Taylor’s model of intercultural competence

Taylor’s model of intercultural competence

Taylor's intercultural competence learning model arose from a research project that examined the learning process involved in teachers becoming interculturally competent.

1. Setting the stage

• People’s experience can act as the impetus for intercultural learning

• People’s experiences form a background for intercultural learning

2. Cultural disequilibrium

• The point at which a person experience uncomfortableness and/or unease in the foreign setting

• This component is required for change to occur and to become interculturally competent

3. Cognitive orientations

• Non-reflective orientation - Occurs when a person does not question their own personal cultural beliefs, assumptions, and values

• Reflective orientation

  • A person questions their own personal cultural beliefs, assumptions, and values

  • It leads to deep critical thinking

  • Leads to cultural competence

4. Behavioral learning strategies

• The behaviors, actions and/or learning strategies which can be grouped into three subcategories

  • A person watches what natives do and performed the same actions (Observer)

  • A person participated in cultural activities such as working with cultural natives, buying local food, and dress like the natives. (Participant)

  • A person develops long-term relationships with natives which leads to a less stressful and fearful environment for the person and the formation of friendships and long-term relationships. (Friend)

6. Evolving intercultural identity

• Occurs when the person’s intercultural identify evolves

• The person adopts the perspectives and values of the other culture

• The person's view of the world changes