Intercultural learning in the context of
international school exchanges:
How to maximize the learning effects of
intercult...
Content
• How present is intercultural learning in school
exchanges?
• How can we enhance educational content of school
ex...
Intercultural learning and competence
• One of the main goals of international school
exchanges, along with active global ...
Intercultural competence model (Byram 1997)
School exchanges and ICL
• Common belief that intercultural encounters are a sufficient
condition for learning to take pla...
School exchanges and ICL
• А number of pieces of research shows that learning does not
happen automatically, but that a mo...
What should be the content of
intercultural pedagogy?
Depending on the setting it should vary, but in any case it
should i...
When should pedagogical
interventions take place?
Kolb’s Experiential Learning Cycle
Concrete
experience
Reflective
observ...
When should pedagogical
interventions take place?
For the contact to acquire educational value, it must
be prepared for, f...
Which activities should be implemented
into exchanges? (HOW)
BEFORE the exchange
• Students find out about the host countr...
Which activities should be implemented into
exchanges? (HOW)
DURING the exchange
• Students’ projects – explore certain as...
Which activities should be implemented into
exchanges? (HOW)
AFTER the exchange
• Debriefing workshops – students should p...
Outcome
• Exchanges as educational programmes with clear
learning objectives
• Tangible output creates the possibility to ...
THANK YOU
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Dunja Zivanovic: Intercultural Learning in the Context of International School Exchanges

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Panel Presentation von Dunja Zivanovic, The European Federation for Intercultural Learning / Belgrade University, Serbia
Fachtagung - Theorie und Praxis: Globales Lernen in Begegnungsreisen im Kontext von Süd-Nord-Schulpartnerschaften.
2.-3. Mai 2016, Kassel

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Dunja Zivanovic: Intercultural Learning in the Context of International School Exchanges

  1. 1. Intercultural learning in the context of international school exchanges: How to maximize the learning effects of intercultural encounters? DUNJA ZIVANOVIC Belgrade University The European Federation for Intercultural Learning
  2. 2. Content • How present is intercultural learning in school exchanges? • How can we enhance educational content of school exchanges? WHAT WHEN HOW
  3. 3. Intercultural learning and competence • One of the main goals of international school exchanges, along with active global citizenship and foreign language learning • Defined in a number of ways, depending on the context • In the context of education in Europe one of the dominant frameworks has been created by Council of Europe (Byram)
  4. 4. Intercultural competence model (Byram 1997)
  5. 5. School exchanges and ICL • Common belief that intercultural encounters are a sufficient condition for learning to take place = Immersion hypothesis and master narrative of study abroad (Vande Berg 2009) • Is such a belief justified? • How successful are exchange programmes in achieving intercultural learning goals? • How do we evaluate their impact and check if they are really educational programmes different from ordinary tourist trips?
  6. 6. School exchanges and ICL • А number of pieces of research shows that learning does not happen automatically, but that a more systematic pedagogical guidance is required in order for learning to take place (e.g. Root, Е & Ngampornchai 2012; Paige and Vande Berg 2012; Pedersen 2010; Kitsantas 2004)
  7. 7. What should be the content of intercultural pedagogy? Depending on the setting it should vary, but in any case it should include: • The concept of culture (Culture vs. culture; material vs. subjective) • Cultural differences both on surface and deeper levels • Communication styles • Intercultural understanding, adaptation and dialogue
  8. 8. When should pedagogical interventions take place? Kolb’s Experiential Learning Cycle Concrete experience Reflective observation Abstract conceptualization Active experimentaton
  9. 9. When should pedagogical interventions take place? For the contact to acquire educational value, it must be prepared for, facilitated, and debriefed (Bennett 2012). Before the exchange (preparation) During the exchange (on-site tasks and fieldwork) After the exchange (debriefing)
  10. 10. Which activities should be implemented into exchanges? (HOW) BEFORE the exchange • Students find out about the host country as homework, they debrief in class (online, from books) • Introduction of the concept of culture (Culture vs. culture, culture iceberg) • Games which simulate intercultural encounters (Albatross, Bafa- Bafa, Derdians) • Students prepare a presentation about their country that they will present to their guests/hosts on a specific topic (for example school, how teenagers spend their free time, customs and traditions)
  11. 11. Which activities should be implemented into exchanges? (HOW) DURING the exchange • Students’ projects – explore certain aspects of the host country (e.g. family life, school system); students can be given a list of guiding questions that their research should answer. The output can be a video/paper/presentation. • Parallel projects for host students: introduce the guests to their culture, language, customs (e.g. carry out an introductory language or national dancing lesson) • Community service project in the host community, with the objective of becoming aware of world issues and nderstanding problems of other communities
  12. 12. Which activities should be implemented into exchanges? (HOW) AFTER the exchange • Debriefing workshops – students should process what they have learnt during the intercultural experience. • What did you expect? What was exactly the way you had expected and what was unexpected? • What was the best point of the exchange experience? • Were there any difficulties that you encountered? How did you deal with them? • What were the biggest cultural differences that you observed? Very useful resource: Autobiography of Intercultural Encounters by Council of Europe • Participants of the exchange can present their experiences to the school/community.
  13. 13. Outcome • Exchanges as educational programmes with clear learning objectives • Tangible output creates the possibility to evaluate the effects of exchanges • Improvement in the quality of the programme and participant experiences
  14. 14. THANK YOU

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