Instructional strategies and pedagogy for culturally diverse classrooms

Milhouse, Virginia H.

doi:10.1080/10646179509361695

Cited by 3 publications

(1 citation statement)

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“…However, we know of much less research on the relationship between ICC and cognitive abilities, understood as the ability of the human to process, store and extract information, including processes such as attention, memory and thinking. In this connection, we can list the use of cognitive approaches in linguistics in the analysis of intercultural communication ( Nurmoldayev et al 2020 ), in pedagogy in consideration of culturally diverse instructional strategies ( Milhouse 1995 ), and in international management in the study of cross-cultural training effectiveness ( Kempf and Holtbrügge 2020 ). In psychological science, we can cite the general analysis of the cognitive aspects of intercultural competence ( Lonner and Hayes 2004 ), as well as more specific studies on metacognition’s role in cultural learning ( Morris et al 2019 ); on the ability of cognitive schemas of culturally based skills in an acculturation context among Latinx adults ( Driscoll and Torres 2020 ); and on the relationship between intercultural experience and creativity ( Dunne 2017 ; De Prada et al 2020 ).…”

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confidence: 99%

Cognitive Abilities and Academic Achievement as Intercultural Competence Predictors in Russian School Students

2022

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The development of intercultural competence (ICC) is important for the modern personality in an unstable and diverse world, but there is a lack of research on this phenomenon in the context of age, gender and intellectual differences. The purpose of the present exploratory study is to identify relations between ICC, cognitive abilities and academic achievements among Russian school students. The sample included 106 (55% female) students in the 9th grade of Moscow secondary school. ICC was measured with the author’s modification of The Intercultural Sensitivity Scale by Khuhlaev and Chibisova, developed on the basis of the Developmental Model of Intercultural Sensitivity by Bennett. Cognitive abilities were determined with the School Test of Intellectual Development by Akimova et al. Academic achievements were evaluated using GPA. The findings of our research show that: (1) higher academic achievements and cognitive abilities usually characterize schoolchildren, who are not inclined to absolutize cultural differences and do not consider them to be barriers to intercultural interaction; (2) the most significant predictors of ICC features from the studied cognitive abilities are analogy and generalization, but generalization has opposite impacts in male and female students. This fact should be taken into account in the context of ICC developments, especially in male school students prone to ethnocentrism.

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