intercultural proficiency guidelines a supplement to stanag 6001 listening and speaking guidelines...

INTERCULTURAL PROFICIENCY GUIDELINESINTERCULTURAL PROFICIENCY GUIDELINES

A Supplement to STANAG 6001 A Supplement to STANAG 6001 Listening and Speaking GuidelinesListening and Speaking Guidelines

forforA Collaborative Sociolinguistic Assessment ModelA Collaborative Sociolinguistic Assessment Model

Presented byPresented by

James DirginJames DirginDirector, Test Review and EducationDirector, Test Review and Education

Defense Language Institute Defense Language Institute Foreign Language CenterForeign Language Center

Monterey - CaliforniaMonterey - CaliforniaUSAUSA

BILC ConferenceBILC ConferenceAthens, Greece JUNE 2008Athens, Greece JUNE 2008

Part 1 Part 1 –– Introduction Introduction

CultureCultureIntercultural ProficiencyIntercultural Proficiency

Part 2 Part 2 –– Intercultural Proficiency Guidelines Intercultural Proficiency Guidelines

Approaches and ConstructApproaches and ConstructDescriptors and ProfilesDescriptors and Profiles

Part 3 Part 3 –– A Collaborative Assessment Model A Collaborative Assessment Model


Why Intercultural Proficiency?Why Intercultural Proficiency?

1-1- Meet the Meet the ““needneed”” to define the to define the ““sociosocio”” elements of elements of sociolinguistic competence in intercultural settingssociolinguistic competence in intercultural settings

2-2- Emphasize focusing on the target culture in training, Emphasize focusing on the target culture in training, education, and assessmenteducation, and assessment

33 Design training programs & courses to raise Design training programs & courses to raise awareness and expand the knowledge base for the awareness and expand the knowledge base for the target culturetarget culture

4-4- Supplement the STANAG 6001 listening and speaking Supplement the STANAG 6001 listening and speaking guidelinesguidelines


Culture is …Culture is …

… … the cumulative deposit ofthe cumulative deposit of knowledge and knowledge and experience of experience of beliefs, values, attitudes, meanings, beliefs, values, attitudes, meanings, hierarchies, religion; notions of time, places, and hierarchies, religion; notions of time, places, and people;people; roles and relations; concepts and roles and relations; concepts and perceptions perceptions of the other people and the universe…of the other people and the universe…

… … in its broadest sense isin its broadest sense is cultivated behaviorcultivated behavior; ; that is that is the totality of a person's or group’sthe totality of a person's or group’s learned, learned, accumulated experienceaccumulated experience which is socially which is socially transmitted, or more briefly,transmitted, or more briefly, behaviorbehavior through social through social learninglearning……

… … the essential core of culture consists of traditional the essential core of culture consists of traditional ideas and especially their attached values;ideas and especially their attached values; culture culture systems may, systems may, on the one handon the one hand, be considered as , be considered as products of action, products of action, on the other handon the other hand, as , as conditioning influences upon further action…conditioning influences upon further action…

Intercultural ProficiencyIntercultural Proficiency

AA complex set of abilities needed to complex set of abilities needed to

performperform effectively and appropriately effectively and appropriately

whenwhen interactinginteracting with others who are with others who are

linguisticallylinguistically differentdifferent from oneselffrom oneself

Factors Affecting Factors Affecting Inter-Cultural CompetenceInter-Cultural Competence

- Respect for Respect for ““OthernessOtherness””

- Orientation for Orientation for ““NewNew”” Knowledge Knowledge

- Behavioral FlexibilityBehavioral Flexibility

- Tolerance for AmbiguityTolerance for Ambiguity

- EmpathyEmpathy

- Desire & Motivation for Desire & Motivation for ““AccomplishmentAccomplishment””

- Socio-linguistic Knowledge, Skills, & Socio-linguistic Knowledge, Skills, & AbilitiesAbilities

