Which competences do I need to teach an international classroom?

  • A. Developing competences needed for teaching an international classroom

    Teaching staff are confronted with new challenges, because the competency for teaching in the international classroom is not something that comes automatically. Intercultural competence is not automatically developed just by teaching in an international environment. Intercultural competence should be seen as a process, that involves awareness, self-reflection, reflexivity and the development of knowledge and comprehension about cultural differences.

     Solutions

    1. Courses on teaching in the international classroom are offered by members of the 4TU and 4TU.CEE itself:
      - WUR: Teaching in the international classroom.
      - UT: Masterclass Teaching in an international classroom.
      - TU/e: TEACH Training Program
    2. The online course Intercultural communication from the Shanghai International Studies University helps to understand cross-cultural complexity; cultivate awareness of your own and others’ cultural identities; highlight variations in communication styles and cultural values; and helps building intercultural competence.
    3. The Teaching topic on Teaching multi-cultural student groups offers a practical list of tips and interviews with teachers.
    4. To assess your own intercultural competence and get some direction on how to become more intercultural competent, several frameworks and rubrics are available. A selection of these:
      1. Anita Gopal (2011) developed an academic framework that describes intercultural competence as a process: from (a) attitudes, to (b) knowledge and comprehension, and then to (c) skills.
      2. The intercultural sensitivity model (Bennett, 2004) distinguishes six distinct stages in the development of intercultural sensitivity. The stages go from ‘denial’ (there are no differences, just treat everybody the same) to ‘integration’ (able to move between multiple cultural frames-of-reference, without losing your own identity). These stages can be measured with the Developmental Model of Intercultural Sensitivity (DMIS). Here in question B, an extensive explanation and suggestions for the use of the DMIS can be found.
      3. Teekens (2003) defines eight areas in which a teacher should develop: 
      1. Issues related to using a non-native language of instruction, 2. Factors related to dealing with cultural differences, 3. Specific requirements regarding teaching and learning styles, 4. Insight into the cultural implications of using media and technology, 5. Specific requirements connected with the academic discipline, 6. Knowledge of foreign education systems, 7. Knowledge of the international labour market, 8. Personal qualities.
      4.  In the intercultural competence matrix (Van der Werf, 2017) different competences for teaching in an international environment are described. With this matrix every teacher can individually establish a set of competences to focus on.

     Resources

    1. Shanghai International Studies University (n.d.) Intercultural communication. FutureLearn.
    2. University of Twente – Centre of Expertise in Learning and Teaching (2018). Teaching topic - Teaching multicultural student groups.
    3. Gopal, A. (2011). Internationalization of Higher Education: Preparing Faculty to Teach Cross-culturally. International Journal of Teaching and Learning in Higher Education, 23(3), 373-381.
    4. Bennett, M.J. (2004) Becoming intercultural competent. Intercultural Development Research Institute.
    5. Teekens, H. (2003). The Requirement to Develop Specific Skills for Teaching in an Intercultural Setting. Journal of Studies in International Education, 7(1), 108–119.
    6. Van der Werf, E. (2017). The intercultural competence matrix.
  • B. Dealing with personal cultural backgrounds in teaching

    As a teacher you bring your own cultural background to the classroom, consisting of certain values, attitudes and teaching styles which you consider ‘normal’. The inevitable bias and prejudice this entails, can disadvantage students from a different cultural background than your own. When teaching in an international classroom, it is important to be aware of your own (cultural) frame of reference and with that your own bias and prejudice.

    Research by Reeve et al (2014) on the beliefs that underlie autonomy-supportive and controlling teaching indicates for example that what teachers believe to be ‘effective teaching practice’ strongly predicts how they motivate their students. And what is believed to be effective is informed by culture. Teachers from collectivistic, group-oriented cultures (one of Hofstede's dimensions) tend to be more controlling towards their students, whereas teacher from individualistic cultures were more autonomy-supportive towards their students.

