06.03.2011

#

KULTUR IST EIN VERB oder:

Wie interkulturelle Kompetenz trainiert und getestet werden kann

Bremer Symposion 4. März 2011

1. Kultur ist ein Verb

2. Interkulturelle Kompetenz und der GERR

3. Interkulturelle Kompetenz trainieren

4. Interkulturelle Kompetenz testen

Judith Mader, Rudi Camerer

Projekt: Vermittlung interkultureller Kompetenzen imFremdsprachenunterricht der Schulformen der Sekundarstufe I und II desSaarlandes Englisch & Französisch (2007 bis 2008).

Teaching & Testing Material

Train-the-trainer sessions

Teaching & Testing Material

elc – European Language CompetenceBeethovenplatz 1-3D – 60325 Frankfurt am Main

Bahnhofstrasse 28D – 66111 Saarbrücken

www.elc-consult.com

Chambers of Commerce: Intercultural Competence in English (ICE)

Assessment Tests and training sessions

Austrian Chambers of Commerce: Intercultural Competence in English (ICE)

TEACHER TRAINING COURSESin SAARLAND, NRW and HESSEN

Intercultural Competence in English (ICE)

06.03.2011

#

Interculture Journal 12/2010

http://www.interculture-journal.com/

“International English and the Training of InterculturalCommunicative Competence”

Judith Mader, Rudi Camerer

No 12/3 (2007)http://zif.spz.tu-darmstadt.de/jg-12-3/beitrag/Camerer.htm

„Sprache – Quelle aller Missverständnisse:Zum Verhältnis von interkultureller Kompetenz undSprachkompetenz“

Rudolf Camerer

„Sprache, Kultur und Kompetenz: Überlegungen zurinterkulturellen Kompetenz und ihrer Testbarkeit“

Rudolf Camerer

in: Anke Bahl (Hg.), Kompetenzen für die globale Wirtschaft. Begriffe-Erwartungen-Entwicklungsansätze (2009)

Professional Business English Trainers:

Testing and Assessment in Business EnglishJudith Mader

Cornelsen 2011

06.03.2011

#

“CULTURE IS A VERB”Brian V. Street

The question is not what culture is, but what culture DOES.

“Culture is an active process of meaning makingand contest over definition, including its own definition.”

Brian V. Street. Culture is a Verb: Anthropological aspects of language and cultural process. InDavid Graddol, Linda Thompson, Mike Byram. Language and Culture. Clevedon 1993.

1971 Council of Europe conference on “Unit Credit System”

1995 First draft of the CEFR published by the Council of Europe

2001 The CEFR published by the Council of Europe

1975 Threshold Level published by the Council of Europe

The CEFR – 30 years of discussions

06.03.2011

#

The aims and objectives of Council of Europelanguage policy:

…To equip all Europeans for the challenges of intensified internationalmobility and closer co-operation not only in education, culture and

science but also in trade and industry.(CEFR p. 3)

The European Union has 23 official languages,and as the EU enlarges, the number will increase further.

1.6 What criteria must CEF meet?

multi-purpose:flexible: adaptable for use in different circumstances

open: capable of further extension and refinement

dynamic: in continuous evolution in response to experience in its use

user-friendly:

non-dogmatic: not irrevocably and exclusively attached toany one of a number of competing linguistic or educationaltheories or practices. (p.7f.)

06.03.2011

#

“An action-oriented approach”

Excerpt from the CEFR Index

06.03.2011

#

Qualtiative Aspects of Spoken Language :Range, Accuracy, Fluency, Interaction, Coherence

External Context of Use

Sustained Monologue

Overall Oral Production

Addressing Audiences

Overall Written Production

Reports and Essays

Planning

Compensating

Monitoring and Repair

Listening as a Member of a Live Audience

Reading Correspondence

Examples of individual scales

INTERCULTURAL COMPETENCE?

“HIERARCHY” OF COMPETENCES?

KULTUR IST EIN VERB oder:

Wie interkulturelle Kompetenz trainiert und getestet werden kann

1. Kultur ist ein Verb

2. Interkulturelle Kompetenz und der GERR

3. Interkulturelle Kompetenz trainieren

4. Interkulturelle Kompetenz testen

06.03.2011

#

Intercultural Competence (ICC):

Linguistic &communicative

competence

ICC

Featuresof personality

(openness, tolerance …)

Interculturalknowledge

CONTEXT

Intercultural competence &

Personality ?

