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What is Intercultural communicative competence?
What is Intercultural communicative competence?
Intercultural communicative competence, or ICC, is a term that means being able to understand cultural differences and to be able to use this understanding to be able to better communicate with people from different backgrounds successfully.
- The first step in being able to do this is for one to be aware of their OWN culture and how it influences their way of seeing the world. We call this the cultural lens. It takes practice to be able to identify how our cultural lens plays a role in how we interpret the world.
- The next step is to try to understand the way someone from a different cultural lens might see the world differently. This is empathy taken to another level, as it often challenges our own values and views.
- The third step is to be able to incorporate this learning in ways that one can adapt in different cultures and communicate appropriately (valuing the rules, norms and expectations the other culture may have) and effectively (being able to communicate in a way that is understood and valued by both cultures).
This isn't easy to do! Our cultural views often create very strong emotional reactions and we feel frustrated, angry, confused or ignorant when we encounter cultural differences. But every one of these moments provides an opportunity for students to learn something about a different way of life.
6 ICC Skills you can teach your students
6 ICC Skills you can teach your students
Strong intercultural competencies allow people to adapt to cultural challenges with more ease and confidence, but it is a learned skill. It's important that students are able challenge their way of thinking in order to adapt and be flexible.
The following are six ICCs that you can focus on with your students, whether during class discussions or as a part of an ongoing evaluation process throughout the program:
- Be aware of your own culture/identity - Self awareness is a vital component to intercultural adaptation. Knowing yourself is how you create a frame of reference from which to interpret the rest of the world. Everything that makes you tick - what time you get up and go to bed, how you treat your elders, how you experienced the sixth grade... everything that you know in this world has shaped a lens through which you see and experience new things.
- Be curious - Curiosity will take you further than you ever though that you could go. Ask lots of questions. Ask us, ask classmates, ask locals, ask the checkout person at the grocery store. A curious mind is one that is open to learning and experiencing new things.
- Listen/Observe - American culture does very well in cultivating the ability to express one's opinion (that's part of our cultural identity!). It is important, however, to also be able to listen to the viewpoints of others. This ability to truly listen and understand where someone else comes from sets goes hand in hand with our next competency, respect.
- Respect - Many times it can be difficult for students to adapt to changes in culture. It is important, though, that even when it is difficult they can respect the different lifestyles of the host culture. This respect extends to individuals who make up the host culture and to fellow students.
- Flexibility - Flexibility is, in many ways, at the root of all intercultural competencies. Adaptation is the only way to bridge the cultural divide between any two groups of people, and students will quickly learn this upon their program's arrival. Keep in mind that you are setting an example for your students. Try new things, explore this new world alongside them!
- Embracing difference - Difference can be challenging. But it can also be wonderful! Something that all students find on site is that some changes are easier to get used to than others. However, it is often the more challenging differences that provide the most opportunity for learning. Ensure that students prepare themselves for the differences that they will face in a new country, but also that they are excited for the opportunity to learn about a different way of seeing the world!
Teachable moments
Teachable moments
The most clear example of a student expressing a cultural lens is a "That's weird!" moment. When this happens, stop drop and roll! Well, not exactly, but listen and then ask the student:
- "What is it about the way you were raised or about your home culture that makes this weird to you?"
- "Would this be weird to someone local?"
- "If not, what is it about the way they were raised or their home culture that would make this normal to them?"
- "If we can't understand this fully, who can we ask about it?"
- "What do we think it says about our culture that this is weird to us?"
- "What do we think it says about our host culture that this is normal to them?"
This will lead to some amazing realizations and reflections. If you have time, start each day's lecture with a 5 minute "something weird you've seen" moment!
EXAMPLES
EXAMPLES
CASE STUDY: You're at the beach and students start noticing that many of the people on the beach are sunbathing topless. They are obviously a little uncomfortable with it and keep joking about looking away or trying to take photos. One student laughs loud enough that others start to take notice.
Have the discussion! What's happening here? What is it about the students' home culture that makes this weird or uncomfortable to them? What is it about the host culture that this seems normal? What does this say about our culture and theirs. How would a local feel if they visited a beach in the US?
You may not have all the answers, but this excersize turns an awkward moment into a teachable moment that expands students' way of thinking!
Here are some more examples you may experience:
CASE STUDY:
A student feels uncomfortable because every time she comes home, her homestay mom kisses her on each cheek. The student says she isn't a touchy person and her family at home is very respectful of personal space, so she feels that this is a bit much. She doesn't feel comfortable saying anything to her host mom, because she doesn't want to hurt her feelings. What do you say to her when she approaches you with this issue?
CASE STUDY:
One of your students comes up to you after class and says that he has not been eating well on the program. When you ask why, he says that none of the food that he can find in local restaurants looks appetizing, and he doesn't really know how to cook for himself. He had some fast food yesterday, but feels like he needs a real meal. "The food here is just so different..." What can you tell him? How can you reframe this situation to console him while offering a solution?
CASE STUDY:
Many students have never used clothing lines to dry their clothes before and in Barcelona dryers are rare. Most locals hang their clothes outside. This can be an adjustment for students who are used to having a load of laundry completely dry in an hour, and you overhear several students complaining about the process and what a hassle it is. What could you do to help the student see the positive of the situation? What can we learn about local cultural values (less rush, energy conservation, etc) from this?
CASE STUDY:
Two students come to you talking about how rude the waiter was in a restaurant they went to for lunch. He ignored them and left them waiting for half an hour for the check.
What happened here? There may be a few cultural elements at play. Locals often have long leisurely lunches, so the norm is not to be in a hurry. Waiters make a salary and are not working for tips, meaning service doesn't have to be their first priority and flipping tables for more tips isn't important. Spanish patrons normally like to be left alone to dine in peace and complain when waiters hover. This can be disconcerting to Americans who are accustomed to waiting staff checking in with them regularly, and many take it personally the first time it happens. How can you help the students to better understand the situation?
CASE STUDY:
A student decides to cook a meal at home. She comes in the following day with a story about what a painful process it was. First she went to the grocery store, where she didn't know how to bag and weigh her veggies and she got yelled at for bringing a big backpack into the store. She couldn't figure out measurements because everything was weighed in kilos. Then she got home and looked at the oven and realized that it was measured in celsius.
What can you do to spin this student's experience into a positive one?
CASE STUDY:
By day three of your program you hear many students complaining about the amount of walking they are doing. Many are not used to the amount of walking that most Barcelona locals do on a daily basis. The city is designed to be explored on foot, and part of the way of life is about being outside, as a part of the community. This is especially true of individual neighborhoods throughout the city. How can you help your student reframe their perspective and see the positive side of this? What can we learn about our own culture and local culture from this norm?
Culture Shock
Culture Shock
Students need to understand that life abroad is going to be different. Their daily routine, the attitudes and behavior of those around them, the food, the language, the weather will all impact them. Some students adjust quickly to the changes while others will have a lot of difficulty or even outwardly reject the host culture.
As we've mentioned before, leading by example and maintaining a positive attitude will help these students to see the positive side of things. Encourage students to examen difficult situations and listen with empathy. Sometimes this takes a lot of patience, but remember that what you are hearing is often a manifestation of a deeper routed culture shock the student is experiencing.
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