AFMLTA Biennial National Languages ConferenceSydney, 9-12 July 2009

Angela Scarino

Research Centre for Languages and Cultures, University of South Australia

email: angela.scarino@unisa.edu.au

Melissa Gould-Drakeley

Macarthur Anglican School

email: mgoulddrakeley&mas.nsw.edu.au

Assessing intercultural capability: teacher and researcher perspectives

The issue: uncertainties

uncertainty pertaining to the construct

What exactly is this ‘intercultural capability?

uncertainty pertaining to the nature of assessment

How do we assess intercultural understanding in language learning? Is it embedded within or separate from assessing language?

these questions evidence deeply held assumptions about the nature of language and language learning and the nature of assessment

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ILTLP investigations: teacher-researcher collaboration

developing a long-term program

feedback incorporation of feedback

year long investigation; ongoing data gathering (e.g. student logs)

classroom observation; interview with Melissa; interview with students.

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The assessment cycle

 Conceptualising Eliciting Judging

Validating

(what to assess) (how to elicit) (how to appraise) (how to justify)

 

 

  

 (Scarino 2009)

 

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Traditional and alternative assessment

Traditional: testing content through objective procedures as a single

event; a measurement focusAlternative: diverse meanings

(1) the centrality of the classroom (teaching practice and

learning process)

(2) the active role played by students/learners in the

assessment process

(3) a heightened view of process

(4) outcomes charasterized by summaries of learner competencies which are detailed, descriptive, informative (Fox 2008:102)

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InterviewAS: What does the intercultural actually mean to you now that you’ve played with it for a few years……?

 

M: …..it’s really meaningful communication. And I suppose, when I’ve looked at my program, I think that the things I’ve changed significantly is now that my program is now a program in which my students feature…. So it’s that idea, I think you might have quoted it, that it’s a peopled program and that the whole idea of it’s being not only just turning the page and moving on, it’s actually looking at the students themselves…..and I think for me actually a big change too. 

But what is different for me is the intra-cultural…… and really coming to terms with it, looking at each student’s background, and knowledge, and experience, and absolutely everything they bring to the classroom and how we are all moving together and yet on a separate journey…… and that, if I don’t understand and they don’t understand their intra-cultural journey, they never will understand the intercultural. And to me that’s the difference in the way I teach….. so for me, I suppose it’s the intra-cultural…that it’s been the big shift in the way I present things…………

 

(Melissa Gould-Drakeley interviewed by Angela Scarino and Leo Papademetre,

September 2007)

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Conceptualising: multidimensional nature of language

“there are different types of language knowledge and mastering

one type is no guarantee for mastering another……..”

(Shohamy 1996:152)

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Eliciting intercultural capability

Assessing intercultural capability involves several dimensions:

  interactions (spoken and written) in the target language in which students

negotiate meaning through interpreting and using language in diverse contexts, involving people from diverse linguistic and cultural backgrounds; in these interactions what is of interest is the accuracy, fluency and complexity of language used in the exchange as well as how students negotiate meaning in interaction and how they manage the variability that the particular context of communication demands;

eliciting understanding of the way peoples’ enculturation affects how they see and interpret the world, interact and communicate; understanding how peoples’ own language(s) and culture(s) come into play in exchanging meaning; understanding how they themselves are already situated in their own language(s) and culture(s), and the same for others, and recognising that this experience is dynamic, ever-developing.

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Example 1: scope and sequence

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Example 1: scope and sequence (cont.)

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Example 1: scope and sequence (cont.)

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Example 2: questioningQuestions used in this module include:

Is religion part of your identity? Is it an important aspect of your life? Do your parents (or others) expect you to follow a religion?

 

What influence does Macarthur Anglican School have on your identity (if any)? Does going to a Christian school have an impact on who you are?

 

Do you think religion is an important aspect of the lives of Indonesians? What influences your point of view on this? Consider the previous modules covered.

What do you know about religion in Indonesia?  

From your readings/viewings/interactions, what do you think about arranged marriages, or elopement or interfaith marriage, etc in Indonesia? How does this relate back to the information you have learnt on ethnic diversity in Indonesia? Consider your situation. Will you have an arranged marriage? Is it possible for you to marry someone from a different religious/ethnic background? Is age a factor?