06.03.2011

#

The SIETAR-List: 53 Tests of Intercultural Competence

• Behavioral Assessment Scale for Intercultural Communication(BASIC)

• Counseling Inventory: A self-report measure of multiculturalcompetencies

• Cross-Cultural Adaptability Inventory (CCAI)• The Cross-Cultural Assessor• Cross-Cultural Counseling Inventory• Cross-Cultural Sensitivity Scale (CCSS)• Cultural Competence Self-Assessment Questionnaire

(CCSAQ)• The Cultural Orientations Indicator® (COI®)• The Culture in the Workplace Questionnaire™• Educoas, Editorial February 2002• Expatriate Profile (EP)• Foreign Assignment Success Test (FAST)• Fuld&Company, Inc. - Competitive Intelligence• GAP Test: Global Awareness Profile• Global Interface• The Global Team Process Questionnaire™ (GTPQ)• Grove and Associates• Hogan Assessment System• Insights Discovery System• The Intercultural Competence Assessment (INCA)• Intercultural Competency Scale• The Intercultural CONFLICT Style Inventory• Intercultural Development Inventory (IDI)• Intercultural Orientation Resources (IOR)• Intercultural Readiness Check• Intercultural Sensitivity Inventory (ICSI)

• Intercultural Sensitivity Inventory (ICSI)• Intercultural Sensitivity Survey• International Assignment Profile• ITIM: Culture and Management Consultants• Living and Working Overseas Predeparture Questionnaire• Meridian Resources Associates• Multicultural Counseling Awareness Scale (MCAS)• Multicultural Counseling Inventory (MCI)• Nipporica Associates• Personal Orientation Inventory (POI)• PCAT: Peterson Cultural Awareness Test• PCSI: Peterson Cultural Style Indicator• Prospector• Prudential Intercultural• SAGE• School for International Training (SIT)• Selection Research Int’l (SRI)• Team Management Systems• TCO International• Teaching Tolerance• Test of Intercultural Sensitivity (TICS)• Tucker International: International Candidate Evaluation (ICE)• Overseas Assignment Inventory (OAI)• International Mobility Assessment (IMA)• Evaluation of Expatriate Development (EED)• Supervisory Evaluation of Expatriate Development (SEED)• Windham International• Window on the World

SIETAR - The Society for Intercultural Education, Training and Researchhttp://www.sietar-europa.org/SIETARproject/Assessments&instruments.html#Topic2621.02.2011

Criteria of intercultural competence ?

• Denial, Defense, Minimization, Acceptance, Adaptation, Integration

• Tolerance of Ambiguity

• Openness

• Behavioural Flexibility

• Stress-Resistance

• Emotional Intelligence, Intelligence

• Emotional Resilience, Emotional stability

• Inner-referenced vs. outer-referenced

• Flexibility and Openness

• Perceptual Acuity

• Personal Autonomy

• Focus on Goals

• Inner Purpose

• Reflected Awareness

• Benevolence• …

06.03.2011

#

http://www.zpid.de/pub/tests/verz_teil1.pdf

Dieses jetzt vorliegende Verzeichnis mit

insgesamt 6220 Testnamen soll in erster

Linie einen schnellen Überblick über diebereits vorhandenen Testnachweise liefern.

1. Entwicklungstests2. Intelligenztests3. Kreativitätstests4. Leistungs-, Fähigkeits- und Eignungstests5. Fremdsprachentests6. Einstellungstests7. Interessentests8. Persönlichkeitstests9. Projektive Verfahren10. Klinische Verfahren11. Verhaltensskalen12. Sonstige Verfahren

