fostering global competence no macro
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Fostering Global Competence in the WL Classroom & Beyond
J.S. Orozco-Domoe
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Contact Me:[email protected] www.linkedin.com/in/orozcoja@srajojava
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Fostering Global Competence
Introductions.– 1st Rule: You must take a risk and introduce yourself to someone completely new.– 2nd Rule: Be an attentive listener,because you will need to introduceyour new acquaintance to the group.
In the WL Classroom & Beyond
Who are you? Where are you
from? What is your
professional role?
What motivated you to choose this session?
Tell something interesting about you.
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WHAT IF WE COULD DEFINE GLOBAL COMPETENCE?
Fostering Global Competence in the WL Classroom & Beyond
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Global CompetenceDefinitions over time
Adler & Bartholomew (1992)
To have global
perspective on transition
and adaptation,
cross-cultural interaction,
and collaboration.
Lambert (1996)
Having knowledge of
current affairs,
empathizing with others, maintaining a positiveattitude, foreign
language competence, and value of difference amongst
people and cultures.
Wilson & Dalton (1997)
Perceptual knowledge
(open-mindedness, resistance to stereotyping, complexity ofthinking, and perspective
consciousness) and
substantive knowledge (of
cultures, languages,
world issues, global
dynamics, and human
choices).
Swiss Consulting Group (2002)
Having intercultural
facility, effective
communication skills, and the ability to lead
in diverse
circumstances.
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Defining Global Competence
Hunter (2004) used a Delphi technique with an expert panel of 18 participants.• 7 Transnational
Corporate Human Resource Managers
• 7 International Educators
• 4 Others.
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Defining Global Competence
All participants met at least 3 of the following 6 criteria:1. Earned a national/international reputation
for global competence/internationalization initiatives.
2. Had researched/published on GC/Internationalization.
3. Had at least a Baccalaureate Degree or its equivalent
4. Currently/Formerly in HR (Internationally) or IHE
5. Currently/Formerly an Educational Official or Placement Officer for a study abroad organization
6. Lives or works/Had lived or worked outside of his/her home country.
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Defining Global Competence– Round One: Participants were sent a
list of currently published definitions of global competence and asked to write their own using/ignoring the currently published definitions based on their own experience.
– Round Two: The most commonly used terms and concepts from Round One were used to create a sentence definition of GC. Participants were asked to comment and make changes and resubmit the definition.
– Round Three: A final definition was drafted and participants were asked via a Likert scale the extent to which they agreed with the definition. There was greater than 80% agreement.
– Followed up with a survey to identify knowledge, skills, attitudes, and experiences needed to become globally competent.
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Defining Global CompetenceGlobal Competence: “Having an open mind while actively seeking to understand cultural norms and expectations of others, leveraging this gained knowledge to interact, communicate and work effectively outside one’s environment.”
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Defining Global Competence“Having an open mind while actively seeking to understand cultural
norms and expectations of others, leveraging this gained knowledge to
interact, communicate and work effectively outside one’s environment.”
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Intercultural Competence/Capability:
“The ability to communicate effectively and appropriately in intercultural situations based on one’s intercultural knowledge, skills and attitudes.” (Deardorff, 2004).”
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GC as an Instructional Practice
Curricular Models
• Global Citizenship Guides A Learn-Think-Act approach
– Learn about issues, – Think critically about
solutions– Act as responsible global
citizens.
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Global Competence Matrix
• Global Competence MatrixDefines Global Competence as the knowledge, skills, and disposition to understand and act creatively and innovatively on issues of global significance.
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WHAT HAS TO CHANGE FOR ALL STUDENTS TO HAVE THE OPPORTUNITY TO DEVELOP GC?
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GLOBAL FORCES
Social
Sciences,
History,
Civics, World
Language, Music,
Art, Theatre
, Health, Business,
Physica
l Education, Electives/Encores/Specials
Science
Math &
Reading
U.S. CURRICULAR TRENDS
Climate Check
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The RAND Model of Reading Comprehension
– Text: – Activity:– Reader:– Socio-Cultural
Context:
What does this mean for reading?
A Model for Thinking about Reading Comprehension
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WHAT IF IT DEPENDS ON THE BOOK?
They say…global competence can’t be learned in a book, but
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Similarities?
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(Lopez-Sanchez, 2013)
HACIA UNA PEDAGOGÍA PARA LA MULTIALFABETIZACIÓN: EL DISEÑO DE UNA UNIDAD DIDÁCTICA INSPIRADA EN LAS PROPUESTAS DEL NEW LONDON GROUP (Hispania, forthcoming publication)
”Pedagogy of Multiliteracies’ (Cope & Kalantzis 1996).
