Chapter 11. Dyeing the mosaic
As the end of the first year of the Master's slowly approaches, one of the aspects that stands out the most as an element I learned greatly about is intercultural competence. Before starting the English Methodologies class, it would most likely go overlooked, as I had never realized its genuine importance in schools and society. In fact, while I was previously already aware that everyone must know about cultural contrasts and be able to respect that, I had yet to learn how much deeper this skill actually goes.
As Barrett et al. (2013) show, there are numerous advantages to developing intercultural competence in school, such as, that it "involves being open to, curious about and interested in people who have other cultural affiliations, and the ability to understand and interpret their practices, beliefs, discourses and values." (p. 12) Consequently, among other benefits, this competence qualifies the learners to respectfully and carefully listen to other peers' stories and learn about their personal experiences and traditions, which is a skill that every element of society should hold in themselves.
If correctly fostered in the students' minds, this habit of being empathetic and curious about people from various places and cultures worldwide can be a plus in an intercultural project, in which schools collaborate towards a meaningful learning experience for students from different countries. Sadly, not every school puts the effort or can follow through with these projects, sticking solely to traditional teaching methodologies. According to Aprendizagens Essenciais (2018), learning about other cultures and momentarily suspending one's beliefs to put oneself in others' shoes is one of the major competencies to be developed in an English classroom from a young age. Even if teachers focus on intercultural competence in their lessons, the opportunity to communicate and learn through an intercultural project is completely different, adding a layer of true understanding of difference, union, and respect.
So, ultimately, how can teachers assess this skill? Some authors observe that, since this is a complex competence, its assessment must be differentiated from any form of evaluation, and ought to "include both analytical measurement/description – involving multiple measures – and holistic and reliable judgements of individuals’ performance, either singly or together with others." (Barrett et al., 2013, p. 19) In order to achieve that, a few effective manners that can be used to assess students in intercultural competence are questionnaires, portfolios, and personal journals where learners would be able to express their views freely – much like I've been doing on this blog for the past months.
Accordingly, among the stated strategies, I believe having the students keep their personal blog, portfolio or journal would be the most successful way of both assessing them and making them reflect on their intercultural journey. If I, in the future, have the chance, I will undoubtedly implement this in the classroom, as a means of assessing and developing my students' critical and creative thinking competence (Oliveira Martins, 2017). As all teachers should, I will continuously incite curiosity and make learners comfortable to ask questions, engage in meaningful dialogue with others, and reflect upon the society they're a part of. They should be proud to be colorful tiles in a great social mosaic, sharing their identity, culture, and values, and glimpsing at the beautiful mosaic made with diversity, teamwork, and harmony of perceptions.
References
Your reflections on intercultural competence, addressing sensitive topics in the classroom, implementing Content and Language Integrated Learning (CLIL), and navigating the use of digital devices in education demonstrate a deep engagement with critical issues in teaching and learning. You've shown a strong grasp of the importance of intercultural understanding in education, drawing on scholarly literature to underscore its significance. Your intention to assess and foster this competence through student journals and portfolios reflects a thoughtful and practical approach.
ReplyDeleteI enjoyed reading your perspective on controversial topics in the classroom. By advocating for open discussions while promoting mutual respect and compassion, you exhibit a commitment to creating inclusive and supportive learning environments.
Additionally, your exploration of CLIL as a strategy to enhance language proficiency and cultural awareness showcases a forward-thinking approach to language education. Your emphasis on collaboration among teachers to facilitate interdisciplinary learning is indicative of a holistic and student centred teaching perspective.
I do agree with your perspective on the use of digital devices in education. Rather than banning phones outright, you propose integrating technology purposefully into classroom activities, demonstrating a proactive approach to leveraging digital tools for educational benefit. Ensure proper citation of sources using consistent formatting, including page numbers whenever possible. Congrats!