2.3 Intelligenztests für KinderAID ADAPTIVES INTELLIGENZ DIAGNOSTIKUM. Kubinger, K.D. & Wurst, E. (1991) [0697]AID 2 Adaptives Intelligenz Diagnostikum 2. Kubinger, K.D. & Wurst, E. (2000) [4200]AT 4-5 ANALOGIETEST FÜR DIE 4. UND 5. SCHULSTUFE. Belser, H., Anger, H. & Bargmann, R. (1970)[0041]AT 7-9 ANALOGIETEST FÜR DIE 7. BIS 9. SCHULSTUFE. Belser, H., Anger, H. & Bargmann, R. (1969) [0016]AzN 4+ AUFGABEN ZUM NACHDENKEN 4+. Hylla, E. & Kraak, B. (1976) [0002]AzN 45/A AUFGABEN ZUM NACHDENKEN 4-5 - ÖSTERREICHISCHE VERSION. Hylla, E. & Kraak, B. (1972) [0014]AzN 4-6/CH AUFGABEN ZUM NACHDENKEN 4-6 - SCHWEIZER VERSION. Flammer, A. (1971) [0017]AZT ABZEICHENTEST. Busemann, A. (1955) [0018]BBN Binetarium - Intelligenzprüfung nach Binet-Bobertag-Norden. Norden, I. (1953) [0066]BBT 3-4 Bildungs-Beratungs-Test für 3. und 4. Klassen. Ingenkamp, K. (1999) [0042]BBT 4-6 BILDUNGS-BERATUNGS-TEST (KONVERGENTES DENKEN) FÜR 4.-6. KLASSEN. Ingenkamp, K., Wolf, B., Christmann, H., Lißmann, U., Knapp, A. &Haenich, H. (1977) [0043]BILKOG DIAGNOSTICUM FÜR BILDLICH ANGEREGTE KOGNITIVE LEISTUNG. Berg, M. & Schaarschmidt, U. (1989) [2063]BIVA Bildbasierter Intelligenztest für das Vorschulalter. Schaarschmidt, U., Ricken, G., Kieschke, U. & Preuß, U. (2004) [4965]BM+CM BUNTE UND PROGRESSIVE MATRIZEN. Bondy, C., Cohen, R., Eggert, D. & Lüer, G. (1975) [0048]BRT Bilder-Rotations-Test (Kurznachw.). Hinze, S. (2002) [5216]BST-K BINET-SIMON-TEST ZUR PRÜFUNG DER INTELLIGENZ BEI KINDERN. Probst, E. (1963) [1907]BT 1-2 BILDERTEST 1-2. Horn, H., Schwarz, E. & Vieweger, G. (1977) [0047]BT 1-2/A BILDERTEST 1-2 - ÖSTERREICHISCHE VERSION. Horn, H. & Schwartz, E. (1971) [0054]BT 1-2/CH BILDERTEST 1-2 - SCHWEIZER BEARBEITUNG DES MORAY HOUSE PICTURE INTELLIGENCE TEST 1 VON MELLONE UND THOMSON.Flammer, A. (1971) [2402]BT 2-3 BILDERTEST 2-3. Ingenkamp, K. (1966) [0046]BT 2-3/A BILDERTEST 2-3 - ÖSTERREICHISCHE VERSION. Ingenkamp, K. (1971) [0055]BT 2-3/CH BILDERTEST 2-3 - SCHWEIZER VERSION. Flammer, A. (1971) [0067]BTS 6-12 Begabungstest für Kinder von 6-12 Jahren. Krafft, T.v. & Semke, E. (2002) [4878]CFT 1 GRUNDINTELLIGENZTEST SKALA 1. Weiss, R. & Osterland, J. (1976) [0092]CFT 20 GRUNDINTELLIGENZTEST SKALA 2. Weiß, R.H. (1987) [0091]CFT 20-R Grundintelligenztest Skala 2 - Revision. Weiß, R.H. (2006) [5423]CMM 1-3 COLUMBIA MENTAL MATURITY SCALE 1-3. Schuck, K.D., Eggert, D. & Raatz, U. (1975) [0095]CMM 1-4 COLUMBIA MENTAL MATURITY SCALE 1-4. Schuck, K.-D., Eggert, D. & Raatz, U. (1976) [0097]CMM COLUMBIA MENTAL MATURITY SCALE - DEUTSCHE FASSUNG. Bondy, C., Cohen, R., Eggert, D. & Lüer, G. (1975) [0096]CMM-LB COLUMBIA MENTAL MATURITY SCALE FÜR LERNBEHINDERTE. Eggert, D. & Schuck, K.D. (1973) [0094]CPM Coloured Progressive Matrices. Raven, J.C., Raven, J. & Court, J.H. (2002) [0090]CPM-PV COLOURED PROGRESSIVE MATRICES - PROBLEMVERBALISATION. Wiedl, K.H. & Bethge, H.J. (1983) [0725]ETS ENTWICKLUNGSTESTS FÜR DAS SCHULALTER. Schenk-Danzinger, L. (1965) [0148]FBIT FRENCH-BILDER-INTELLIGENZ-TEST. Hebbel, G. & Horn, R. (1976) [0175]GT GOODENOUGH-TEST. Goodenough, F.L. (1926) [1945]HAWIK HAMBURG-WECHSLER-INTELLIGENZTEST FÜR KINDER. Hardesty, F.P. & Priester, H.J. (1956) [0243]

06.03.2011

#

Assessment of interculturalsensitivity:

e.g. IDI – Intercultural Development Inventory(Hammer / Bennett)

Assessment as a process of asking aperson’s attitudes and opinions in order toreach conclusions about what his / her

personal (psychological) dispositions are.

