Module 2 - Intercultural Competence as a Basis for Building Equitable Classrooms

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One of my favourite parts about working in my ever-growing school district is that our classrooms are filled with so much linguistic and cultural diversity. It is exciting to walk into a classroom, knowing that different ways of living are being represented in the room. However, the diversity and differences have also lead to some challenges of their own. Disagreements and tension between teachers, students, and peers can come up due to mismatched understandings of roles, responsibilities, social issues, and the educational environment.

Circle of Hands. Retrieved from Pixabay: https://pixabay.com/vectors/circle-hands-teamwork-community-312343/

Intercultural Competence

I have learned that successfully navigating diverse classrooms requires more than just an awareness for difference, it requires us and our students to understand how to respond and act within those differences. The term intercultural competence encapsulates this, as it is defined as "the ability to [communicate] effectively and appropriately with students who are linguistically and culturally different from ourselves" (Myles, 2019). 

According to Myles (2019), intercultural competencies can be exhibited through a variety of actions, including:

  • respect for and appreciation of other cultures, world-views and communication styles
  • an understanding of other people’s behaviours, cultural customs and ways of thinking regardless of how unusual or strange they may appear
  • the ability and willingness to acknowledge and accept different behaviours and ideas in a non-judgmental way
  • awareness of our own biases and behaviours in order to respond in a culturally appropriate manner
  • curiosity, flexibility and the willingness to adapt and be open to different ways of thinking and behaving
As a teacher, I, of course, want to continue developing my own skills to handle the diversity in my classrooms so that I can be a positive role model for my students.  While there are many strategies and practices teachers can use to do this, I found that the following resonate most with me:
  1. Practicing critical reflection. Take the time to understand your own cultural experiences, biases, and perspectives. 
  2. Seek out voices from diverse sources when making decisions or choosing materials
  3. Take the initiative to learn about students' cultures, rather than expect them to teach you

Equitable Classrooms

How can intercultural competence lead to more equitable classrooms?

In education, Milner IV states that "equity means developing environments and systems in ways that provide students with what they need based on... the particulars of their situation" (2018). Well, intercultural competence inherently assumes that an individual is capable and competent at acknowledging, understanding, and being flexible with other cultures. Without having intercultural competence, a teacher can not effectively provide students with what they need. For teachers to be equitable, they must be willing to adapt their teaching practices to suit their students and help them reach their potential.

These equitable practices may include: 
  • changing assessments to better suit ELLs (ex. re-wording instructions, or altering the type of assessment)
  • providing extra time and supports to complete tasks
  • increase representation by highlighting and celebrating different cultures when choosing materials
  • teaching students skills that others may assume they have, such as applying for colleges or knowing how to take certain tests
By developing intercultural competency, educators can become more effective creators of equitable environments and only then can classrooms be truly safe and welcoming communities for all. 

References:

Lehmann, C. (19 Oct 2016). How Leaders Can Improve Their Schools’ Cultural Competence. Edutopia. Accessed 7 April 2021 from https://www.edutopia.org/article/improving-our-cultural-competence-chris-lehmann

Milner IV, H.R. (2018 February). Confronting Inequity / Assessment for Equity. Measuring What Matters, 75(5), pg 88-89. Accessed 7 April 2021 from http://www.ascd.org/publications/educational-leadership/feb18/vol75/num05/Assessment-for-Equity.aspx

Myles, J.M. (28 August 2019). Developing Intercultural Competence. EdCan. Accessed 7 April 2021 from https://www.edcan.ca/articles/developing-intercultural-competence/

Patel, V. (27 November 2018). How to Grow Cultural Competence in Classroom: A Guide for Teachers. EdTechReview. Accessed 7 April 2021 from https://edtechreview.in/trends-insights/insights/3413-cultural-competence-in-classroom-guide-for-teachers

The National Association for Multicultural Education. (n.d.). What is Equity?. Accessed 7 April 2021 from https://www.nameorg.org/learn/what_is_equity.php



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