LITHUANIAN UNIVERSITY OF
EDUCATIONAL SCIENCES
Lithuanian University of Educational Sciences
• The University was established at 1935.
• It trains teaching educators for all basic subjects for alltype schools of education.
• There are currently around 8500 students and 528
academic staff members at the University.
• The University is comprised of 7 faculties and 2
institutes.
• Each faculty offers a number of courses in English and
other foreign languages for international students.
• The University has Erasmus agreements with more than
120 universities and 27 European countries.
Project activity
ADAPTATION OF TRANSFER
MATERIAL AND
PRODUCTION OF
METHODOLOGICAL
MATERIAL "DEVELOPMENT
OF INTERCULTURAL
COMPETENCE“
Transfer material
BUILDING INTERCULTURAL
COMPETENCES: HANDBOOK
FOR PROFESSIONALS IN
EDUCATION, SOCIAL WORK
AND HEALTH CARE
EDS.: M.G.ONORATI; F. BEDNARZ
Content of transfer material
Part 1. Multidisciplinary theoretical
framework for intercultural
competency.
Part 2. Learning pathways. Tools and
methods for developing intercultural
competence.
Part 3. Evaluating intercultural learning.
Content of transfer material (Part 1).
1. Interculturality as an educational task in
global societies.
2. Building up intercultural competences:
Challenges and learning processes.
3. The use of hermeneutics in dealing with
cultural diversity.
4. Understanding diversity, boundaries and
identification in the context of cultural
diversity.
Content of transfer material (Part 1).
5. Sociality as a basic dimension of
intercultural competences. Intercultural
education in sociological perspective.
6. UNESCO guiding principles for
intercultural education.
7. “Expanding roles” as a condition for an
intercultural approach to education: The I3 model.
Content of transfer material (Part 2).
1. Relevance of conceptual maps in
intercultural education.
2. The media in intercultural education:
From social reproducers of racist
prejudice to educational tools to contrast
xenophobia.
3. Approving skills for caregivers:
(Inter)cultural awareness.
4. Confronting interculturality using city
exploration.
Content of transfer material (Part 2).
5. Case studies and interdisciplinary teams
in solving intercultural challenges.
6. Reflective strategies and tools, between
individual and social dimensions. Diaries,
debriefing sessions, tutoring.
7. Final reports: Enhanced reflective tool for
evaluating intercultural competences.
Content of transfer material (Part 3).
1. Measuring the effects of an intercultural
learning process: The case of ICIC.
2. Social background as a clustering factor
of students’ evaluation of the learning
pathway.
Practical background of transfer material
It is grounded on the experience gained
during the International Course of
Intercultural Competence (ICIC) – the
learning programe which was funded by
the European Commission and declared
as the best in both academically and
vocationally oriented higher education.
Project activity timetable:
1 phase. Adaptation of the transfer
material – October-December 2013.
2 phase. Evaluation of the adapted
material – January 2014.
3 phase. Analysis of the evaluation
results – February 2014.
Project timetable:
4 phase. Production of the draft
methodological material – March-April
2014.
5 phase. Preparation of the material for
testing, development and the final
preparation of methodological
material “Development of intercultural
competence” – May 2014–June 2015.
1phase. Adaptation of the transfer material
Definition of adaptation
Adaptation is a systematic
approach to considering the use
and modification of the transfer
material produced in one cultural
and/or organizational setting for
application in a different context
(Browers et al., 2009).
1 phase. Adaptation of the transfer material
The aim of adaptation
is to take advantage of transfer
material in order to enhance the
efficient use of it.
1 phase. Adaptation of the transfer material
Principles of adaptation:
• Respect and accountability for the
transfer material.
• Use of reliable and consistent
methods to ensure the quality of
adaptation.
1 phase. Adaptation of the transfer material
• Involve of all project partners to
foster acceptance of the
adaptation.
• Consideration of content during
adaptation to ensure relevance
for project partners’ practice.
1 phase. Adaptation of the transfer material
Levels of adaptation (Browers
et al., 2009):
Macro adaptation.
↓
Adapting the unit.
↓
Adaptation of specific part of text.
1 phase. Adaptation of the transfer material
Options for adaptation (Browers et al.,
2009):
Re-ordering of text when the order in
transfer material is not suitable for the
particular target group.
Omission of text when it seems
inappropriate, unproductive, etc., for the
particular target group.
Addition of text when there seems to be
inadequate coverage of key question.
.
1 phase. Adaptation of the transfer material
Reduction of text when it seems too
long for the particular target group.
Extension of text when it seems
needed to explaine for the particular
target group.
Modification of text when it seems
less accessible to the particular target
group.
1 phase. Adaptation of the transfer material
Replacement of text when it is
considered as inadequate, for
whatever reason.
Branching of the text when it is decide
to add options to the existing text or
to suggest alternative pathways
through the text.
1 phase. Adaptation of the transfer material
Process of adaptation:
Step 1. Description of intercultural
competence.
Step 2. Determination of intercultural
competence framework.
Step 3. Settling of objectives of the material.
Step 4. Establishment of learning objectives
and outcomes.
Step 5. Selection and sequencing of content
of transfer material.
2 phase. Evaluation of the adapted material
An extensive e-discussion with the project
partners for the purpose:
• to assess the adapted material: its
strengths and weaknesses;
• to discover areas for improvement and
modification.