What a test of interculturalcompetence should test

Assessment of interculturalcommunicative performance

e.g. in English:

e.g. Language Competence Tests UCLES, TELC, etc..

Assessment as a process of observing aperson‘s performance in order to reachconclusions about what he / she knowsor can do.

Intercultural competence &

Intercultural Theory ?

06.03.2011

#

• Are dimensions / features / descriptors of culture types arbitrary?

• How do they relate to each other?

elc – European Language Competence, Beethovenplatz 1-3, 60325 Frankfurt am Main & Bahnhofstraße 28, 66111 Saarbrücken

COUNTRY SPECIFICS !

06.03.2011

#

International English

WHICH ENGLISHin intercultural communication?

David Graddol. English Next 2006. p. 29

ENGLISH USED IN TOURISM:

2004

06.03.2011

#

The CEFR and Intercultural Competence

Common European Framework of Referencefor Languages (CEFR) Council of Europe 2001

Domains, scenarios, situations, communicativetasks and objectives, forms of oral and writteninteraction, interactive strategies, languageprocesses, socio-linguistic skills, intercultural skills,competence levels …

Has a sufficient range of language to be able to give clear descriptions, express viewpoints anddevelop arguments without much conspicuous searching for words, using some complexsentence forms to do so. [General linguistic range]

Has enough language to get by, with sufficient vocabulary to expresshim/herself with some hesitation and circumlocutions on topics such asfamily, hobbies and interests, work, travel, and current events, butlexical limitations cause repetition and even difficulty with formulation attimes. [General linguistic range]

Linguisticappropriateness

Shows awareness of the relevance of non-verbal communication and uses para-verbal signals(e.g. gestures, facial expression, posture, proxemics) appropriately in most cases. [Generallinguistic range]

Shows some awareness of the relevance of non-verbal communicationand uses para-verbal signals (e.g. gestures, facial expression, posture,proxemics) appropriately in some cases. [General linguistic range]

Can express him or herself confidently, clearly and politely in a formal or informal register,appropriate to the situation and person(s) concerned. [Sociolinguistic appropriateness]

Can adapt his expression to deal with less routine, even difficultsituations. [Flexibility]Is aware of salient politeness conventions and acts appropriately.[Sociolinguistic appropriateness]

Polite language

LANGUAGE

Shows awareness of and experience with potentially culture-bound differences in behaviourand communication styles.

Shows general awareness of potentially culture-bound differences inbehaviour and communication styles.

Knowledge of 1 or moreaspects of IC theory

Can sustain relationships with native speakers without unintentionally amusing or irritating themor requiring them to behave other than they would with a native speaker. [Conversation]

Can perform and respond to a wide range of language functions, usingtheir most common exponents in a neutral register. [Sociolinguisticappropriateness]

Neutral attitude

CONTENT

Can give feedback on and follow up statements and inferences and so help the developmentsof the discussion. [Cooperating]Can correct slips and errors if he/she becomes conscious of them or if the have led tomisunderstandings. Can make a note of “favourite mistakes” and consciously monitor speechfor it / them. [Monitoring & Repair]Can ask follow up questions to check that he/she has understood what a speaker intended tosay, and get clarification of ambiguous points. [Asking for clarification] -USE OF METALANGUAGE

Can repeat back part of what someone has said to confirm mutualunderstanding and help keep the development of ideas on course.[Cooperating]Can correct mix-ups with tenses or expressions which lead tomisunderstandings provided the interlocutor indicates there is aproblem. [Monitoring & Repair]Can ask someone to clarify or elaborate what they have just said.[Asking for clarification] - USE OF METALANGUAGE

Use of communicativestrategies

Can adjust what he/she says and the means of expressing it to the situations and the recipientand adopt a level of formality appropriate to the circumstances. [Flexibility]Can express him or herself appropriately in situations and avoid crass errors of formulation[Sociolinguistic appropriateness]

Is aware of, and looks out for signs of, the most significant differencesbetween the customs, usages, attitudes, values and beliefs prevalent inthe community concerned and those of his or her own. [Sociolinguisticappropriateness]Can maintain a conversation or discussion but may sometimes bedifficult to follow when trying to say exactly what he/she would like to.[Conversation]

