Developing intercultural sensitivity through Arabic coursework

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Developing intercultural sensitivity through Arabic coursework by Mind Map: Developing intercultural sensitivity through Arabic coursework

1. Research questions

1.1. This Study

1.1.1. Asked what is the level of ICC among American students before first semester

1.1.1.1. Asked how and to what extent Arabic teachers include ICC in their methods

1.1.1.1.1. Asked does asking a teachers explanation for differences in IDI score better explain those differences

1.2. Shiri's Study

1.2.1. Asked what impact do study Abroad programs have on ICC development

1.2.1.1. Asked what components of Study abroad programs have the most impact

1.2.1.1.1. Asked what effect does Study Abroad have on students awareness and openness after returning to their home country.

2. Participants

2.1. This Study

2.1.1. was conducted on 27 Students in their first semester of Arabic study at the AUC

2.2. Shiri's study

2.2.1. Was conducted on 352 American students doing Study Abroad in five countries

3. Tools

3.1. This Study

3.1.1. This Study implemented the intercultural development inventory twice, once at the beginning of the semester, once at the end.

3.1.1.1. The IDI is a 50 Item questionnaire based on the ID continuum, moving from denial to integration

3.2. Shiri's study

3.2.1. Used a questionnaire based on the ACTFL "I can do statements" as well as a follow up survey about the impact of the Study abroad after the return home.

4. Results

4.1. This Study

4.1.1. The first time the students took the survey, they were in the ethnocentric phrase, most students in "polarization" with some students still in the denial phase

4.1.1.1. After the test the students were still in the ethnocentric phase, yet 13 of them have moved to the minimalization phase.

4.1.1.1.1. The instructor indicated that ID topics are discussed and introduced when they come, if it makes sense to the students to discuss them,

4.2. Shiri's study

4.2.1. The majority of students felt comfortable with the I can tasks at the intermediate level, yet less competent with tasks at the advanced level.

4.2.1.1. Learning vernacular contributed more that MSA to ICC, and homestays contributed the most

4.2.1.1.1. The vast majority (80 percent) of the students feel that their attitudes and behaviors have changed even when they returned to America.