Reconceptualizing Intercultural Competence: A Phenomenological Investigation of Students’ Intercultural Experiences

Dalib, Syarizan; Harun, Minah; Yusoff, Norhafezah

doi:10.1016/j.sbspro.2014.10.268

Cited by 15 publications

(16 citation statements)

References 7 publications

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“…Yet, the current understanding of intercultural competence was vastly drawn from the Western scholars' perspectives (Yep, 2014). New developments of intercultural communication have indicated calls for more perspectives on intercultural competence of people from other cultures, particularly within the Asian region (see, for example, Asante, Miike & Yin, 2014;Chen, 1993;Dalib, Harun & Yusof, 2014;Xiao & Chen, 2009;Yum, 2012;Halim, Bakar & Mohamad, 2018). Looking into Malaysia's cultural mosaic, Tamam (2015) has claimed that the research of intercultural competence is still underdeveloped.…”

Section: Introductionmentioning

confidence: 99%

Exploring Intercultural Competence Among Students in Malaysian Campuses

Dalib¹,

Harun²,

Yusof³

et al. 2019

JKMJC

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Much has been written about intercultural competence in the academic literature, yet our present knowledge of the subject matter was vastly drawn from the most prominent views of the Western scholars. Accordingly, many calls have been made to reconsider the predominantly defined concept in different cultural contexts, particularly in the Southeast Asia region such as Malaysia. Therefore, this study aims to explore how the local undergraduate students of various ethnicities reflect on their everyday experience within the context of Malaysian campuses. In this study, the pyramid model of intercultural competence developed by Deardorff in 2006 is used to examine the students' experiences with their foreign friends and their sensemaking of intercultural competence. Data were collected from in-depth interviews with selected undergraduate students from three universities in the Northern part of Peninsular Malaysia. The research identified two important themes: establishing connection and developing communicative skills. The findings contribute into reconsideration of Deardorff's model. While the model emphasizes more on psychological factors, the findings indicate that language proficiency is viewed as an important factor in the process of interaction between local students and their foreign counterparts. The implication of this study highlights the idea that students' ability to develop language and communication skills will allow them to be more intercultural competent. This study adds Malaysian perspective to the current understanding of intercultural competence.

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Section: Introductionmentioning

confidence: 99%

Exploring Intercultural Competence Among Students in Malaysian Campuses

Dalib¹,

Harun²,

Yusof³

et al. 2019

JKMJC

Self Cite

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“…Thus, interaction is a key element in the IC development process (FISCHER, GONDIM, PEREIRA et al, 2009 PORZELT, 2012;SUCHANKOVA, 2014;SOBOLEVA and OBDALOVA, 2014;NAZARENKO, 2014;DUSI, MESSETTI and STEINBACH, 2014;DALIB, HARUN and YUSOFF, 2014). IC is necessary to manage interaction among people in a multicultural context (DUSI, MESSETTI and STEINBACH, 2014), there is a need to develop interpersonal relationship capacities (FISCHER, GONDIM, PEREIRA et al, 2009;BEHRND and PORZELT, 2012), through the understanding of the other (RODRIGUES and PINHEIRO, 2010), the will to interact with people from different cultures (YASHIMA, 2010) and the reciprocity of the contact (LOUGH, 2011).…”

Section: Interactionmentioning

confidence: 99%

Competência intercultural grupal: uma proposição de conceito

Schmidmeier

Takahashi

2018

Cad. EBAPE.BR

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Resumo O conceito de competência intercultural (CI) foi introduzido pelos pesquisadores para entender porque e como algumas pessoas, alguns grupos e algumas organizações prosperam em situações interculturais (LEUNG, ANG e TAN, 2014). A literatura sobre CI é ampla e permeada de muitos conceitos, porém, o foco predominante desses conceitos é cognitivo e comportamental, há escassez de estudos em nível grupal. Somado a essa constatação, existe um paradigma emergente mudando a ênfase da CI, inclusive a capacidade de trabalhar com sucesso em uma equipe diversificada e o desenvolvimento de relacionamento subsequente, caracterizando uma abordagem relacional. Com o objetivo de propor um conceito para a competência intercultural grupal (CIG), inexistente na literatura sobre o tema, surgiu a necessidade de um aprofundamento na literatura de CI individual e de uma investigação de como seria possível trabalhar o conceito em nível grupal. Para isso, mostrou-se necessária uma categorização do campo, classificação de conceitos e análise de elementos e dimensões da CI, com base na literatura de competência de forma geral. Isso possibilitou a elaboração de um conceito para a CIG, abrindo uma perspectiva de construção social da realidade (BERGER e LUCKMANN, 2003), onde a CI grupal pode ser mais bem compreendida a partir de uma perspectiva integradora que abarque as interações sociais. As dimensões que permaneceram no conceito de CI grupal foram: interação, eficácia, diferenças culturais, comunicação, aprendizagem e cultura negociada.

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“…A recent phenomenological study in Malaysia indicated that intercultural competence is viewed as a co-created process between culturally different members that occurs through interpersonal relationship [1,8]. Drawing from such study, a new conceptual model of intercultural competence has been delineated [1].…”

Section: Probing Intercultural Competence In Malaysiamentioning

confidence: 99%

“…Accordingly, such Euro-American centric definition has led to delineation of theories and perspectives that were Eurocentric in origin [6,13]. Recent development in the studies of intercultural competence indicated a challenge to the application of Eurocentric theories in other cultural settings [1,3,8,9,10]. Thus, calls have been made to re-examine whether the Eurocentric perspectives can be translated into other cultural contexts.…”

Section: Introductionmentioning

confidence: 99%

Probing intercultural competence in Malaysia: A Relational Framework

et al. 2017

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Abstract. Studies in intercultural competence are quite numerous but they were mainly derived from Eurocentric experiences. Since Eurocentric scholars may become oblivious to certain elements or issues of intercultural communication that are pertinent to Asian people, the Western conception of intercultural competence have been argued for its relevance in the Asian world. This paper aims to revisit the current (Eurocentric) perspective of intercultural competence and probes an alternative perspective of intercultural competence by reviewing current Asian literature. Our review suggests that the conception intercultural competence must consider relational aspects when it is situated within Asian experiences. Since relational aspects were a noted gap in the existing Eurocentric definitions, this paper proposes a relational framework in probing intercultural competence in Malaysia.

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Reconceptualizing Intercultural Competence: A Phenomenological Investigation of Students’ Intercultural Experiences

Cited by 15 publications

References 7 publications

Exploring Intercultural Competence Among Students in Malaysian Campuses

Exploring Intercultural Competence Among Students in Malaysian Campuses

Competência intercultural grupal: uma proposição de conceito

Probing intercultural competence in Malaysia: A Relational Framework

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