The Effectiveness of Intercultural Sensitivity Development Activities Integrated With Scientific Research Methods Course
It can be said that effective development of intercultural sensitivity depends on the regulations and practices in the curriculum. Integrated program .
- Pub. date: January 15, 2019
- Pages: 301-312
- 736 Downloads
- 1199 Views
- 6 Citations
It can be said that effective development of intercultural sensitivity depends on the regulations and practices in the curriculum. Integrated program implementations are seen as one of the ways of regulation. In the study, a nested integration model was used in a single discipline. In this context, scientific research methods are considered as a discipline, and the achievements of this discipline and intercultural sensitivity development activities are integrated. Understanding different cultures correctly and not being prejudiced are very important for the development of intercultural sensitivity. Scientific research methods course provides students with scientific attitudes and behaviors. In this course, it is thought that students will be able to develop sensitivity by examining different cultures with scientific attitudes and behaviors. In this context, it is aimed to reveal the effectiveness of intercultural sensitization development activities integrated with scientific research methods course gains. The quasi-experimental design with a pretest-posttest and a control group was used in the study. The study group comprised of 86 second-grade students in the English Teacher Training Department. In order to measure the intercultural sensitivities of the students before and after the test procedure, the five-point likert type “Intercultural Sensitivity Scale” developed by Chen and Starosta and adapted to Turkish by Bulduk, Tosun and Ardic was used as data collection tool. It is concluded that the curriculum of scientific research methods integrated with intercultural sensitivity development activities is effective in developing students' intercultural sensitivities.
Keywords: Integrated curriculum, intercultural sensitivity, prospective English teachers, nested model
References
Auernheimer, G. (2008): Interkulturelle kommunikation, mehrdimensional betrachtet, mit konsequenzen für das verständnis interkultureller kompetenz [Intercultural communication, multidimensional, with consequences for the understanding of intercultural competence]. In G. Auernheimer, (Ed.), Interkulturelle kompetenz und pädagogische professionalität [Intercultural competence and pedagogical professionalism] (pp. 35-65). Wiesbaden: Verlag fur Sozialwissenschaften
Ayvaz-Tuncel, Z. (2009). Bütünleştirilmis program uygulamasının ilköğretim 4. Sınıf öğrencilerinin sosyal gelisim becerilerine etkisi [Effects of an integrated curriculum implementation on the social development skills of 4th grade elementary education students] (Unpublished doctoral dissertation). Hacettepe Universitesi Sosyal Bilimler Enstitüsü, Ankara, Turkey.
Baykara B. (2010). Yabanci dil egitiminde kulturlerarasilik [Interculturalism in foreign language education] (Unpublished master’s thesis). Firat Universitesi Sosyal Bilimler Enstitüsü, Elazig, Turkey.
Bulduk, S., Tosun, H. & Ardıç, E. (2011). Türkçe kültürlerarası duyarlılık ölçeğinin hemşirelik öğrencilerinde ölçümsel özellikleri [Measurement properties of Turkish intercultural sensitivity scale among nursing students]. Turkiye Klinikleri J Med Ethics, 19(1), 25-31.
Büyüköztürk, S. (2018). Sosyal bilimler için veri analizi el kitabi: Istatistik araştırma deseni, SPSS uygulamları ve yorum [Data analysis manual for Social sciences: Statistics research design and applications of SPSS review]. Ankara: Pegem Yayinlari.
Byram, , M., Gribkova, B. & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. The Council of Europe. Retrieved from http://lrc.cornell.edu/director/intercultural.pdf
Byram, M. (1997). Teaching and assessing intercultural communication competence. New York: Multilingual Matters.
Byram, M. (2009). Intercultural competence in foreign languages The intercultural speaker and the pedagogy of foreign language education. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 321-332). California: Sage
Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural communication sensitivity scale. Human Communication, 3, 1-15. Retrieved from https://digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1035&context=com_facpubs
Council of Higher Education (Yüksek Ögretim Kurumu) (2011). Türkiye yüksekögretim yeterlilikler çerçevesi (TYYC) temel alan yeterlilikleri [Turkey higher education qualifications :general competencies]. Retrieved from http://tyyc.yok.gov.tr/?pid=48
Deardorff, D. K. (2004). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of Higher Education in the United States (Unpublished Doctoral Dissertation). North Carolina State University, Raleigh, USA.