3 phase. Analysis of the evaluation results
Summarizing and analyze of the
evaluation results in order to define the
key modifications needed.
Re-definition of the sequence or length or
selection of adapted material according to
the needs of project partners and with
respect to the transfer material.
4 phase. Production of the draft
methodological material
After needed modifications the draft
methodological material will be produced.
Intercultural competence training
methodology is focused on (Tudorache,
2012):
• building the skills through practical
methods;
• creating educational achievement through
creative methods in order to build
intercultural knowledge and attitudes.
• Methodology is the theoretical analysis of
the body of principles and methods
associated with the area of knowledge. It
encompasses: paradigm, theoretical
model, phases, techniques (Barrett et al.,
2013).
4 phase. Production of the draft
methodological material
Sequence of methodological material:
• Theoretical background for development of
intercultural competence.
• Learning strategies of intercultural competence
development.
• Methods used to develop intercultural
competence.
• Methods used to assess the development of
intercultural competence.
4 phase. Production of the draft
methodological material
Methodology would be based on the
paradigm of multiculturalism, on Pyramid
and Process models of intercultural
competence (Deardorff, 2009), on the
Developmental model of intercultural
sensitivity (Bennett, 1993), and on the
methods and tools presented in the
transfer material.
4 phase. Production of the draft
methodological material
Multiculturalism is the policy of maintaining
diversity of ethnic cultures and the point of
view that different cultures can enrich
society (Portera, 2011).
4 phase. Production of the draft
methodological material
Dimensions of intercultural
competence (Spitzberg, Changnon,
2009):
Cognitive dimension.
Affective dimension.
Behavioral dimension.
Pyramid model of intercultural
competence (Deardorff, 2006; 2009)
Desired External Outcome
↑
Desired Internal Outcome
↑
Knowledge & Comprehension ↔ Skills
↑
Requisite Attitudes
↑Requisite Attitudes:
• Respect (valuing other cultures,
cultural diversity).
• Openness (to intercultural learning
and to people from other cultures,
withholding judgment).
• Curiosity and discovery (tolerating
ambiguity and uncertainty).
Knowledge and
Comprehension:
• Cultural self-awareness.
• Deep understanding and
knowledge of culture (including
contexts, role and impact of
culture and others’ worldviews).
• Culture-specific information.
• Sociolinguistic awareness.
↑ Skills:
•
•
•
•
•
•
Listen.
Observe.
Interpret.
Analyze.
Evaluate.
Relate.
↑ Desired Internal Outcome:
• Adaptability (to different communication
styles and behaviors; adjustment to new
cultural environments).
• Flexibility (selecting and using
appropriate communication styles and
behaviors; cognitive flexibility).
• Ethnoreleative view.
• Empathy.
Desired External Outcome:
• Behaving and communicating
effectively and appropriately
(based on one’s intercultural
knowledge, skills, and attitudes)
to achieve one’s goals to some
degree.
Process model of intercultural competence
(Deardorff, 2006; 2009)
Developmental model of intercultural
sensitivity (Bennett, 1993)
Integration
↑
Adaptation
↑
Acceptance
↑
Minimization
↑
Defence
↑
Denial
References
• Onorati M.G., Bednarz F. (Eds.) (2010). Building intercultural
competence: Handbook for professionals in education, social work
and health care. Leuven: Acco.
• Barrett M., Byram M., Lázár I., Mompoint-Gaillard P., Philippou S.
(2013). Developing intercultural competence through education.
Strasbourg: Council of Europe Publishing.
• Council of Europe Charter on Education for Democratic Citizenship
and Human Rights Education, Recommendation CM/Rec(2010)7
and Explanatory Memorandum. Strasbourg: Council of Europe
Publishing.
• Huber J. (Ed.) (2012). Intercultural competence for all: Preparation
for living in a heterogeneous world. Strasbourg: Council of Europe
Publishing.
• Deardorff D. (2006). The identification and assessment of
intercultural competence as a student outcome of
internationalization at institutions of higher education in the United
States. Journal of Studies in International Education, 10 (3), 241–
266.
References
• Deardorff D. (Ed). (2009). The SAGE handbook of intercultural
competence. CA: Sage.
• Spitzberg B., Changnon G. (2009). Conceptualizing intercultural
competence. In D. Deardorff (ed.) The SAGE handbook of
intercultural competence. CA: Sage. P. 2-52.
• Portera A. (2011). Intercultural and multicultural education:
Epistemological and semantic aspects. In C. Grant, A. Portera (eds.)
Intercultural and multicultural education: Enhancing global
interconnectedness. N.Y.: Routledge.
• Bennett J. (1993). Toward ethnorelativism: A developmental model
of intercultural sensitivity. In R. Paige (Ed.), Education for the
intercultural experience. Yarmouth, ME: Intercultural. P. 21-71.
• Brouwers M. et al. (2009).The ADAPTE process: Resource toolkit
for guideline adaptation. http://www.g-i-n.net.
• Tudorache P. (2012). Consideration on intercultural competence
training methodology. Revista Academiei Fortelor Terestre, 2(66),
150-153.
“In a life long learning perspective, building
intercultural competences as a key
element in personal and professional
fulfillment is a goal of utmost importance in
an education system that aims at being
trans-national and that fits the complexity
and cultural discontinuity that
characterizes the present times”
(Onorati, Bednarz, 2010, p. 9).
Thank you for your attention!