Culture and Diversity: Raising Pre-Service Teacher’s Awareness Using Online Intercultural Exchanges

Author(s):

Jayne Leh(presenting / submitting)Maike Grau John Guiseppe

Conference:

ECER 2015

Network:

20. Research in Innovative Intercultural Learning Environments

Format:

Paper

Session Information

20 SES 07, Culture and Diversity for Pre-Service Teachers, Researching Learning Transitions in Challenging Settings and Retaining New Teachers

Paper Session

Time:

2015-09-09

17:15-18:45

Room:

665.Oktatóterem [C]

Chair:

Contribution

Objectives

This study examined: a) how teaching diversity using an inter-cultural experience effects pre-service teacher’s understandings of diversity, b) how working in multi-cultural groups can create positive relationships and outcomes, c) how the role of online intercultural exchange (OIE) facilitates social comfort prior to meeting face-to-face, d) the effects of modeling the use of technology (OIE) to join cultures, and e) how pre-service teacher’s understanding of diversity can be affected by researching diversity (the project topic) with multicultural group members.

Theoretical Framework

Fostering the development of cultural sensitivity among pre-service teachers has become increasingly important and continues to be a central concern as classroom demographics become less homogenous (e.g., Berg, 2011; European Agency for Development in Special Needs Education, 2011, as cited in Florian 2012, Holzbrecher, 2013). However, the best methods to prepare pre-service teachers for culturally diverse classrooms remain grossly unclear, which is disturbing given that the research indicates that U.S. teachers continue to feel unprepared to work in diverse classrooms (Walker, Shafer, & Liams, 2004). Although international settings have been proposed as valuable training environments for pre-service teachers to raise awareness and develop cultural sensitivity (Trilokekar & Kukar, 2011), the cost and time to travel is prohibitive for many teacher candidates. U.S. pre-service teachers rarely choose to study abroad, which severely limits their ability to experience diverse populations and different educational and cultural perspectives. Pre-service teacher programs must seriously consider how to provide quality opportunities to experience culturally diverse populations in order to develop feelings of comfort when ultimately encountering culturally diverse classrooms.

Traditional ways of representing cultures in classrooms have been criticized for perpetuating essentialist, homogeneous and static images of cultural groups and thus reinforcing stereotypes rather than challenging them (e.g. Berg, 2011; Crawford & McLaren, 2003; Kumaravadivelu, 2008). In times of growing cultural globalization and transcultural flows, teacher candidates, therefore, must be encouraged to examine and reflect on their own thoughts regarding cultural diversity. The transformative learning theory (Mezirow, 1978) articulates a process of change to an individual’s frame of reference through critical reflection on assumptions and beliefs, which facilitates a more thorough understanding of our world.

The benefits of online intercultural exchange (OIE) are well documented in the research literature (e.g. Guth & Helm, 2010; O’Dowd, 2007) and supported by policy papers (e.g., European Commission, 2012). Technology-based teaching and learning is valuable in the development of intercultural communicative competencies as they may be less threatening by creating an environment in which cultural identities can be negotiated more freely than in face-to-face intercultural communication (cf. Dooly & O’Dowd, 2012). In line with the U.S. government’s recommendation for the use of technology in education (National Education Technology Plan, 2010) and teacher education programs, the research literature supports an experience-based approach to teacher education for OIE (Fuchs & Snyder, 2013).

This study examined the effects of OIE on pre-service teacher’s understandings of culture and diversity before meeting face to face with their culturally diverse counterparts. The study also examined the value of OIE in the collaborative process involving culturally diverse teams, and the pre-service teachers feelings of comfort as a result of utilizing the OIE method of communication. In addition, the study investigated the effects of embedding a project topic (Diversity in Education) as a cross-cultural activity by joining two culturally diverse classrooms.

Method

Method Twenty-six pre-service teachers from a university in southern Germany and ten students from a university in northeastern U.S were assigned to ten small cross-cultural groups (one U.S. student was assigned to each group). In a 90-minute Skype session, participants introduced themselves, exchanged contact information, discussed the project topic: “The Importance of Diversity in Education”, and were instructed to collaborate outside of class (e.g., Skype, Facebook, text) in their small groups in preparation to present on the project topic when the U.S. students arrived in Germany. Instructors debriefed participants frequently and supported group communications (which were in English, the first language for U.S. students and a second language for all but three Canadian exchange students at the German university). One day after arriving at the German university, students met for the first time for a class discussion and continued to meet for various activities (e.g., meals, social activities) until the U.S students left after seven days. Data Sources Multiple assessment methods were employed at various times. Generally, surveys and essays were evaluated by identifying categories; then common categories were collapsed. Responses were tallied according to the number of times the category appeared in each student’s response to a particular item. Classroom project discussion data were recorded by the second author as the first author facilitated the discussion. Later, responses were evaluated according to categories as above. U.S. participants completed a 10-item open-ended pre-project survey five weeks before departure to Germany; all participants completed a 12-item open-ended post-project survey the last day at the German University. All participants completed a five-item open-ended researcher-designed survey before meeting. U.S. participants completed a post-trip survey 2 days after returning from Germany. All participants completed reflection papers regarding the value of the experience, the telecollaboration process and the project topic (The Importance of Diversity in Education). Two classrooms were videotaped for comparative purposes. Classroom 1 interaction data (10 PS and 26 PH OIE participants) and an impromptu university classroom visit the same day (classroom 2) (10 PS participants and 20 PH university students not from the OIE project). One day after arriving at the German university PS and PH participants met for the first time in class (Classroom 1) to present their project findings. Participants were guided to reflect on the project topic using three core questions.

