LITHUANIAN UNIVERSITY OF EDUCATIONAL SCIENCES

1. LITHUANIAN UNIVERSITY OF EDUCATIONAL SCIENCES

2. Lithuanian University of Educational Sciences • The University was established at 1935. • It trains teaching educators for all basic subjects for all-type schools of education. • There are currently around 8500 students and 528 academic staff members at the University. • The University is comprised of 7 faculties and 2 institutes. • Each faculty offers a number of courses in English and other foreign languages for international students. • The University has Erasmus agreements with more than 120 universities and 27 European countries.

3. Project activity ADAPTATION OF TRANSFER MATERIAL AND PRODUCTION  OF METHODOLOGICAL MATERIAL "DEVELOPMENT OF INTERCULTURAL COMPETENCE“

4. Transfer material BUILDING INTERCULTURAL COMPETENCES: HANDBOOK FOR PROFESSIONALS IN EDUCATION, SOCIAL WORK AND HEALTH CARE EDS.: M.G.ONORATI; F. BEDNARZ

5. Content of transfer material Part 1. Multidisciplinary theoretical framework for intercultural competency. Part 2. Learning pathways. Tools and methods for developing intercultural competence. Part 3. Evaluating intercultural learning.

6. Content of transfer material (Part 1). • Interculturality as an educational task in global societies. • Building up intercultural competences: Challenges and learning processes. • The use of hermeneutics in dealing with cultural diversity. • Understanding diversity, boundaries and identification in the context of cultural diversity.

7. Content of transfer material (Part 1). 5. Sociality as a basic dimension of intercultural competences. Intercultural education in sociological perspective. 6. UNESCO guiding principles for intercultural education. 7. “Expanding roles” as a condition for an intercultural approach to education: The I-3 model.

8. Content of transfer material (Part 2). • Relevance of conceptual maps in intercultural education. • The media in intercultural education: From social reproducers of racist prejudice to educational tools to contrast xenophobia. • Approving skills for caregivers: (Inter)cultural awareness. • Confronting interculturality using city exploration.

9. Content of transfer material (Part 2). 5. Case studies and interdisciplinary teams in solving intercultural challenges. 6. Reflective strategies and tools, between individual and social dimensions. Diaries, debriefing sessions, tutoring. 7. Final reports: Enhanced reflective tool for evaluating intercultural competences.

10. Content of transfer material (Part 3). • Measuring the effects of an intercultural learning process: The case of ICIC. • Social background as a clustering factor of students’ evaluation of the learning pathway.

11. Practical background of transfer material It is grounded on the experience gained during the International Course of Intercultural Competence (ICIC) – the learning programe which was funded by the European Commission and declared as the best in both academically and vocationally oriented higher education.

12. Project activity timetable: 1 phase. Adaptation of the transfer material – October-December 2013. 2 phase. Evaluation of the adapted material – January 2014. 3 phase. Analysis of the evaluation results – February 2014.

13. Project timetable: 4 phase. Production of the draft methodological material – March-April 2014. 5 phase. Preparation of the material for testing, development and the final preparation of methodological material “Development of intercultural competence” – May 2014–June 2015.

14. 1phase. Adaptation of the transfer material Definition of adaptation Adaptation is a systematic approach to considering the use and modification of the transfer material produced in one cultural and/or organizational setting for application in a different context (Browers et al., 2009).

15. 1 phase. Adaptation of the transfer material The aim of adaptation is to take advantage of transfer material in order to enhance the efficient use of it.

16. 1 phase. Adaptation of the transfer material Principles of adaptation: • Respect and accountability for the transfer material. • Use of reliable and consistent methods to ensure the quality of adaptation.

17. 1 phase. Adaptation of the transfer material • Involve of all project partners to foster acceptance of the adaptation. • Consideration of content during adaptation to ensure relevance for project partners’ practice.

18. 1 phase. Adaptation of the transfer material Levels of adaptation(Browers et al., 2009): Macro adaptation. ↓ Adapting the unit. ↓ Adaptation of specific part of text.

19. 1 phase. Adaptation of the transfer material Options for adaptation(Browers et al., 2009): Re-ordering of text when the order in transfer material is not suitable for the particular target group. Omission of text when it seems inappropriate, unproductive, etc., for the particular target group. Addition of text when there seems to be inadequate coverage of key question. .

20. 1 phase. Adaptation of the transfer material Reduction of text when it seems too long for the particular target group. Extension of text when it seems needed to explaine for the particular target group. Modification of text when it seems less accessible to the particular target group.

21. 1 phase. Adaptation of the transfer material Replacementof text when it is considered as inadequate, for whatever reason. Branching of the text when it is decide to add options to the existing text or to suggest alternative pathways through the text.

22. 1 phase. Adaptation of the transfer material Process of adaptation: Step 1. Description of intercultural competence. Step 2. Determination of intercultural competence framework. Step 3. Settling of objectives of the material. Step 4. Establishment of learning objectives and outcomes. Step 5. Selection and sequencing of content of transfer material.

23. 2 phase. Evaluation of the adapted material An extensive e-discussion with the project partners for the purpose: • to assess the adapted material: its strengths and weaknesses; • to discoverareas forimprovement and modification.

