Introduction
Intercultural interactions are part of the daily life in the world of increasingly global and advanced mankind. There are some concerns embedded in our minds, among others, is in the field of economics, technology, demographics and peace which often becomes an intermediate intermediate competition. Intercultural interaction education has become the capital of this competition by citing some questions that is. First, what is the capital and ability that has been personally to be able to compete with the Intercultural interaction in this world and how can they conceptualize? Second, how do they get to grow and learn it? Third, how can they be predicted? Consistent with most scientists, we understand cultural competence as the ability to interact effectively and appropriately in the situation or context of intercity. We know that this is a broad conceptualization that begges the question, 'What's effective?' Essay aims to discuss some answers to these questions: to discuss and compare the concepts, models and definitions of intercultural competencies' and related construction; to discuss research on teaching and learning of interfault competencies; And lastly, to discuss some available measurement instruments. In terms of interbust competence is the most common term used in research literature and used during this essay in general for the cartial interests.
Discussion
Intercultural competence is getting hotter and needed in the multicultural and global 4.0 era, as a result scholars from a number of disciplines have tried to define, model, and assess this in order to achieve understanding in this field. Intercultural understanding, which includes concepts related to cognitive (knowledge and awareness) and affective domains, then turns to intercultural competence, which is built on intercultural understanding by incorporating behavior and communication. The result of the diverse backgrounds and aims of these scholars is that several terms, definitions and models have been created, some seeking to describe broadly intercultural competences and others that focus on specific dimensions of existing constructs.
Intercultural understanding encompasses both cognitive and affective domains. The cognitive aspect of intercultural understanding comprises knowledge about one’s own as well as other cultures. It also includes knowledge about the similarities and differences between cultures. Whileknowledge is an important component, it is not enough for intercultural understanding. Positive attitudes towards other cultures are also necessary, such as empathy, curiosity and respect.
A person’s affective response to intercultural difference has been called ‘intercultural sensitivity’. Intercultural sensitivity has been conceptualised in two ways: (1) as the affective aspect of intercultural communication competence and (2) developmentally as the subjective(phenomenological) experience of cultural ddifferenc. It is conceptualised as an important element of intercultural competence, wherein increased intercultural sensitivity leads to increasedintercultural competence.
Intercultural competence is the most commonly used term in the literature. While it has been used and defined by various scholars over the last 30 years, no single definition has been agreed upon. All definitions and conceptualisations acknowledge, however, that intercultural competence involves the ability to interact effectively and appropriately with people from other cultures. Interaction is commonly taken to include both behaviour and communication. Intercultural competence is generally related to four dimensions: knowledge, attitudes, skills and behaviours. Beyond these commonalities a number of differences exist among the models and conceptions.
A separate and extensive set of theory and research exists about the communication aspect of intercultural competence. Intercultural communication ‘occurs when large and important cultural differences create dissimilar interpretations and expectations about how to communicate competently’. Intercultural communication competence has been defined as the ability to effectively and appropriately communicate with people from different cultures. Conceptualising intercultural communication requires the incorporation of culture into communication theory, a task which has been approached in a number of ways. It is not an easy task due to the inherent complexity of conceptualising ‘culture’ itself and the fact that there are degrees of variability anddifference within a culture as well as between cultures.
Having discussed what intercultural competence may entail, the next task is to ask how it can be developed. A few principles underlie all forms of intercultural education. The first is that some form of challenge is necessary for education in intercultural competence. Another is that teaching intercultural competence requires the development of critical culturalawareness. It is also argued that teaching ‘culture’ (e.g. the institutional, historical and political aspects of culture) is not enough, and that the development of intercultural competence requires the teaching of subjective culture, in which the focus turns to exploring alternative worldviews and cultural self aawarenes. All of these theorists argue that cultural knowledge alone does not lead to intercultural competence. Students mustcritically examine culture, not just accumulate facts and knowledge about a culture, to develop intercultural competence.
‘Intercultural training’ has predominantly been associated with the training of adults whose work requires them to interact with people from other cultures. Intercultural training has been informed by a number of fields including ‘cultural anthropology,cross-cultural psychology, sociolinguistics, multicultural education, interculturalcommunication and international business management’. Government institutions, universities, aid organisations and international/multinational corporations have all developed techniques for intercultural training.
While intercultural training typically takes place as a discrete programme or offering in the workplace or post-secondary educational institution, teaching and learning about intercultural competence can also be done at primary or secondary school. In school settings, education for intercultural competence, if it is taught at all, is typically embedded in an academic subject such as foreign languages or social studies. However, the degree to which subjects such as foreign languages and social studies are intercultural depends on the orientation of the curriculum. The potential for intercultural understanding to be embedded in the curriculum is increasing in some countries. For example, Australia has recently includedintercultural understanding as a general capability in its national curriculum.
The effect of visits abroad on intercultural competence has been much more extensively studied. Study abroad has been shown to enhance intercultural understanding among university students. The magnitude of the change has been linked to students’ goals and to the length of the stay. Olson and Kroeger found that substantive stays abroad, defined as repetitive visits to the same location or a stay of at least three months, are related to higher intercultural competency or sensitivity. Medina-Lopez-Portillo’s (2004) study of US students abroad suggested that the longerstudents are immersed within a culture, the more they learn and the more their intercultural sensitivity develops. Short study abroad programmes may also result in increased intercultural sensitivity. Anderson and associates (2006) found that students in a short term, non-language based study programme experienced significant growth in their overall intercultural sensitivity as measured by the IDI, especially at the less sophisticated level of sensitivity. However, Williams (2005) found thatoverseas study can develop intercultural capabilities only if students actually interact with the locals. Thus, it is not enough to simply study or work overseas; cultural
immersion is important.
Attempts have been made to develop intercultural competence in a number of ways and there is some evidence that it may be developed through lived experience. However, despite the importance of intercultural competence, it seems that work is still required to assess the effectiveness of many programmes that purport to develop it. Mendenhall et al.’s (2004) literature review on the effectiveness of intercultural training suggests that many studies lack rigour, making it difficult to confidently assess how effective it actually is. While education in its various forms may effectively develop some aspects of intercultural competence such as cultural knowledge, there is little or no evidence that it develops other aspects of intercultural competence, particularly those that are more difficult to test. Carefully designed studies, both qualitative and quantitative, are needed to further our understanding of the ways in which intercultural skills, attitudes and knowledge can be developed.
Conclusion
Conceptualising, developing and assessing intercultural competence continue to be topical as our world becomes more interconnected and our societies more multicultural. Corporations and other employers, universities, international education providers such as the IB, and even national educational systems are increasingly calling for the development of intercultural competence as a desirable outcome. Yet, we have limited understanding about the ways in which intercultural competence can be developed. The literature about intercultural competence and similar constructs is vast and crosses many disciplines, making navigation through it demanding and complex. The aim of this review is to bring current theory and research together to facilitate further study of intercultural competence. Much work remains to be done in this exciting and growing field.
We believe three areas in particular need further study. First, we need to improve our understanding of the myriad ways that intercultural competence can be developed. Intercultural training programmes and overseas stays are not readily accessible, so researchers should explore other types of learning experiences and settings for ways to develop intercultural competence. Second, we need more empirical studies that assess the ability of different approaches to develop intercultural competence. What works best, for whom and under what conditions, and why? Third, we need more studies that examine how intercultural competence can be developed among school-aged children and youths as well as the more commonly studied populations of adult employees and university students.
Penulis: Rusnali Rasid
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