Introduction
Key Concepts
In this section, you will explore two key concepts, global learner and intercultural competence (IC),
It is important to ensure you understand what is meant by a global learner to have a clearer idea of what you are aiming for as you immerse yourself in the intercultural learning process.
Activity: What is a Global Learner?
Activity: What is a Global Learner? (Text version)
To help you gain a better understanding, take a moment to consider the term global learner, what comes to mind when you hear this? What does it mean to you? Now that you had a moment to think about it, click on the feedback box to read what it means to be a global learner.
Check your Answer in footnote[1]
Activity source: Advancing Intercultural Competence for Global Learners, CC BY-NC 4.0
Think About This
How close was your understanding of global learner to the definition provided? In what way was it similar? How was it different? In what way does being a global learner help you in your personal and professional life?
Intercultural vs cross-cultural
Although we often hear these two terms used interchangeably, they are, in fact, not the same, as explained below:
Intercultural (e.g., competence, communication, engagement) focuses on a deeper understanding of interactions between cultures and the mutual exchange of ideas from a more holistic and comprehensive perspective.
Cross-cultural (e.g., communication, studies, or interactions) involves comparisons of different cultures around a particular aspect; for example, work values in Switzerland versus Saudi Arabia, or how people greet each other in Canada compared to Spain.
You will see references to intercultural competence, communication, studies, interactions, engagement, and so on. Your objective is to develop a better understanding of what happens within, around, and beyond interactions, to equip you with ways to learn about different perspectives, to help you develop skills, and overall to support your intercultural learning journey.
What is intercultural Competence?
Intercultural competence is a complex process—a multi-faceted set of abilities—that influence the way we interact and think, what we do and avoid doing, the decisions we make, and how all of these affect our own group as well as cultural others.
Perhaps you already have a notion of intercultural competence; even if you do not, there are ideas around it that we need to clarify. Let’s start with that!
Activity: Truths about intercultural competence
Examine each statement below and decide whether they are true or false in terms of your own understanding of intercultural competence.
Activity: Truths about intercultural competence (Text version)
Examine each statement below and decide whether they are true or false in terms of your own understanding of intercultural competence.
- Intercultural competence is mainly focused on how we act and react.
- Intercultural competence can be developed within a specific time frame.
- There is only one model to properly explain intercultural competence development.
- The process of intercultural competence development is different from one person to another.
- It is possible to identify where I am in terms of intercultural competence development.
- Intercultural competence involves learning about myself as well as others.
- A main goal of intercultural competence development is to see everyone as the same.
- Successful intercultural competence development means we never make mistakes.
- Empathy, respect, curiosity, and openness are part of intercultural competence development.
- Intercultural competence development and anti-racism awareness complement each other.
Check your Answers in footnote[2]
Activity source: Advancing Intercultural Competence for Global Learners, CC BY-NC 4.0
TakeAway points
- A global learner constantly engages with cultural groups to develop intercultural competence; they do not focus solely on learning about the more tangible elements of culture but also focus on improving their understanding of self, local, or global cultures, issues, behaviours, and attitudes. Doing so allows them to change cultural lenses and become more adaptable. In short, a global learner is a person who never stops learning.
Intercultural competence development…
- is not mainly focused on how we act and react.
- cannot be achieved within a specific timeframe.
- involves learning about ourselves as well as others.
- involves a process that is different from one person to another.
- emphasizes the appreciation of difference and respect between cultural groups.
- can be explained and understood through different models derived from research.
- is a transformative process, not a set of guidelines, checklist, or list of cultural comparisons.
- cannot be measured, but we can identify where we are, in general terms, within the process.
- involves developing empathy, respect, curiosity, and openness towards people, experiences, and perspectives.
- helps us understand actions and reactions as well as mistakes and ways to deal with them.
- is not the same as anti-racism, although the two complement each other to disrupt injustice and promote anti-racist perspectives and behaviours that can help transform society.
Well done!
Attribution & References
Except where otherwise noted, this page is adapted from “Introduction” In Advancing Intercultural Competence for Global Learners by Christine McWebb, Sandra López-Rocha, & Dr. Elisabeth Arévalo-Guerrero, CC BY-NC 4.0
- We can think of a global learner as an individual “who learns to be flexible, adaptable, empathetic, intuitive decision-makers for whom interpersonal connections are important, develop strong self-evaluation and self-criticism, are open to the widest range of ideas and concepts, draws on knowledge from sources outside of their country, and interprets it without country or regional bias to adopt an ethno-relative perspective. These qualities are reflected in your observable behaviour and communication styles” (Bramwell 2020). In other words, a global learner is someone who develops skills to appreciate other perspectives and intentionally engages with cultural others, seeks to expand knowledge across national and regional lines, and is aware of ways to deal with biases and stereotypes by suspending judgement of others. ↵
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- False. Intercultural competence is a complex process that involves internal outcomes (from within you) such as being culturally flexible and developing empathy and adaptability, as well as external outcomes (how you interact and what you display), including appropriate communication and behaviours. This applies to interactions at home and abroad, within your personal and professional circle, at university and elsewhere.
- False. Intercultural competence development is a life-long learning process because you are constantly gaining knowledge and advancing your skills. It is not possible to develop it within a specific timeframe.
- False. There are several models that explain intercultural development. This program combines various approaches, but it is mainly based on Deardorff’s Process Model of Intercultural Competence, 2006.
- True. Although we may be similar in many ways, each one of us has a different cultural background, experiences, influences, and attitudes. These influence our views and how we perceive other people and thus how we move along the process of intercultural development.
- True. Although it is not possible to rely on a scale to determine “a level” of intercultural competence development, there are some tools, such as the Intercultural Development Inventory, that provide you with an indication of where you are in terms of intercultural competence development and inform you what you can do to continue moving through the process.
- True. Self-awareness is a key component of intercultural competence development, that involves self-awareness (e.g., background, attitudes, and outlook) as well as learning about cultural others (e.g., tendencies, behaviours, and preferences).
- False. An important goal of intercultural competence development is to help learners develop an appreciation for the variety of culture, backgrounds, different experiences, attitudes, and ways of being. If we see everyone as “the same” we are ignoring the richness of cultures and the value of experiences.
- False. As we learn about ourselves and cultural others, we may rely on what we consider to be the appropriate way of behaving in an interaction, but this is not the same across cultures. Those “mistakes” can be easily turned into learning opportunities. Even the most experienced interculturalists make mistakes, but what matters is what one does to resolve the situation.
- True. As you develop IC, you learn ways to express respect, to be curious about and value other cultures, to listen and observe withholding judgement, and to appreciate other people’s potential struggles and realities.
- True. IC development work and anti-racism initiatives complement each other and coincide in points such as valuing experiences, understanding different perspectives, learning about historical and cultural events, deconstructing stereotypes and microaggressions, and encouraging reflection and intentionality to create a positive change.