24. 3 phase. Analysis of the evaluation results Summarizing and analyze of the evaluation results in order to define the key modifications needed. Re-definition of the sequence or length or selection of adapted material according to the needs of project partners and with respect to the transfer material.

25. 4 phase. Production of the draft methodological material After needed modifications the draft methodological material will be produced. Intercultural competence training methodology is focused on(Tudorache, 2012): • building the skills through practical methods; • creating educational achievement through creative methods in order to build intercultural knowledge and attitudes.

26. Methodology is the theoretical analysis of the body of principles and methods associated with the area of knowledge.It encompasses: paradigm, theoretical model, phases, techniques(Barrett et al., 2013).

27. 4 phase. Production of the draft methodological material Sequence of methodological material: • Theoretical background for development of intercultural competence. • Learning strategies of intercultural competence development. • Methods used to develop intercultural competence. • Methods used to assess the development of intercultural competence.

28. 4 phase. Production of the draft methodological material Methodology would be based on the paradigm of multiculturalism, on Pyramid and Process models of intercultural competence (Deardorff, 2009), on the Developmental model of intercultural sensitivity (Bennett, 1993), and on the methods and tools presented in the transfer material.

29. 4 phase. Production of the draft methodological material Multiculturalism is the policyof maintaining diversity of ethnic cultures and the point of view that different cultures can enrich society(Portera, 2011).

30. 4 phase. Production of the draft methodological material Dimensions of intercultural competence(Spitzberg, Changnon, 2009): Cognitive dimension. Affective dimension. Behavioral dimension.

31. Pyramid model of intercultural competence (Deardorff, 2006; 2009) Desired External Outcome ↑ Desired Internal Outcome ↑ Knowledge & Comprehension ↔ Skills ↑ Requisite Attitudes

32. ↑Requisite Attitudes: Respect (valuing other cultures, cultural diversity). Openness (to intercultural learning and to people from other cultures, withholding judgment). Curiosity and discovery (tolerating ambiguity and uncertainty).

33. Knowledge and Comprehension: • Cultural self-awareness. • Deep understanding and knowledge of culture (including contexts, role and impact of culture and others’ worldviews). • Culture-specific information. • Sociolinguistic awareness.

34. ↑ Skills: • Listen. • Observe. • Interpret. • Analyze. • Evaluate. • Relate.

35. ↑ Desired Internal Outcome: • Adaptability (to different communication styles and behaviors; adjustment to new cultural environments). • Flexibility (selecting and using appropriate communication styles and behaviors; cognitive flexibility). • Ethnoreleative view. • Empathy.

36. Desired External Outcome: • Behaving and communicating effectively and appropriately (based on one’s intercultural knowledge, skills, and attitudes) to achieve one’s goals to some degree.

37. Process model of intercultural competence (Deardorff, 2006; 2009)

38. Integration ↑ Adaptation ↑ Acceptance ↑ Minimization ↑ Defence ↑ Denial Developmental model of intercultural sensitivity(Bennett, 1993)

39. References • Onorati M.G., Bednarz F. (Eds.) (2010). Building intercultural competence: Handbook for professionals in education, social work and health care. Leuven: Acco. • Barrett M., Byram M., Lázár I., Mompoint-Gaillard P., Philippou S. (2013). Developing intercultural competence through education. Strasbourg: Council of Europe Publishing. • Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education, Recommendation CM/Rec(2010)7 and Explanatory Memorandum. Strasbourg: Council of Europe Publishing. • Huber J. (Ed.) (2012). Intercultural competence for all: Preparation for living in a heterogeneous world. Strasbourg: Council of Europe Publishing. • Deardorff D. (2006). The identification and assessment of intercultural competence as a student outcome of internationalization at institutions of higher education in the United States. Journal of Studies in International Education, 10 (3), 241–266.

40. References • Deardorff D. (Ed). (2009). The SAGE handbook of intercultural competence. CA: Sage. • Spitzberg B., Changnon G. (2009). Conceptualizing intercultural competence. In D. Deardorff (ed.) The SAGE handbook of intercultural competence. CA: Sage. P. 2-52. • Portera A. (2011). Intercultural and multicultural education: Epistemological and semantic aspects. In C. Grant, A. Portera (eds.) Intercultural and multicultural education: Enhancing global interconnectedness. N.Y.: Routledge. • Bennett J. (1993). Toward ethnorelativism: A developmental model of intercultural sensitivity. In R. Paige (Ed.), Education for the intercultural experience. Yarmouth, ME: Intercultural.P. 21-71. • Brouwers M. et al. (2009).The ADAPTE process: Resource toolkit for guideline adaptation. http://www.g-i-n.net. • Tudorache P. (2012). Consideration on intercultural competence training methodology. Revista Academiei Fortelor Terestre, 2(66), 150-153.

41. “In a life long learning perspective, building intercultural competences as a key element in personal and professional fulfillment is a goal of utmost importance in an education system that aims at being trans-national and that fits the complexity and cultural discontinuity that characterizes the present times” (Onorati, Bednarz, 2010, p. 9).

42. Thank you for your attention!