Expected Outcomes

Results The findings suggested that the assigned project as a topic of discussion in the multicultural groups resulted in a broader understanding of diversity and that Online Intercultural Exchange (OIE) reduced anxiety and fostered comfort before meeting the diverse population. Participants reported that the project deepened their understanding and advanced their awareness of cultural diversity. Initially, participants were not at all sure what constituted “diversity,” as participants vaguely described personal characteristics. Responses shifted at post-trip to discuss personal values, indicating a change from external characteristics to an appreciation of the “uniqueness of the individual” and each person’s internal values. OIE acted as a catalyst to foster familiarity, allowing participants to engage in discussions that extended beyond educational philosophy to include cultural differences and cultural community. Through the open discussion, participant’s understanding, awareness, and sense of value regarding diversity was positively affected both personally and professionally suggesting that even limited technology interactions resulted in greater understanding regarding cultural diversity. Results could be seen as small steps towards changing the much-criticized ways in which teachers represent cultures in the classroom (e.g. Berg, 2011; Crawford & McLaren, 2003; Kumaravadivelu, 2008). Finally, results also indicated 1) Diversity is an ongoing process and ever changing (suggesting that diversity is complex and difficult to label), and 2) because it is complex, improvements to the educational system and community in general are needed (suggesting tolerance and flexibility in viewing the accommodations necessary for diverse populations). Overall, the results support the view that personal encounters in OIE, if embedded in a context of discussion and reflection, may help future educators perceive cultural identities less as homogeneous and static entities and closely related to nationality, but rather as changing, overlapping and hybrid (cf. Helm & Guth, 2010; Risager, 2007) offering effective methods to prepare teachers for culturally diverse classrooms.

References

Berg, W (2011). Diversity in German Classrooms. In J. A. Spinthourakis, J. Lalor, W. Berg (Eds.). Cultural Diversity in the Classroom: A European Comparison (pp. 9-27). Wiesbaden: Springer. Crawford, L. M. & McLaren, P. (2003). A Critical Perspective on Culture in the Second Language Classroom. In: D. L. Lange and R. M. Paige (Eds.) Culture as the Core (pp. 127-157). Greenwich, Connecticut: Information Age Publishing. Dooly, M. & O’Dowd, R. (2012). Researching online foreign language interaction and exchange: Introduction to the volume. In Dooly, M. & R. O’Dowd, (Eds.) Researching Online Foreign Language Interaction and Exchange. Theories, Methods and Challenges (pp. 11-41). Bern et al.: Peter Lang. European Commission (2012). Language competences for employability, mobility and growth. Strasbourg: European Commission, (Strasbourg), http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52012SC0372&rid=1, (last accessed 07/22/14). Florian, L. (2012). Preparing Teachers to Work in Inclusive Classrooms: Key Lessons for the Professional Development of Teacher Educators from Scotland’s Inclusive Practice Project. Journal of Teacher Education 63(4), 275–285. Fuchs, C. & Snyder, B. (2013). It’s not just the tool: Pedagogy for promoting collaboration and community in social networking in CMC. In M. N. Lamy & K. Zourou (Eds.), Social Networking for Language Education (pp. 117-134). Basingstoke: Macmillan. Guth, S. and Helm, F. (Eds.) (2010). Telecollaboration 2.0. Language, Literacies and Intercultural Learning in the 21st Century. Bern et al.: Peter Lang. Helm, F. & Guth, S. (2010). The Multifarious Goals of Telecollaboration 2.0: Theoretical and Practical Implications. In S. Guth and F. Helm (Eds.), Telecollaboration 2.0. Language, Literacies and Intercultural Learning in the 21st Century (pp. 69-106). Bern et al.: Peter Lang. Holzbrecher, A. (Ed.) (2013). Interkulturelle Schule: eine Entwicklungsaufgabe. Schwalbach/Ts.: Debus. Kumaravadivelu, B. (2008). Cultural Globalization and Language Education. New Haven and London: Yale University Press. Mezirow, J. (1978). Perspective transformation. Adult Education, 28, 100-110. O’Dowd, R. (Ed.) (2007). Online Intercultural Exchange. An Introduction for Foreign Language Teachers. Clevedon et al.: Multilingual Matters. Risager, K. (2007). Language and Culture Pedagogy: from a National to a Transnational Paradigm. Clevedon: Multilingual Matters. Trilokekar, R. D. & Kukar, P. (2011). Disorienting experiences during study abroad: Reflections of pre-service teacher candidates. Teaching and Teacher Education, 27, 1141-1150. U.S. Department of Education Office of Educational Technology (2010). Transforming American education learning powered by technology http://www.ed.gov/sites/default /files/NETP-2010-final-report.pdf Walker, A., Shafer, J., & Iiams, M. (2004). “Not in my classroom”: Teacher attitudes towards English language learners in the mainstream classroom. NABE Journal of Research and Practice, 2(1), 130-160.

Author Information

Jayne Leh (presenting / submitting)

The Pennsylvania State University, Berks Campus

Education

Reading

Maike Grau

Pädagogische Hochschule Freiburg, Freiburg im Breisgau, Germany

John Guiseppe

The Pennsylvania State University, Berks Campus, United States of America

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