COREVALUESBELIEFS LANGUAGE FUNCTIONS

DAILY SYMBOLS & APPLICATIONS

RITUALS AND TRADITIONS

HEROES, EVENTS AND PRACTICES

Other Layers of CultureOther Layers of Culture

- National LevelNational Level

- Regional LevelRegional Level

- Social-Class or Status LevelSocial-Class or Status Level

- Institutional / Organizational LevelInstitutional / Organizational Level

- Generational LevelGenerational Level

- Gender LevelGender Level

- Group LevelGroup Level

Personal LevelPersonal Level

Inter-cultural ProficiencyInter-cultural Proficiency

It is not uncommon for an individual to be It is not uncommon for an individual to be

a)a) exceptionally well versedexceptionally well versed on the theories of cross-cultural on the theories of cross-cultural effectiveness, andeffectiveness, and

b)b) possess the possess the best of motivesbest of motives and be sincerely concerned and be sincerely concerned and and motivatedmotivated on enacting his role accordingly on enacting his role accordingly

howeverhowever unable to demonstrate unable to demonstrate those understandings in those understandings in interaction due to:interaction due to:

1- Lack of linguistic skills1- Lack of linguistic skills

2- Lack of specific information on all (high and low) aspects of 2- Lack of specific information on all (high and low) aspects of the target culture, ORthe target culture, OR

3- Both3- Both

2- Intercultural Proficiency Descriptors2- Intercultural Proficiency Descriptors

Not an exhaustive list of profiles or abilitiesNot an exhaustive list of profiles or abilities

““Intercultural proficiency” includes the elements of both Intercultural proficiency” includes the elements of both sociolinguistic and sociocultural awareness / knowledge and sociolinguistic and sociocultural awareness / knowledge and skills and abilities as they apply to linguistic tasks.skills and abilities as they apply to linguistic tasks.

Approach intercultural proficiency mainly from an Approach intercultural proficiency mainly from an in-language in-language andand task-based task-based approachapproach

Approaches skills from task, content, and accuracy Approaches skills from task, content, and accuracy perspectivesperspectives

Combine both the big “C” cultural elements, such as the Combine both the big “C” cultural elements, such as the underlying value systems and concepts and traditions, as well underlying value systems and concepts and traditions, as well as the small “c” cultural elements, regardless how learned or as the small “c” cultural elements, regardless how learned or acquiredacquired

Focus on their application in tasks and situations.Focus on their application in tasks and situations.

2- Intercultural Proficiency Descriptors2- Intercultural Proficiency Descriptors

Take a Take a TASKTASK oriented oriented ““behavioral approachbehavioral approach”” to to assess assess functionalfunctional abilities abilities

Focus on situations in the target cultureFocus on situations in the target culture’’s s CONTENT and context domains where language use is CONTENT and context domains where language use is requiredrequired

Measure ACCURACY of abilities and performances Measure ACCURACY of abilities and performances but not the direct knowledge or motives of an individualbut not the direct knowledge or motives of an individual

- While not tied to a specific course or program, training in While not tied to a specific course or program, training in the target culture and area studies will enhance and the target culture and area studies will enhance and increase the competence levelincrease the competence level

- Not limited to assessment but particularly to training Not limited to assessment but particularly to training and education of linguists and facultyand education of linguists and faculty

Intercultural Proficiency DescriptorsIntercultural Proficiency Descriptors

L1 LIMITED SOCIOCULTURAL COMPETENCE (excerpted)L1 LIMITED SOCIOCULTURAL COMPETENCE (excerpted)

Uses cultural awareness and basic information in culturally and Uses cultural awareness and basic information in culturally and linguistically appropriate behavior to engage in small social linguistically appropriate behavior to engage in small social conversations and to greet, bid farewell, express desires, ask or give conversations and to greet, bid farewell, express desires, ask or give basic directions requests, including in limited work setting.basic directions requests, including in limited work setting.

Individual at this level may know about the basic governmental Individual at this level may know about the basic governmental structure, general demographical information, major geography and structure, general demographical information, major geography and brief history of the target culture, including the names of important brief history of the target culture, including the names of important people and major institutions.people and major institutions.

Some other examples may be engaging in social interactions with Some other examples may be engaging in social interactions with friends and immediate surrounding, shopping for basic food and friends and immediate surrounding, shopping for basic food and clothing, making simple arrangements or reservations for eating out or clothing, making simple arrangements or reservations for eating out or purchasing tickets for events or travel with the basic understanding purchasing tickets for events or travel with the basic understanding what things “are” and how they “work”. what things “are” and how they “work”.