    Solution

    When teaching in an international classroom it is important to be aware of one’s own (cultural) frame of reference. There are theories on intercultural dimensions that give insight. Hofstede for example describes six dimensions of cultural diversity: power distance, individualism vs collectivism, masculinity vs femininity, uncertainty avoidance, (short-term) normative versus (long-term) pragmatic and indulgence vs restraint. On Hofstede insights you can compare countries on their intercultural dimensions. The website also offers explanations of the dimensions.

    Other models to give insight in cultural differences are Hall’s Model of cultural differences, Kluckhohn’s model of basic assumptions and Trompenaars’ 7 dimensions (Nunez, Nunez-Mahdi & Popma, 2014). Yet another model is offered by Meyer (2016): The Culture Map, which consists of 8 dimensions. On her website articles, videos and tools are available to learn more.

    Resources

    1. Reeve, J., Vansteenkiste, M., Assor, A. et al (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation.
    2. Hofstede insights (n.d.). Compare countries.
    3. Nunez, C., Nunez-Mahdi, R. & Popma, L. (2014). Intercultural sensitivity, from denial to intercultural competence. Uitgeverij Koninklijke van Gorcum.
    4. Meyer, E. (2016). The Culture Map, Decoding How People Think, Lead, and Get Things Done Across Cultures. Ingram Publisher Services US.
  • C. Learning from experience

    The experience of colleagues can be a valuable support in (further) developing competence for teaching in an international classroom, and it can be combined with a good book on the topic.

     Solutions

    1. Three UT teachers with experience in teaching multicultural student groups were interviewed about their experiences and tips. The interview video is supplemented with a short text (see below).
    2. At TU/e teachers can share their experiences during collegial consultation sessions organised by the Service for Personnel and Organization (DPO).
    3. At WUR collegial consultation sessions can be organised with the help of the Education Support Centre.
    4. The book of Kurucz (2008) on How to teach international students contains a wealth of information and practical tips on teaching international students.

    Resources

    1. University of Twente – Centre of Expertise in Learning and Teaching (2018). Teaching topic Teaching multicultural student groups.
    2. Kuruzc, P.J. (2008). How To Teach International Students. A practical teaching guide for universities and colleges. Columbia (CA): Success Orientations Publishing.
  • D. Expecting cultural differences in the international classroom

    Students in a multi-cultural classroom act and respond differently to what a teacher offers and to each other compared to classrooms with only domestic students. Teachers might not exactly understand what is going on and how to respond. It is good to know about the cultural background of the students and cultural differences in general. Try to avoid thinking in stereotypes; individuals always differ in thinking.

    Solutions

    1. Use the model for cultural differences developed by Geert Hofstede. This model is based on research he did on differences in organisational culture between counties and distinguishes six dimensions of national culture. The website also contains a database where you can look up country scores for the Geert Hofstede dimensions of national culture.
    2. Use the videos below to get an idea of the problems international students face in education.
      - The video Culture - a different place - intercultural classroom from the Intercultural Resource Cooperation offers an example of interaction between high context and low context students.
      The International Classroom is a short video from the International Student Coalition that promotes awareness of international student issues in higher education classroom settings. As a series of six scenarios, it aims to shed light on the reactions, feelings, and thoughts of international students as they encounter tension while interacting with their instructors and fellow students.
    3. To get insight in the cultural background of your students, you could make an inventory of the home countries of the students in your class. Look up the cultural dimensions of these countries in the Country comparison tool of Geert Hofstede. Talk to some international students and ask about their experience as an international student and if they perceive cultural issues. Talk to the contact person or study advisor of the international students about their experiences with the international students.

    Resources

    1. Geert Hofstede (nd). Six dimensions of national culture.
    2. Hofstede insights (nd). Compare countries.
    3. Intercultural Resource Cooperation (nd). Culture - a different place - intercultural classroom.
    4. International Student Coalition (nd). The international classroom.