Strategy and Action: Assessing Student‐Led Culture Workshops Within the Professions

Abstract

In order to prepare students to successfully engage with native speakers and members of heritage language communities both at home and abroad, educators must develop course curricula that emphasize cultural practices, products, perspectives, and comparisons as well as provide students with opportunities to directly apply the skills that they have acquired in the classroom across a range of other settings. This article describes a Culture for the Professions course whose curriculum was based on the four steps of the cultural intelligence model (Earley & Ang, 2003): drive, knowledge, strategy, and action. The study focuses in particular on how students implemented the last two components of the model (strategy and action) by collaborating with local organizations to design and present culture workshops that were specifically tailored to each organization's needs and mission. In addition to benefiting the organizations themselves, data obtained from evaluation rubrics and postworkshop reflections suggest that community culture workshops allow students to become more aware of how culture influences the work of an organization and to develop strategies to bridge cultural differences in the workplace.In order to prepare students for the demands of the 21st century, educators must develop course curricula that teach students techniques to effectively adapt to, and interact in, diverse cultural contexts (House, Hanges, Javidan, Dorfman, & Gupta, 2004;Stening, 2006). The ability to recognize values and systems that influence cultures universally (Fennes & Hapgood, 1997), evaluate cultural lacunae, and provide feasible culturally appropriate solutions requires more than the culturespecific overview that most language programs offer. The cultural intelligence (CQ) model (Earley & Ang, 2003) provides educators with a generalizable approach to the teaching and learning of culture that allows students to identify and effectively adapt to cultural diversity across a range of settings, including the workplace.

Supporting Student Learning Outcomes Through Service Learning

“…In fact, Pellettieri () reported that, prior to participating in SL, 39% of her students had never spoken Spanish to a native speaker (p. 294). Two recent, notable studies described previously unexplored applications of SL: Carracelas‐Juncal () examined the positive impact of SL in graduate‐level, online courses for teacher education on students who were heritage speakers of Spanish, and King de Ramírez () reported on a Culture for the Professions course whose curriculum was designed around three pedagogies: the cultural intelligence model, community SL, and Language for Specific Purposes.…”

The presence and absence of race in world language education literature

“…In these cases, race appeared as a demographic variable in a list alongside other variables such as age and gender. Articles referenced race to describe the racial makeup of participants (e.g., King de Ramírez, 2015) and schools (e.g., Ee, 2017) and to measure race in research instruments (surveys, questionnaires; e.g., Ducate et al, 2011). Race appeared in empirical analyses as a demographic variable that was controlled for in studies with no effect (e.g., Bassman & Ironsmith, 1986; Kleinsasser, 1992) or as a variable that was not controlled for due to reasons such as a small sample size (e.g., Fukuda & Nishikawa Chávez, 2021) or because the data were not available (e.g., Surface & Dierdorff, 2003).…”

Kültürel Zekâ: Tanımsal, Yapısal ve İlişkisel Bir İnceleme Çalışması

“…Tablo 6). Diğer yandan, yurtdışı deneyimi ve yurtdışı çalışma niyeti (Remhof vd., 2013) (Deng & Gibson, 2009), kültürel farklılık (De Ramirez, 2015 ;Gregory, Prifling & Beck, 2009;Kaufman & HwAng, 2015), farklılıkların yönetimine (Yeşil, 2009), hedef oryantasyonu öyküleme (Gertsen & Soderberg, 2010), yabancıların başarısı (Lee, 2010), işletmenin ana rekabat kaynakları (Capatina vd., 2011), kültürlerarası liderlik (Ersoy, 2014), uluslararası deneyim (Ott & Michailova, 2018;Ott & Ishakova, 2019) (Şahin & Gürbüz, 2014 (Arastaman, 2018;İlhan & Çetin, 2014a;Şahin vd., 2013a). İlişkisel inceleme sonuçları ise KZ'nın, Kültürlerarası Etkinlik (Guðmundsdóttir, 2015;Huff vd., 2014;Lin vd., 2012;Shu vd., 2017;Zhang & Oczkowski, 2016), Performans (Görev performansı, iş performansı, lider performansı, takım performansı) (Groves & Feyerherm, 2011;Jyoti & Kour, 2015;Malek & Budwar, 2013;Presbitero, 2016a;Presbitero & Toledano, 2018;Şahin & Gürbüz, 2012;Wang, 2016, Wang vd.…”