The user’s socio-linguistic competence or proficiency usually falls short The user’s socio-linguistic competence or proficiency usually falls short if any of the above situations require handling unusual or unexpected if any of the above situations require handling unusual or unexpected turns, but with specific training and preparation the individual may turns, but with specific training and preparation the individual may perform sufficiently in basic critical situations, such as interacting with perform sufficiently in basic critical situations, such as interacting with native speakers as a military person.native speakers as a military person.


L2 WORKING LEVEL SOCIOCULTURAL COMPETENCEL2 WORKING LEVEL SOCIOCULTURAL COMPETENCE(excerpted)(excerpted)

Has sufficient knowledge of sociocultural conventions and practices Has sufficient knowledge of sociocultural conventions and practices required for required for livingliving and and workingworking in a foreign country. He/she also knows in a foreign country. He/she also knows some of the differences between his/her own culture and the target some of the differences between his/her own culture and the target culture, and attempts to adjust behavior and linguistic use accordingly culture, and attempts to adjust behavior and linguistic use accordingly as required in the above general areas. as required in the above general areas.

Can get in, go through, and get out of most routine and everyday social Can get in, go through, and get out of most routine and everyday social and work related situations successfully even with native speakers who and work related situations successfully even with native speakers who are not accustomed to foreigners, including dealing with problems or are not accustomed to foreigners, including dealing with problems or complications arising during these basic routine situations.complications arising during these basic routine situations.

Has ability to Has ability to transfertransfer and and adjustadjust his/her cultural information and his/her cultural information and practices to the target culture, but not always. May appear at unease in practices to the target culture, but not always. May appear at unease in most formal engagements where target culture and language most formal engagements where target culture and language requirements follow socially and linguistically accepted norms and requirements follow socially and linguistically accepted norms and protocols. protocols.

Has both passive and active knowledge and use of generally practiced Has both passive and active knowledge and use of generally practiced usual socio-cultural norms and behaviors in social and work settings, usual socio-cultural norms and behaviors in social and work settings, with the deficiencies in the areas explained above.with the deficiencies in the areas explained above.


L3 PROFESSIONAL LEVEL SOCIOCULTURAL COMPETENCEL3 PROFESSIONAL LEVEL SOCIOCULTURAL COMPETENCE (excerpted)(excerpted)

Has reliable and sufficient sociocultural and sociolinguistic knowledge Has reliable and sufficient sociocultural and sociolinguistic knowledge and abilities to work in a professional career setting. Uses these and abilities to work in a professional career setting. Uses these knowledge, skills, and abilities to adjust his/her behavior appropriately knowledge, skills, and abilities to adjust his/her behavior appropriately and rapidly in situations unusual or previously not encountered both in and rapidly in situations unusual or previously not encountered both in career or social settings by taking into account cultural differences. career or social settings by taking into account cultural differences.

Has sufficient knowledge and notices and comprehends most non-Has sufficient knowledge and notices and comprehends most non-verbal responses including gestures, facial expressions, conversational verbal responses including gestures, facial expressions, conversational styles, as well as absence or omission of such expected cultural styles, as well as absence or omission of such expected cultural practices or norms. practices or norms.

Has a good knowledge and control of the honorific address systems in Has a good knowledge and control of the honorific address systems in the culture, and uses them appropriately most of the time in most the culture, and uses them appropriately most of the time in most social and professional situations. Has enough socio-cultural knowledge social and professional situations. Has enough socio-cultural knowledge recognize and produce localized, colloquial forms of speech and recognize and produce localized, colloquial forms of speech and behavior and can compare them with the customs of other localities in behavior and can compare them with the customs of other localities in the target culture. the target culture.

Often makes appropriate use of cultural references and expressions Often makes appropriate use of cultural references and expressions and shows wide awareness and appreciation for the finer arts and other and shows wide awareness and appreciation for the finer arts and other cultural issues currently surrounding the target culture, and can cultural issues currently surrounding the target culture, and can engage in discussions, debates, and social conversation on popular engage in discussions, debates, and social conversation on popular

culture domains with considerable ease and comfort.culture domains with considerable ease and comfort.


