Teachers’ self-efficacy and intercultural classroom practices in diverse classroom contexts: A cross-national comparison

This cross-national study provides new insights in teacher efficacy in today’s culturally diverse classrooms using survey data of 269 early childhood and primary school teachers in England, Italy, the Netherlands and Poland. Teacher efficacy can be viewed as a two dimensional concept in which both general beliefs are measured alongside (diversity-related) domain-specific beliefs. These beliefs are related to the cultural classroom context and the use of intercultural classroom practices. Our results indicate that policies and professional development targeted at the reciprocal relation between diversity-related efficacy and practices are important when preparing teachers for working in diverse classroom contexts.     

Evaluating the international dimension in an undergraduate curriculum by assessing students’ intercultural sensitivity

This formative, outcome-oriented, theory-based evaluation research study assessed the effectiveness of requiring an international (‘I’) course by measuring students’ intercultural sensitivity (IS) at the start and end of a semester. Findings revealed that students’ IS scores did not change regardless of the type of class in which the student was enrolled and were not significantly different based on gender, age, ethnicity, undergraduate classification, or number of ‘I’ courses taken. There were significant differences in IS based on religion, traveling outside the US, participating in a study abroad course, and the number of cultural events in which the student had participated. Regression analysis confirmed that religious affiliation and number of times traveled outside the US were significant predictors of IS. This study is an example of the use of theory-based evaluation in an educational system and provides important insights into what experiences affect college students’ IS.     

Cross-cultural argument interactions between Israeli-Jews and Palestinians

This study examined the argument patterns that result when Israeli-Jews and Palestinians confront each other during group dialogues. We tested predictions derived from two theories. The first was a theory of cultural communication which predicted that Israeli-Jews and Palestinians would argue in a manner consistent with their respective cultural communication codes known as dugri and musayra respectively. Thus, the Israeli-Jews were expected to be assertive and the Palestinians more accommodating. The second theory was rooted in majority/minority power relations and predicted the opposite. The data were generated from reconciliation-based dialogue groups of Israeli-Jews and Palestinians. Communicative acts were coded according to the Conversational Argument Coding Scheme. Analysis of covariance was used to determine which patterns of argument distinguished the groups, and to identify variance attributable to lag sequences and individuals. The results were supportive of predictions from majority/minority power relations.     

Intercultural Communication and the Central States Region

This reflection essay describes the Central States Region as an area rich in intercultural communication. González describes Mexican American migrant farmworker organizing as an intercultural activity since the union activists attempted to influence both Mexican heritage and European heritage audiences. González also describes the many interculturalists working in the Midwest who influenced his early research.     

“I thought I’d have more trouble with white people!”: Exploring racial microaggressions between West African immigrants and African Americans

Racial tensions continue in 21st-century United States through the communication of racial microaggressions. We are interested in the communication of racial microaggressions directed towards West African immigrants by people with whom they expected to be allied, African Americans. Sixteen people who identified as West African immigrants were interviewed about communication struggles with African Americans in this qualitative, interpretive analysis. Owen’s thematic analysis was employed to analyze interview data. Results suggest the communicative impact of racial microaggressions on recipients is far-reaching and consequential. Narratives illustrate microaggressive communication occurs daily through invalidating, dismissive lines of questioning as well as targeted name calling and pejorative dialogue.     

Intercultural contacts and acculturation resources among International students in Australia: A mixed-methods study

This paper explores the impact of acculturation conditions, orientations and outcomes on international students in Australia’s tertiary education sector. Specifically, we investigate the factors that facilitate or hinder acculturation of international students within a multidimensional acculturation context (Arends-Tóth & van de Vijver, 2006). We used a sequential exploratory mixed-methods design in two studies to investigate acculturation of international students at an Australian university and test how these factors are related to psychological and sociocultural outcomes. In Study 1, we conducted a generic qualitative study using semi-structured interviews with a conventional content analyses approach,which compared the experiences of international students who on average had high numbers of positive experiences versus those who had high numbers of negative experiences. We found that a support network of mixed-nationals, and especially host locals, facilitates positive psychological and sociocultural adjustment, and buffers acculturative stress. Study 2 quantitatively tested the association of factors found in Study 1 (perceived stereotypes, intercultural and ethnic network/resources) with psychological and sociocultural acculturation outcomes. Study 2, shows that perceived negative stereotypes loosen ties with the dominant (host) culture and reinforces ties with the ethnic (non-host) culture. The social resources associated with either culture was found to be useful for acculturation, with both independently contributing to participant well-being. Contact with host locals played a particularly crucial role in developing these resources. Our findings provide foundations for pragmatic policy implications, suggesting value in the development of formally organized contact programs in the early sojourn experience of international students.     

Blogadapting: Adaptation Experiences among Expatriate Bloggers

ABSTRACT

Increased global communication is adjusting traditional models of cross-cultural communication. Specifically, changes in international communication processes have caused increased scrutiny of cross-culture adaptation theory. This is especially true when focusing on the difference between cultural adaptation and functional fitness. The purpose of this research is to address changes in global communications by testing to see if there is a difference between two important theoretical concepts within cross-cultural adaptation theory – linear and non-linear adaptation. Findings indicate that cultural sojourners do not equate cross-cultural adaptation with linear models of functional fitness. Models that equate the two should be revisited.     

Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning

The article presents the results of a quasi-experimental intervention study with a 2 × 2 factorial design. We implemented a problem-based intercultural learning unit in four secondary schools (grades 9 to 12) and varied the teaching approach (analytical/affective-experiential) and the language of instruction (German/English). The learning unit covered six 45-min lessons and was conducted in nine school courses (n = 143). Five additional school courses (n = 66) served as a control group. In all experimental groups, students engaged with critical incidents. These were either analysed (analytical focus) or acted out as role plays (affective-experiential focus). In addition, students analysed film clips (analytical focus) or participated in a simulation game (affective-experiential focus). The experimental groups outperformed the control group in the post-test, which required the analysis of critical incidents. Both teaching approaches were equally effective; however, students evaluated affective-experiential learning more positively. Using a foreign language for teaching did not impair performance.     

论公平理论对教师激励的应用

在影响教师工作积极性的诸多因素中,公平感是极为重要的因素.美国行为科学家亚当斯的公平理论能帮助学校管理者科学地分析教师的公平感,有效地实施公平激励,以提升教师的公平感.