 

What connections have you made to previous modules?

questions enmeshed in continuous classroom interactions.12

Example 2: questioning (cont.)

Teacher input and facilitation is necessary, they:

encourage noticing and analysing of language and culture (including visuals);

manage the discussion of controversial issues and diverse perspectives; challenge the naturalness of culture and students’ own culture being the

norm; help dispel stereotypes; encourage students to ask themselves questions: Why do I think that?

Where does that idea come from? provide sensitive feedback; provide time for guided student reflection; encourage students to interpret themselves.

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Example 3: Excerpts from Becky’s learning log

“Learning about Mudik, in which everyone has the right to go home to celebrate the breaking of the fast, no matter who they are or what ‘status’ they are astounds me. This is because it is such a contrast to what I have learnt so far to be the hierarchical culture of every day Indonesian life, displaying the huge importance this celebration holds in Indonesian society.” This shows that the student is questioning her knowledge.

“…….. it was interesting to note that the inclusive words and phrases like “kita” (inclusive form of ‘we’), “kita semua” (we all) “setiap orang” (every person), “bersama” (together), which I have seen several times in reading, writing, speaking and listening, are used so consistently throughout many texts we have studied in Indonesian. To me, this displays a clear reflection of the Indonesian culture and their aims as a nation and individual islands/ societies ie the national determination to work together showing unity [the Indonesian motto is Unity in Diversity.] These words employ a sense of unity and inclusiveness. I need to be very aware of this when I interact with an Indonesian.”

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Example 4: assessment task (interview and email)The assessment task was as follows: 

Students interviewed a young Indonesian male Muslim, Ucy, (who was on exchange in Australia for 3 weeks) about his religious practice and the special occasions associated with his religion. Students then imagined they were living in Indonesia with Ucy’s family and witnessed a special occasion. Using the information from their interview, they described and reflected on the special occasion in the form of an email to a close friend.

Criteria for judging performance in the interview:recognise and employ language appropriate to interviewee and social contextrelevance and depth of questionsclarity of expression (pronunciation, intonation, stress)accuracy of vocabulary and sentence structuresvariety and appropriateness of vocabulary and sentence structurescapacity  to maintain a conversation (comprehension, communication strategies)

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Example 4: assessment task (interview and email) (cont.)Sample student email response

“sebelum aku datang ke sini aku kira bahwa agama Islam nggak menerima agama lain.” (Before I came here I thought that Islam didn’t accept other religions) …. Di Australia aku berprasangka tentang semua aspek agama Islam. Aku berpendapat bahwa mereka nggak membolehkan aku ikut perayaan mereka. Akhirnya, Ucy berkata: ‘tergantung dari kamu.’ (In Australia I was prejudiced about all aspects of Islam. I thought that they wouldn’t allow me to take part in their celebrations. Finally Ucy said: It’s up to you.” (Alana) Alana had asked Ucy in her interview if, as a Christian, she would be able to participate in the fasting month of Ramadan.

 Ucapan yang selalu aku dengar adalah ‘Selamat Hari Raya. Maaf lahir batin.’ Ucapan ini menarik; penting bahwa yang muda mengunjungi yang tua untuk sungkem kepada mereka dan minta maaf. Aku ngaak sungkem, sedangkan Ucy dan kakaknya sungkem kepada ortunya. Bisa kamu membayangkannya?’ The expression that I always heard was “Happy Hari Raya. Please forgive me in body and soul.” This expression is interesting; it’s important for young people to kneel before their parents and request forgiveness. I didn’t kneel whereas Ucy and his older brother knelt before their parents. Can you believe it? (Laura)

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Judging performanceA framework for judging intercultural capability:

 the nature and scope of the interaction

─ understanding the task, text, concept or participation in interaction in vivo─ understanding assumptions/diverse perspectives─ responding to others: noticing, explaining, connecting, applying, etc;

understanding the process of interpretation/themselves as interpreters and their ability to reflect;

and, within a long-term perspective to consider:  the connections that students make in all of the above in understanding

languages and cultures in social life

(see also Scarino & Liddicoat, 2009:75-76)