Deardorff, D. K. (2006). Interkulturelle kompetenz – schlüsselkompetenz des 21. jahrhunderts? [Intercultural competence - key competence of the 21st century?] Thesenpapier der Bertelsmann, Stiftung: Gutersloh.
Demirel, O. (2004). Eğitimde program geliştirme [Curriculum development in education]. Ankara: PegemA Yayıncılık
Dooly, M. (2010). Shopping across the (EU) market: teacher trainees look for experience abroad. Language and Intercultural Communication, 1(1), 54-71.
Dooly, M., & Villanueva, M. (2006). Internationalisation as a key dimension to teacher education. European Journal of Teacher Education, 29(2), 223-240.
Drake, S. M. (1993). Planning integrated curriculum. Virginia: ASCD.
Ferguson-Patrick, K., Reynolds, R., & Macqueen, S. (2018) Integrating curriculum: a case study of teaching Global Education, European Journal of Teacher Education, 41(2), 187-201. doi: 10.1080/02619768.2018.1426565
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2), 61-65.
Fogarty, R. (2002). How to integrated curricula. Illinois: SkyLight Proffesional Development.
Gencer, O. (2009). Eğitim fakülteleri alman dili egitimi anabilim dalı derslerinde yabancı kültürle karşilaşma ve önyargılar. ampirik ve nitel bir çalişma [Comparing foreign culture and prejudices in the courses of German language education in the faculties of education. an empirical and qualitative study] (Unpublished master’s thesis). Çanakkale Onsekiz Mart Universitesi Sosyal Bilimler Enstitüsü, Çanakkale, Turkey.
Güven, S. (2015). EFL learners’ attitudes towards learning intercultural communicative competence (Unpublished master’s thesis). Bilkent University, Ankara, Turkey.
Harmandaoğlu, E. (2013). Promoting intercultural competence of teacher trainees in english language departments via web 2.0 tools: A case study (Unpublished master’s thesis). Gazi University, Ankara, Turkey.
Hesse, H. -G., & Göbel, K. (2007). Interkulturelle kompetenz [Intercultural competence]. In B. Beck, & E. Klieme (Eds.), Sprachliche kompotenzen konzepte und messung [Linguistic competencies concepts and measurement] (pp. 256-272). Weinheim und Basel: Beltz Verlag.
Hirotani, M., & Fujii. K. (2015). The integration of a three-year-long intercultural collaborative project into a foreign language classroom for the development of intercultural competence. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 235-242). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2015.000339
Jacobs, H. H. (1989). Interdisciplinary curriculum: Design and implementation. Alexandria, VA: ASCD
Jing, H. (2013). Global awareness: Foreign language teachers’ beliefs and practices. Intercultural Communication Studies. XXII: 1, 95-116. Retrieved from https://web.uri.edu/iaics/files/9Hongtao-Jing.pdf
Karasar, N. (1994). Bilimsel araştırma yöntemi [Scientific research method]. Ankara: 3A Araştırma, Eğitim Danışmanlık Ltd. Sti.
Kostková, K. (2011). Assessment of intercultural communicative competence. In T. Janík, P. Knecht, & S. Šebestová (Eds.), Smíšenýdesign v pedagogickém výzkumu: Sborník příspěvků z 19. výroční konference České asociace pedagogického výzkumu [Mixed design in pedagogical research: Proceedings of the 19th annual conference of the Czech pedagogical research association] (pp. 168–174). Brno: Masaryk University. Retrieved from https://www.ped.muni.cz/capv2011/sbornikprispevku/kostkova.pdf
Larzen-Östermark, E. (2009). Language teacher education in Finland and the cultural dimension of foreign language teaching- a student teacher perspective. European Journal of Teacher Education, 32, 401-421.