L4 DISTINGUISHED LEVEL SOCIOCULTURAL COMPETENCEL4 DISTINGUISHED LEVEL SOCIOCULTURAL COMPETENCE(excerpted)(excerpted)

Has broad knowledge and experience in the core elements of the target Has broad knowledge and experience in the core elements of the target culture; through which understands, negotiates, navigates, and culture; through which understands, negotiates, navigates, and operates in almost all socioculturally challenging situations with a very operates in almost all socioculturally challenging situations with a very broad perspective and flexibility. Through this knowledge, can broad perspective and flexibility. Through this knowledge, can appreciateappreciate the subtle differences that exist in the underlying the subtle differences that exist in the underlying fundamental value systems and their sub-components in a given fundamental value systems and their sub-components in a given society, and uses this ability in all cultural setting to further his/her society, and uses this ability in all cultural setting to further his/her skills in influencing tasks such as advising, counseling, persuading or skills in influencing tasks such as advising, counseling, persuading or dissuading, convincing; dissuading, convincing;

Has broad and deep knowledge and understanding of the target culture Has broad and deep knowledge and understanding of the target culture and society to use both formal and informal registers appropriately and and society to use both formal and informal registers appropriately and interchangeably on demand in almost all socio-cultural situations and interchangeably on demand in almost all socio-cultural situations and tasks that require tasks that require internalizationinternalization and and appreciationappreciation of cultural values of cultural values and practices that are unique and fundamentally different than her and practices that are unique and fundamentally different than her own;own;

A Collaborative Assessment Model for A Collaborative Assessment Model for Intercultural ProficiencyIntercultural Proficiency

Involves all major stakeholdersInvolves all major stakeholders

Intercultural Proficiency ExpertsIntercultural Proficiency Experts

Program ManagersProgram Managers

Field ManagersField Managers

LinguistsLinguists

A Collaborative Assessment Model for Intercultural ProficiencyA Collaborative Assessment Model for Intercultural Proficiency

Step 1Step 1

Unit RequestsAssessment for Tasks

Proficiency Experts Prepare and Send

NA Survey

Unit Prepares List of Mission Tasks Require

Socio-cultural Proficiency

All Stakeholders Meet and Review

the Task List

Tasks Requiring Socio-cultural

and Socio-linguistic Proficiency Established

FEED

BA

CK

STAKEHOLDER UNITS / OPERATIONS TASKS

TASK TITLE

SUPPORTED MISSION SUB-TASKS MIN LANGUAGE PROFICIENCY LEVEL

#1 #2 #3CRT

FREQ

NONE LIS SPK CULT

1 House search

Entry In the house

Separatefamily

Ask question

s

Y Y 1 1 1

2 Road Block

Stop incoming vehicle

Approach vehicle

Ask papers and sec question

s

Y Y 1 1 1

3 Disperse crowd

Call for disperse

Caution public

Ask for back up

Y N 2 2 2

4 Arrange Meetings at HQ

Call participants

Arrange conference

room

Gather tech

support

N Y 2 2 2

A Collaborative Assessment Model for Intercultural ProficiencyA Collaborative Assessment Model for Intercultural Proficiency

Step 2Step 2

Units Tasks areIdentified and rated

Proficiency Experts Develop tasks

into Role Play Situations

Tests conducted by Testersusing the role plays

Results are evaluatedUnit receives

test results andfeedback

Outcome?Outcome?

- May help the unit to understand and evaluate the May help the unit to understand and evaluate the scope of scope of ““linguistic requirementslinguistic requirements”” for their for their mission related task mission related task

- May help stakeholders to understand and May help stakeholders to understand and appreciate the unitappreciate the unit’’s needs for linguistic supports needs for linguistic support

- May help language experts, particularly trainers May help language experts, particularly trainers and material developers, to reflect these needs and material developers, to reflect these needs in the training programs in the training programs

- Brings major stakeholders together in one roomBrings major stakeholders together in one room

- Gives everyone a realistic sense as to how the Gives everyone a realistic sense as to how the ““scalescale”” works in real life situations works in real life situations

Thank youThank you!!

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