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Elements of Design
The following three notions of design allow us to create patterns of meaning from the multi-literacies around us.Available designs
Available designs include the grammars of language, various semiotic systems, and film, photography and gesture, which we draw from as creators of design.
DesignHere we use the existing designs to create the new.
The RedesignedThe finished product of our work.
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Barcelona
Mediterránea. Olímpica.Catalana. Internacional. Gaudí.Vanguardia. Congresos. Románica.Picasso. Moda. Ramblas.Cosmopolita. Bimilenaria. Diseño.La Sagrada Familia. Pau Casals.Playas. Dalí. Liceo. Flotats. Miró.Catedral. Bohigas. Costa Brava.Nocturna. Gótica. Cultural.Industrial. Libros. Bofill. Conciertos.Abierta. Teatro. Exposiciones. Tapies.Deportes. Puerto. Festivales.Fuentes. Monjuïc. Montserrat Caballé. Ferias.Tibidabo. Museos. Modernismo.Parc Güel. Fútbol. Todo, en Barcelona.
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Regateando
http://www.youtube.com/watch?v=6uNt4diwGfk
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Byrnes, Heidi, Maxim, Hiram H. & Norris, John M. (2010). Realizing advanced L2 writing development in a collegiate curriculum: Curriculum design, pedagogy, assessment. Modern Language Journal, supplement to vol. 94, monograph: Wiley- Blackwell. Print.Kern, Richard. (2000). Literacy and Language Teaching.
Oxford: Oxford UP. Print.MLA ad Hoc Committee on Foreign Languages. (2007).
“Foreign Languages and Higher Education: New structures for a Changed World”. The Profession, 1-12. Print.
New London Group. (1996). “A pedagogy of multiliteracies: designing social futures”. Harvard Educational Review 66.1: 60-92. Print.
Swaffar, J & Arens, K. (2005). Remapping the Foreign Language Curriculum: an approach through
Multiple Literacies. New York: MLA. Print.
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IS CULTURAL COMPETENCE GLOBAL COMPETENCE?
What is the role of culture in global competence?
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Global Competence
Cultural Competence
Interpersonal (Communication)
Personal
Global Competence Pyramid
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1Culture Matters2Developing Cultural Intelligence (CQ)3Identity—Individualist versus Collectivist4Authority—Low versus High Power Distance5Risk—Low versus High Uncertainty Avoidance6Achievement—Cooperative versus Competitive7Time—Punctuality versus Relationships8Communication—Direct versus Indirect9Lifestyle—Being versus Doing10Rules—Particularist versus Universalist11Expressiveness—Neutral versus Affective12Social Norms—Tight versus Loose
Customs of the World: Using Cultural Intelligence to Adapt, Wherever You Are
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Focus on what students
can do with the
language.
Research, media &
literacy skills embedded
in Interpretive and
Presentational Modes.
Common CoreEnsuring students are college‐, career‐, and world‐ready
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New Literacies-4 Resource Model
1. Break the code of texts
Recognizing and using features such as alphabet, sounds, spelling, conventions and patterns of the text.
2. Participate in the meanings of text
Understanding and composing meaningful written, visual and spoken texts from within particular cultures, institutions, families, communities, nation-states etc. Drawing on existing schemas.
(Luke & Freebody 1999)
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New Literacies-4 Resource Model
3. Use texts functionally
Knowing about and acting on the different cultural and
social functions that various texts perform both inside
and outside of school. Knowing that these function
shapes the ways texts are constructed, their tone, their
degree of formality and their sequence of components.
Using texts for purpose.
4. Critically analyze and transform texts
Understanding and acting on the knowledge that texts
are not neutral. Texts represent particular views, silence
others, influence people’s ideas. Text designs &
discourses can be critiqued and redesigned in novel and
hybrid ways.
(Luke & Freebody 1999)
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Global Competence MatrixA look at the WL Classroom • Use knowledge
• Identify• Frame
researchable questions
• Use a variety of sources,
• Identify and weigh evidence,
• Analyze, • Integrate,• Synthesize,• Argue,• Compel,• Consider multiple
perspectives
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Global Competence MatrixA look at the WL Classroom
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Global Competence Matrix
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Global Competence Matrix
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Digging Deeper in Globally Competent Pedagogy
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It begins with a goal.
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Setting the tone.
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Return to Sender Project.
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Since then…
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