Can engage in extended conversation on most general topics in a clearly participatoryfashion, even in a noisy environment. [Conversation]

Can enter unprepared into conversations with familiar topics.[Conversation]

Establishing andmaintaining contact

INTERACTION

ICE Level 2(CEFR B2)

ICE Level 1(CEFR B1)

CRITERIA

ICC — RELEVANT DESCRIPTORS FOR ORAL PERFORMANCE

06.03.2011

#

Has a sufficient range of language to be able to give clear descriptions, express viewpoints anddevelop arguments without much conspicuous searching for words, using some complexsentence forms to do so. [General linguistic range]

Has enough language to get by, with sufficient vocabulary to expresshim/herself with some hesitation and circumlocutions on topics such asfamily, hobbies and interests, work, travel, and current events, butlexical limitations cause repetition and even difficulty with formulation attimes. [General linguistic range]

Linguisticappropriateness

Shows awareness of the relevance of non-verbal communication and uses para-verbal signals(e.g. gestures, facial expression, posture, proxemics) appropriately in most cases. [Generallinguistic range]

Shows some awareness of the relevance of non-verbal communicationand uses para-verbal signals (e.g. gestures, facial expression, posture,proxemics) appropriately in some cases. [General linguistic range]

Can express him or herself confidently, clearly and politely in a formal or informal register,appropriate to the situation and person(s) concerned. [Sociolinguistic appropriateness]

Can adapt his expression to deal with less routine, even difficultsituations. [Flexibility]Is aware of salient politeness conventions and acts appropriately.[Sociolinguistic appropriateness]

Polite language

LANGUAGE

Shows awareness of and experience with potentially culture-bound differences in behaviourand communication styles.

Shows general awareness of potentially culture-bound differences inbehaviour and communication styles.

Knowledge of 1 or moreaspects of IC theory

Can sustain relationships with native speakers without unintentionally amusing or irritating themor requiring them to behave other than they would with a native speaker. [Conversation]

Can perform and respond to a wide range of language functions, usingtheir most common exponents in a neutral register. [Sociolinguisticappropriateness]

Neutral attitude

CONTENT

Can give feedback on and follow up statements and inferences and so help the developmentsof the discussion. [Cooperating]Can correct slips and errors if he/she becomes conscious of them or if the have led tomisunderstandings. Can make a note of “favourite mistakes” and consciously monitor speechfor it / them. [Monitoring & Repair]Can ask follow up questions to check that he/she has understood what a speaker intended tosay, and get clarification of ambiguous points. [Asking for clarification] -USE OF METALANGUAGE

Can repeat back part of what someone has said to confirm mutualunderstanding and help keep the development of ideas on course.[Cooperating]Can correct mix-ups with tenses or expressions which lead tomisunderstandings provided the interlocutor indicates there is aproblem. [Monitoring & Repair]Can ask someone to clarify or elaborate what they have just said.[Asking for clarification] - USE OF METALANGUAGE

Use of communicativestrategies

Can adjust what he/she says and the means of expressing it to the situations and the recipientand adopt a level of formality appropriate to the circumstances. [Flexibility]Can express him or herself appropriately in situations and avoid crass errors of formulation[Sociolinguistic appropriateness]

Is aware of, and looks out for signs of, the most significant differencesbetween the customs, usages, attitudes, values and beliefs prevalent inthe community concerned and those of his or her own. [Sociolinguisticappropriateness]Can maintain a conversation or discussion but may sometimes bedifficult to follow when trying to say exactly what he/she would like to.[Conversation]

Can engage in extended conversation on most general topics in a clearly participatoryfashion, even in a noisy environment. [Conversation]

Can enter unprepared into conversations with familiar topics.[Conversation]

Establishing andmaintaining contact

INTERACTION

ICE Level 2(CEFR B2)

ICE Level 1(CEFR B1)

CRITERIA

ICC — RELEVANT DESCRIPTORS FOR ORAL PERFORMANCE

SOCIOLINGUISTIC APPROPRIATENESSC2: Appreciates fully the sociolinguistic and sociocultural

implications of language used by native speakers and can

react accordingly . …

C1: Can recognise a wide range of idiomatic expressions and

colloquialisms, appreciating register shifts …

B2: Can sustain relationships with nativespeakers without unintentionally amusing orirritating them or requiring them to behave otherthan they would with a native speaker…

