The model proposed in this study and outlined in Figure 2.2, below, does not depart from the tradition described above. Building on the earlier models, it integrates the key features reiterated in many into a more explicitly articulated multidimensional model. In doing so it aims to bring together the theory from social psychology and education. Casting the process in terms of learning, rather than adaptation or acculturation, it assumes an empowering additive process with an idealised end-point of integrated pluralism. In this, the model is consistent with previous efforts which variously describe the end-point as ‘multicultural man’ (sic) (Adler 1986), ‘mediating person’ (Bochner 1982) and ethnorelativism (Bennett 1993). The model also assumes the reality of multiple cultural identities (Kalantzis, Cope, Noble and Poynting 1990; Gould 1995; Pearce 1996, 1998; Parmenter 1999; Brewer 1999; Lim and Renshaw 2001; Hylmo 2003).
The developmental model of intercultural literacy proposed is multidimensional, recognising the significance of interrelated learning of understandings, competencies,
attitudes, language proficiencies and participation. In line with Anderson’s (1994) recursive model it is envisaged that, rather than progressing evenly and in a linear fashion, individuals may move back and forth between the levels described, depending on the context and as they respond to challenges in the cross-cultural environment. In line with other recent educational theories (Pearce 1998; Hill 2002; Lyon 2002; Allan 2003) it is the crisis of engagement sometimes called culture shock or cultural dissonance that serves as a trigger for intercultural literacy learning.
The proposed model is intended to provide a tool to assist educators in understanding the development of intercultural literacy and thus to be able to facilitate the process. It is intended to support the development of policy and practice in international education. In achieving this it is both predictive and explanatory. It is intended to support the development of policy, curriculum and assessment in international schools and contexts where intercultural literacy may be seen as an educational goal.
Research into cross-cultural contact and intercultural literacy learning in international schools has been limited. The model proposed in this thesis is the first which addresses the needs of primary/elementary aged children learning intercultural literacy in the context of the international school. Whilst the models surveyed above provide a basis for this model, it is the first model proposed that integrates dimensions of understanding, competency, attitude, identity, language ability and participation. The proposed model integrates the various theoretical perspectives and conceptualises intercultural literacy learning as an additive, expansive and inclusive process; a reciprocal relationship between two or more cultures.
Figure 2.2:
First Iteration: A Multidimensional Model for the Development of Intercultural Literacy
Level 1 Level 2 Level 3 Level 4.1 Level 4.2
Pre- and Early
Contact Culture Shock Cross-Cultural Literacy Intercultural Literacy Transcultural Literacy Understandings Aware of superficial
and highly visible traits: stereotypes.` A touristic view of the exotic and bizarre.
Growing awareness of significant and subtle cultural traits that contrast markedly with one’s own. Knowledge of socio- cultural structures and traditions at a basic level.
Deeper awareness of significant and subtle cultural traits that contrast markedly with one’s own. Increasingly sophisticated knowledge of socio- cultural structures and traditions.
Aware of how culture/s feels and operates from the standpoint of the insider.
Relatively complete knowledge of socio- cultural structures and traditions. Awareness of the relativity of all cultures. Awareness of global interdependence and global nature of problems and solutions.
Competencies Ability to discern
significant cultural traits in real life situations.
Intellectual analysis: Ability to understand cultural differences in real life situations at a cognitive level. Emerging capacity to be flexible, non- judgemental, empathic and to take turns, tolerate ambiguity, and personalise one’s knowledge and perspectives. Transpection: Advanced ability to empathise. Capacity to be flexible. Capacity to be non- judgemental. Tolerance for ambiguity. Capacity to communicate respect. Capacity to personalise one’s knowledge and perspectives. Capacity for turn- taking. Transpection: Advanced ability to empathise. Capacity to be flexible. Capacity to be non- judgemental. Tolerance for ambiguity. Capacity to communicate respect. Capacity to personalise one’s knowledge and perspectives. Capacity for turn- taking. Attitudes Curiosity.
Fascination with the exotic and different. Paternalistic or stereotypical views. Tolerance of cultural differences. Frustration. A sense of the irrational nature of the culture.
Critical. Avoidance.
Respect for second culture. Cognitive believability. A sense of ease in cross-cultural situations. Desire to participate in cross-cultural work and social events.
Deep respect for second culture. Believable because of familiarity. Emerging sense of bicultural identity. Desire to participate in play and humour in cross-cultural situations.
Deep respect for all cultures.
Sense of identity with a global, transnational culture and
community.
Participation Tourism or touristic activity.
Textbooks, novels, magazines, films, etc.
Culture conflict situations. Living/working alongside second culture. Living and/or working effectively in cross-cultural or second cultural situations. Cross- cultural social participation. Cultural immersion: Living the culture. Established friendships and/or working relationships within a second culture. Participation in a global community. Friendships and/or working relationships within a variety of cultures and transculturally. Language Awareness of the
language ion general terms. Ability to communicate at a superficial level. Knowledge of simple vocabulary and language structures. Increased ability to communicate in second language. Knowledge of extensive vocabulary and language structures. Functional fluency in second language in specific contexts. Relatively complete knowledge of vocabulary and language structures. Bilingual.
Fluent in a full range of contexts.
Knowledge of a variety of languages. Multi-lingual. Tendency to use mixed and hybrid language.
The model presented here builds on the theory discussed in this chapter. It is the first iteration of the model which is subsequently validated and refined in response to the inputs of reference groups and then trialled in a case study reported in later chapters. The second iteration of the model includes inputs from the reference groups and is presented and explained in the following chapter. This final iteration thus integrates theory and practitioner knowledge.
The model assumes that culture is constructed, it defines groups within and between societies, it is fluid and changing, and it is learned. It is through the experience of becoming interculturally literate that the individual learns to understand culture: learns something of his/her native culture, something of a second culture, and something of the concept of culture in the abstract. Without some level of intercultural literacy the individual remains essentially ignorant of his/her primary culture and characteristically ethnocentric.
As with many of the earlier models described, this model is phenomenological in the sense that it derives from the subjective experience of individuals engaging with a second culture. It assumes a constructivist theory of learning in the sense that humans learn by constructing new meanings, by drawing on previous stores of meanings and reinterpreting-reconnecting-realigning these in light of new experiences (Stake 1995: 99- 102). Culture is conceptualised as a subjective meaning state, and becoming interculturally literate as a process of creating or constructing new meanings.
In this section, the proposed model is developed, along with supporting theory of intercultural literacy learning. Each dimension is taken in turn and discussed with reference to the literature, the way in which intercultural understandings, competencies, attitudes, participation, language and identity develop from the Monocultural to the
Intercultural stages in response to cross-cultural contact or engagement with a second
culture.