Fostering global competence in the wlc & beyond

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Fostering Global Competence in the WL Classroom & Beyond Jaclyn Skalecki Orozco-Domoe [email protected] www.linkedin.com/in/orozcoja Twitter @srajojava By PresenterMedia.com

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Presented at 2013 AATSP Conference in San Antonio on June 9, 2013

Transcript of Fostering global competence in the wlc & beyond

Page 1: Fostering global competence in the wlc & beyond

Fostering Global Competence in the WL Classroom & BeyondJaclyn Skalecki [email protected]/in/orozcojaTwitter @srajojava

By PresenterMedia.com

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Today’s Presentation

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Introductions

The Impact of a GC Mind-Set

A Quick Look at Reading Comprehension

Defining GC

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A Model for Thinking about GC

GC as an Instructional Practice

One Example: Co-Curricular Partnership

Sharing of Ideas

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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 & BeyondWho 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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The Impact of a GC Mind-Set

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GLOBAL FORCESSocial Sciences, History, Civics,

World Language, Music, Art, Theatre, Health, Business,

Physical Education, Electives/Encores/Specials

Science

Math & Reading

U.S. CURRICULAR TRENDS

Climate CheckGlobal Forces v. U.S. Curricular Trends

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The RAND Model of Reading Comprehension (Snow, 2002)

• Reader: Cognitive capabilities, motivation, knowledge and experiences.

• Text: Surface code, the text base, mental modes.

• Activity: purpose(s) for reading, processes, and the outcomes.

• Socio-Cultural Context: Literacy is a cultural practice, reflects how a group of people interprets the world and transmits information.

What does this mean for reading?A Model for Thinking about Reading Comprehension

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A Model of Reading Comprehension?

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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 CompetenceAll 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 equivalent4. Currently/Formerly in HR (Internationally) or IHE5. Currently/Formerly an Educational Official or

Placement Officer for a study abroad organization6. Lives or works/Had lived or worked outside of his/her

home country.

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Defining Global CompetenceThe Process:

• 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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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, empathizin

g with others,

maintaining a positiveattitude, foreign

language competenc

e, 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 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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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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Global Competence Matrix• Defines GC as the knowledge, skills,

and disposition to understand and act creatively and innovatively on issues of global significance.

GC as an Instructional PracticeCurricular 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 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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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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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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Analysis of “Mojado”

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SHARING

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ReferencesC. Hunter, personal communication, July 1, 2013

Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a

student outcome of internationalization. Journal of Studies in International Education, 10,

241-266. Retrieved from SAGE database. http://

0-jsi.sagepub.com.topcat.switchinc.org/cgi/content/short/10/3/241

EdSteps, Council of Chief State School Officers (CCSSO) & The Asia Society. (2009). Global

competence: Submit student work now! Retrieved from http://

www.edsteps.org/CCSSO/ManageContent.aspx?system_name=I5nka44NofDD3IY38QBonx+

Crwfdw+uF&selected_system_name=DRkDdjiObdU=

Friedman, T. L. (2007). The world is flat: A brief history of the twenty-first century. (3rd ed

ed.). New York: Picador.

Hunter, W. D. (2004). Knowledge, Skills, Attitudes, and Experiences Necessary to Become Gl

obally Competent.

(Doctoral dissertation) Retreived from

http://www.globalcompetence.org/research/Default.htm

Hunter, W. D., White, G., & Godbey, G. (2006). What does it mean to be globally competent?

Journal of Studies in International Education, 10, 267-285.

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ReferencesKean, J., Grady, S., & Sandrock, P. (2001). Wisconsin model academic standards for foreign

languages [PDF] (E. Burmaster, Ed.). (Original work published 1997)

Morais, D. B., & Ogden, A. C. (2011). Initial Development and Validation of the Global

Citizenship Scale. [Article]. Journal of Studies in International Education, 15(5), 445-466.

doi: 10.1177/1028315310375308

OxFam. (2006). Education for a global citizenship: A guide for schools. Retrieved from

http://www.oxfam.org.uk/~/media/Files/Education/Global

Citizenship/education_for_global_citizenship_a_guide_for_schools.ashx

Snow, Catherine. Reading for understanding: Toward an R&D program in reading

comprehension. Santa Monica, CA: RAND Corporation, 2002. Retrieved from

http://www.rand.org/pubs/monograph_reports/MR1465.