Li, Lanping (2017). Systematically planning and integrating intercultural communicative competence learning/teaching into the EFL curriculum/classroom to promote students’ learning motivation and confidence in ICC (Unpublished master’s thesis). The University of Waikato, China
Malazonia, D., Maglakelidze, S., Chiabrishvili, N., & Gakheladze, G. (2017). Factors of students’ intercultural competence development in the context of Georgia. Cogent Education, 4(1), 1-17. doi:10.1080/2331186X.2017.1302867
McRae, N. & Ramji, K. (2017). Intercultural competency development curriculum: A strategy for internationalizing work-integrated learning for the 21st century global village, In T. Bowen , Maureen T. B. Drysdale (Eds.) Work-Integrated learning in the 21st century international perspectives on education and society, Volume 32, pp.129 – 143 Emerald Publishing Limited, UK. Retrieved from https://books.emeraldinsight.com/resources/pdfs/chapters/9781787148604-TYPE23-NR2
Ministry of National Education (Milli Eğitim Bakanlığı) (2008). Ögretmen yeterlikleri ögretmenlik mesleği genel ve özel alan yeterlikleri [Teacher competencies, general and special field competencies of the teaching profession]. Ankara: Devlet Kitapları Müdürlüğü
Özdemir, E. (2004). Attitudes of Turkish pre-service English language teachers towards other cultures in intercultural communication context (Unpublished master’s thesis). Istanbul Üniversitesi Sosyal Bilimler Enstitüsü, Istanbul.
Papiniu, S. (2016). Interkulturelle kompetenz als integrierter Bestandteil der germanistischen ausbildung in Moldau. Eine empirische analyse von einflussfaktoren [Intercultural competence as an integral part of German education in Moldova. An empirical analysis of influencing factors] (Unpublished doctoral dissertation). Philosophischen Fakultät der Georg-August-Universität, Gottingen, Germany.
Sercu, L. (2006). The foreign language and intercultural competence teacher: the acquisition of a new professional identity. Intercultural Education, 17, 55-72.
Sıkı, E. (2014). Yabanci dil öğretiminde kültür farkındalığı yaratma ve kültürlerarası iletişim becerilerinin geliştirilmesi [Creating cultural awareness and improving intercultural communication skills in foreign language teaching] (Unpublished master’s thesis). Marmara University, Istanbul.
Spitzberg, B. H. & Changnon, G. (2009). Conceptualizing intercultural competence. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 1-52). California: Sage
Tang, S. Y. F. & Choi, P. L. (2004). The development of personal, intercultural and professional competence in international field experience in initial teacher education. Asia Pacific Education Review, 5(1), 50-63.
Taraban-Gordon, S. & Page, E. (2017). Integrating intercultural competencies into the professional skills curriculum. In G. M. García-Pérez & C. Rojas-Primus (Eds.) Promoting intercultural communication competencies in Higher Education (pp. 119 – 139). IGI Global.
Tuncel, İ. & Paker, T. (2018). Effects of an intercultural communication course in developing intercultural sensitivity. International Journal of Higher Education, 7(6), 198-211. doi:10.5430/ijhe.v7n6p198
Turan, S. (2015). Interkulturelle differenzen und kulturbedingte konflikte im fremdsprachenunterricht. Eine empirisch-qualitative untersuchung (Unpublished master’s thesis). Çanakkale Onsekiz Mart University, Çanakkale, Turkey.
Üstün, E. (2011). Ögretmen adaylarının kültürlererası duyarlılık ve etnikmerkezcilik düzeylerini etkileyen etmenler [Factors affecting teacher candidates’ intercultural sensitivity and ethnocentrism levels] (Unpublished master’s thesis), Yıldız Teknik University, Istanbul, Turkey.
Yeşilpınar-Uyar, M. (2016). Bütünleştirilmiş program çalışmalarına yönelik yurtdışı eğilimlerin belirlenmesi [Determining the international trends towards integrated program studies]. In Ö. Demirel & S. Dincer (Eds.), Eğitim bilimlerinde yenilikler ve nitelik arayışı (pp.45-64). Ankara: Pegem Akademi Yayincilik
Yücel, N. (2016). Toward intercultural teacher education: A case study of pre-service English language teachers (Unpublished Doctoral Dissertation). Çanakkale Onsekiz Mart University, Çanakkale, Turkey.