementary language learners.

中文翻译：

世界语言课堂中跨文化能力的显性教学的影响

本文介绍了一项针对中西部一所大型研究型大学为期三个学期的基础意大利语课程的研究，该课程通过认知失调图像分析、与母语人士的对话、课堂讨论和反思将跨文化能力 (IC) 培训纳入其中确定该课程对学习者 IC 发展的影响。我们在三个学期内收集了定量和定性数据，以评估学生的 IC 并确定对发展过程的见解。使用跨文化发展量表在前测和后测中测量学生的 IC 发展。学生的 IC 表现出积极的增长，发展方向得分提高了 9 分 (p < .001)。使用美国高等院校协会的 VALUE 评分标准对学生访谈和反思的定性数据进行了分析，表明学生提高了对文化自我和不同他人的认识，在跨文化互动中运用开放性和好奇心，并培养了同理心和换位思考的技能。虽然之前对没有跨文化学习内容或有限跨文化学习内容的语言课程的研究未能证明能够有效促进跨文化学习的发展，但本研究表明，有目的地整合跨文化学习材料和活动可以促进初级语言学习者的跨文化发展。

更新日期：2023-11-15

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