INTERACTIONB2: Can interact with a degree of fluencyand spontaneity that makes regularinteraction, and sustained relationshipswith native speakers quite possible

without imposing strain on either party …

INTERACTIONB2: Can interact with a degree of fluencyand spontaneity that makes regularinteraction, and sustained relationshipswith native speakers quite possible

without imposing strain on either party …

Intercultural Competence (ICC):

Linguistic &communicative

competence

ICC

Featuresof personality

(openness, tolerance …)

Interculturalknowledge

CONTEXT

06.03.2011

#

Criteria for intercultural communicative competence

1. Knowledge about the processes and institutions of socialisation inone‘s own and in one‘s interlocutor‘s country.

2. Knowledge of the types of cause and process of misunderstandingbetween interlocutors of different cultural origin.

3. Ability to engage with otherness in a relationship of equality (incl. ability

to question the values and presuppositions in cultural practices and products in one’s ownenvironment).

4. Ability to engage with politeness conventions and rites of verbaland non-verbal communication and interaction.

5. Ability to use salient conventions of oral communication and toidentify register shifts.

6. Ability to use salient conventions of written communication and toidentify register shifts.

7. Ability to elicit from an interlocutor the concepts and values ofdocuments or events (i.e. meta-communication).

8. Ability to mediate between conflicting interpretations ofphenomena.

cf. Council of Europe, Common European Framework of Reference for Languages. 2001. Michael Byram,Teaching and Assessing Intercultural Communciative Competence. 1997. Jürgen Beneke, Interculturalcompetence. In: Bliesener, Ulrich (ed.), Training the Trainers. Theory and Practice of Foreign Language TeacherEducation. 2000. a.o.

Camden Town 4 – Gymnasien (Diesterweg 2007)

[engl.] mediation = [dt.] Sprachmittlung ?

06.03.2011

#

KULTUR IST EIN VERB oder:

Wie interkulturelle Kompetenz trainiert und getestet werden kann

1. Kultur ist ein Verb

2. Interkulturelle Kompetenz und GERR

3. Interkulturelle Kompetenz trainieren

4. Interkulturelle Kompetenz testen

Teaching Intercultural Competence in English

Section 6: Critical incidents

Section 5: Meta-communication

Section 4: Communicative competencies

Section 3: Country specifics

Section 2: My own cultural programming

Section 1: Intercultural theory

06.03.2011

#

TEACHING IC THEORY

• NO LECTURES

• FOCUS ON USE OF LANGUAGE Discourse strategies, politeness conventions …

• PRACTICAL COMMUNICATION EXERCISES

TEACHING IC THEORY

06.03.2011

#

TEACHING ONE’S OWN CULTURAL PROGRAMMING

• WHAT IS NORMAL FOR YOU? e.g. concepts of time, hierarchy, discipline etc

• FOCUS ON USE OF LANGUAGE rather than on philosophical questions …

• PRACTICAL COMMUNICATION EXERCISESusing politeness conventions acceptable in most intercultural contexts

TEACHING ONE‘S OWN CULTURAL PROGRAMMING

06.03.2011

#

TEACHING COUNTRY SPECIFICS

• TRAINEE‘S CHOICE OF TARGET CULTURE

• FOCUS ON INTERCULTURALLY SIGNIFICANT FACTS

• TRAINING OF PRESENTATION TECHNIQUES

• PRACTICAL PRESENTATION EXERCISES

TEACHING COUNTRY SPECIFICS

34.Saudi Arabia is the world’s largest exporter ofa. mineral coal.b. pure gold.c. crude oil.

35.Makkah and Medina area. trade places in Saudi Arabia.b. historic battle sites.c. Islam’s holiest cities.

…

26.Modern India has been an independent

nation sincea. 1965.b. 1989.c. 1947.

28.India’s currency is calleda. Baht.b. Rial.c. Rupee.

06.03.2011

#

TEACHING COMMUNICATIVE COMPETENCE

• LINKED TO SECTIONS 1 to 3 as the expression of politeness and strategies of building