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Validation: video interview data Has taking an intercultural approach to your learning helped you learn more about your own culture? Yes absolutely. Language reflects culture and culture reflects language – the two are inseparable. Um, as I said before OFC [Object

Focus Construction], in studying OFC, I’ve learnt that my culture is a very concerning Western society whereas in Indonesia, they’re not.” Becky

  Has taking the intercultural approach helped you learn in a deeper way? I’m not just looking at vocabulary, not just learning how to speak the language, I’m not just learning the what but I’m learning the how

and the why. Through focusing on my intercultural understanding, I’m gaining a better understanding of the culture in Indonesia and my own culture. (Becky)

 I feel like I am learning at deeper level because I’m trying to look beyond and like trying to understand more about them rather than

what they look like and how they talk and everything… language is in culture and culture is language and they both tie into together and um when I visited Malaysia it really was an eye-opener for me to really connect with how they interact with everyone.” (Candice)

  How do you feel about reflecting on your learning? Yeah I really enjoy that, um, it’s time when I can really reinforce what I learn on paper. Then when it’s on paper I can then go back

and look over it therefore I won’t forget it and it allows me to deepen my understanding and knowledge of what I’ve learned, not simply forget it. (Becky)

  How is the intercultural approach different to other ways you have learned? “I think the major thing for me is this idea that - you go into a Maths classroom, it’s here’s a formulae, make sure you know what the

heck to do with it. You go into an English classroom – here’s a play, make sure you know it backwards, intercultural learning, yeah again, it’s thinking of things on a deeper level.” (Frank)

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Conclusion

Assessing an intercultural capability involves an invitation:

  to reconceptualise language, culture, learning; to reconceptualise the nature of evidence of learning; to expand the ways of gathering evidence and the kinds of evidence

gathered; to create a new culture of learning and assessment.

 

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ReferencesBirenbaum, M. (1996) Assessment 2000; towards a pluralistic approach to assessment. In Birenbaum, M. and Dochy, F. (eds).

Alternatives in assessment of achievements, learning processes and prior knowledge. Boston, MA. Kluwer Academic Publishers, pp.3-29.

 Black, P. & Jones, J. (2006) Formative assessment and the learning and teaching of MFL: sharing the languages learning road map with the learners. Language Learning Journal 34, 1, 4-9.

 Fox, J. (2008) Alternative assessment. In Shohamy, E. & Hornberger, N.H. Encyclopedia of language and education (second edition). Volume 7. Language testing and assessment. New York. Springer. Chapter7, pp.97-110.

 Gipps, C. (1999) Sociocultural aspects of assessment. Review of Research in Education. 24, pp.355-392.

 Liddicoat, A., Papademetre, L., Scarino, A. & Kohler, M. (2003) A report on intercultural language learning. Australian Government Department of Ducation, Science and Training, Canberra. http://www.curriculum.edu.au/nalsas/reports02.htm

 Scarino, A. (2009) Assessing intercultural capability in learning languages: some issues and considerations. Language Teaching 42,1,67-80.

 Scarino, A. & Liddicoat, A.J. (2009) Teaching and Learning Languages: a guide. Carlton South, Victoria. Curriculum Corporation.

 Scarino, A., Liddicoat, A.J., Crichton, J., Curnow, T.J., Kohler, M., Loechel, K., Mercurio, N., Morgan, AM., Papademetre, L. & Scrimgeour, A. (2008) Professional Standards Project Professional Learning Program. www.pspl.unisa.edu.au

 Scarino, A., Liddicoat, A.J., Carr, J., Crichton, J., Crozet, C., Dellit, J., Kohler, M., Loechel, K., Mercurio, N., Morgan, AM., Papademetre, L. & Scrimgeour, A. (2007) The Intercultural Language Teaching and Learning in Practice (ILTLP) Project. www.iltlp.unisa.edu.au

 Shohamy, E. (1996) Language testing. Matching assessment procedures with language knowledge. In Birenbaum, M. and Dochy, F. (eds). Alternatives in assessment of achievements, learning processes and prior knowledge. Boston, MA. Kluwer Academic Publishers, pp.143-159.

 Teasdale, A. and Leung, C. (2000) Teacher assessment and psychometric theory: a case of paradigm crossing? Language Testing. 17, 2, pp.163-184.

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