rapport vary from culture to culture

• FOCUS ON POLITE USE OF LANGUAGE: repairing, compensating, cooperating …

• FOCUS ON COMMUNICATIVE SKILLS: politeness conventions, building rapport …

• PRACTICAL COMMUNICATION EXERCISES: face-to-face, telephone, email …

TEACHING COMMUNICATIVE COMPETENCE

06.03.2011

#

TEACHING METALANGUAGE

• IDENTIFYING THE SITUATION

• MOVING LEVELS to negotiating communication itself

• FOCUS ON USE OF LANGUAGE: negotiation techniques, politeness conventions …

• FOCUS ON COMMUNICATIVE SKILLS: face-saving strategies …

• PRACTICAL COMMUNICATION EXERCISES: role plays, simulations, scenarios …

TEACHING METALANGUAGE

06.03.2011

#

TEACHING CRITICAL INCIDENTS

• COMBINING THE SKILLS TRAINED IN SECTIONS 1 TO 5

• FOCUS ON COMMUNICATIVE SKILLS: politeness conventions, building rapport …

• PRACTICAL COMMUNICATION EXERCISES: role plays, simulations, scenarios …

TEACHING CRITICAL INCIDENTS

06.03.2011

#

KULTUR IST EIN VERB oder:

Wie interkulturelle Kompetenz trainiert und getestet werden kann

1. Kultur ist ein Verb

2. Interkulturelle Kompetenz und der GERR

3. Interkulturelle Kompetenz trainieren

4. Interkulturelle Kompetenz testen

Assessment of interculturalsensitivity:

e.g. IDI – Intercultural Development Inventory(Hammer / Bennett)

Assessment as a process of asking aperson’s attitudes and opinions in order toreach conclusions about what his / her

personal (psychological) dispositions are.

What a test of interculturalcompetence should test

Assessment of interculturalcommunicative performance

e.g. in English:

e.g. Language Competence Tests UCLES, TELC, etc..

Assessment as a process of observing aperson‘s performance in order to reachconclusions about what he / she knowsor can do.

06.03.2011

#

Stages in test production

Test Construct – what are we testing?

marking criteria

training of test constructors

expert judgement/editing

text selection/item writing

answer key

item analysis

pre-testing

test format

Manualfor Relating Language Examinations to the Common EuropeanFramework of Reference for Languages

Pilot Version Nov. 2003 / Final Version 2009

It can be assumed that proof of quality assurance will become necessary forall foreign language examinations in the future if these claim to be related tothe Common European Framework of Reference and the competence levelsand wish to continue to exist and be recognised in a European context.

The Manual describes 4 main steps in quality assurance

1. Familiarising all concerned with the instruments of the CEFR

2. Specification of competences and quality assurance procedure

3. Standardisation of test procedure

4. Empirical Validation of test items

06.03.2011

#

Authenticity vs.practicability and

standardisation

As much standardisation and as muchautomatic marking as possible and as much

authentic communication as necessary

Test = a compromise governed by rules

The main problem in test construction

Test of Intercultural Competence in English—ICE

WRITTEN PARTS (Levels 1 & 2)

60 min

1Writing610 min

30Country Specifics510 min

10Proof Reading410 min

10Structured Responses310 min

10Listening Comprehension210 min. cf.ICE Handbook

www.elc-consult.com

10Critical Incidents110 min.

Rating criteriaNo of itemsItem-TypePartTime

ORAL PARTS (Levels 1 & 2)

15(+10) Min

Ability to discuss critical incidents, to give realisticexplanations and pragmatic suggestions

Discussion of critical incidentor text

35 Min.

Ability to discuss aspects affecting culture-boundbehaviour and intercultural communication and toreflect on one’s own culture and experience

Discussion of input (text,picture, diagram etc.)

25 Min. •Communication•Intercultural competence•Language

Ability to discuss personal experience in interculturalencounters neutrally and adequately and tomaintain interaction

Dialogue on personalbackground andinternational / interculturalexperience

15 Min.

Rating criteriaWhat is tested?Task-typePartTime

10 Min. preparation time

06.03.2011

#

Oral performance: Rating criteria

< 40TOTAL

6/4/0Linguistic appropriateness3. Language

8/4/0Evidence of knowledge of interculturaltheory

8/4/0Expression of non-judgemental attitude*2. Interculturalcompetence

6/4/2/0Use of polite discourse conventions

6/4/2/0Involving other interlocutors

6/4/2/0Contributing to interaction1. Communication

PointsCriteria

* 0 points = FAIL

Oral performance:

PART 1 Oral Test

In intercultural communication it is important to initiate and maintain contact and buildrapport.

Start a conversation with your partner. Talk about the following:

Your experiences with other cultures, both in your own country and when travelling.

What was unusual for you.

What you found difficult about intercultural communication.

What was easy when communicating with people from different cultures.

In what way these experiences may have influenced your feelings about othercultures.

LEVEL 1

10 minutes preparation time

06.03.2011

#

Amaar Konstantin

IHK-Zertifikatstest / WIFI Zertifikatstest Intercultural Competence in English

Written test:

60 Min

Writing610 Min

Country Specifics510 Min

Proof Reading410 Min

Structured Responses310 Min

Listening Comprehension210 Min.

Critical Incidents110 Min.

PartTime

06.03.2011

#

1.A foreign partner asks you how much you earn. You don’t want toanswer the question so you say

a) “Enough to live on. What about you?”

b) “Enough for me and my family” and try and talk about anothertopic.

c) “It’s none of your business!” because he should know it’s a personalquestion.

LEVEL 1

Part 1 Critical Incidents

LEVEL 1

Part 2 Listening Comprehension

c

b

a

You offer to drive a visitor to your company to the airport.The visitor says:

“______________________________”

The speaker means

a) I would prefer a taxi.b) I accept your offer.c) I think getting a taxi is too difficult.

06.03.2011

#

LEVEL 1

Part 3 Structured Responses

1.You get a phone call but you can’t understand the caller very well. What can you

say?

a) I’m afraid I can’t understand you. The line is not very good.b) What are you saying, please? Can you repeat it?c) You’re not speaking loudly enough. I can’t understand you.

2.You are having dinner at a colleague’s home. The food is very nice but you can’t

eat any more. What can you say?

a) I am full and I can’t eat any more now.b) I’m afraid I can’t manage any more. It was very good.c) The food is good but it is too much for me.

Choose one of the answers — a, b or c — for each question.Only one answer is correct.

Unless stated otherwise, in all the situations below, you do not know theperson you are speaking to very well.

LEVEL 2

Part 4

22.a As requested on the phone yesterday, b I want you to give me someinformation in writing. c My move back to Germany has to be organisedquite soon if possible. d I hope you can help me with this. e The prices wetalked about yesterday are acceptable for my company. f Pleasecontact me with any questions you may have.

In each text there are one to three parts which may seem impolite.Mark the parts which may seem impolite in each text.

You are moving from England back to Germany and have talked on the phone to aremovals company. You write an email to confirm the phone call.

06.03.2011

#

LEVEL 1

Part 5 Country Specifics

c

b

a

You may choose any 30 questions. If you do not want to answer aquestion, click on the button NEXT. The number of questions which you

have answered correctly is displayed in the bottom right-hand corner.

Read the questions below. Mark one of the letters.

1. Belgium’s official languages area) Walloon and Flemish.b) French, Dutch and Luxembourgish.c) French, Flemish and German.

2. Belgium’s population is approximatelya) 35 million.b) 25 million.c) 10 million.

3. In business contexts conservative suits with shirts and tiesa) are worn only on formal occasions.b) are a must.c) are less appreciated than casual clothes.

c

b

a

c

b

a

LEVEL 1

Part 6 Written Production

You receive the following email from a business associate you have met once or twice.

Dear …This is just to let you know that I will be in your area next week and wonder if I cantake you out for lunch. It would be nice to see you again.Let me know.With best wishesCarol

Reply to the email.You have no time next week so refuse the invitation.

Do not write more than 60 words.

06.03.2011

#

Writing:Rating criteria:

0The message is expressed in such a way as to cause offence, irritation or confusion.orThere are so many mistakes that not even the main message can be understood.orNothing has been written.

4The email may cause offence, irritation, confusion or misunderstanding as parts aremissing and/or inappropriate.

6The email would not cause any offence, irritation or misunderstanding, but one mainpart of the message is missing or inappropriate.orThe language is below the level concerned (B1 or B2).orThere are several language mistakes, none of which affect understanding of the mainmessage.

10The email is appropriate in all respects, i.e. it would not cause any offence, irritation,confusion or misunderstanding.andThe language is appropriate for the level concerned (B1 or B2).andThere are no or very few mistakes and none which affect understanding.

PointsCriteria

06.03.2011

#

06.03.2011

#

TRAIN-THE-TRAINER COURSES

Berlin 1/2/8/9 April 2011

Frankfurt 3/4/10/11 Sept. 2011

Hamburg 8/9/15/16 Oct. 2011

elc – European Language Competence

Beethovenplatz 1-3D – 60325 Frankfurt am Main

Bahnhofstrasse 28D – 66111 Saarbrücken

Tel. + 49 (0)69 – 53 05 59 67Fax.+ 49 (0)69 – 53 05 65 27www.elc-consult.cominfo@elc-consult.com

THANK YOU