Chapter I. Authentic materials help the learners learn the language of the world

1.2. Ways to build intercultural competence and confidence of the students.
Consider rearranging your classroom layout periodically to help students build relationships with all of their classmates. This simple but effective task facilitates an inclusive learning environment. Rearranging your classroom also helps to prevent cliques from forming based on similar backgrounds. Typically, students tend to form friendships with people who are already familiar to them, so this tactic helps to foster friendships among students of all backgrounds. Incorporate team-building exercises into lesson plans. Team-building exercises are an excellent way to promote a classwide community. When students learn to put their trust in others, they also develop new ways to communicate and collaborate with all kinds of people. Consider finding activities in which the various academic strengths of students can be utilized. Learning to work well on a team from a young age is an invaluable skill that will be necessary for students’ future endeavors. When students feel accountable for the betterment of the class as a whole, then they are more likely to participate and feel comfortable with their peers. Interact with students from different regions and countries. Reach out to classrooms in different regions or even countries than your own that might be working on a curriculum similar to your class’s. Set up an online Skype lesson where students are able to see other students and collaborate with them while working on assignments. Building cross-cultural relationships is also important at the individual level. Pair students up with other students from around the world and create international pen pal relationships that last the whole school year. Children are more likely to be tolerant and accepting of other cultures when they have firsthand experiences with those who come from backgrounds different than their own. At Participate Learning, we value the importance of diversity and inclusion in classrooms. Our vision is to be a force for good that connects teachers and students through global education programs to foster human understanding and create peace around the world. Intercultural competence is the first step toward achieving that goal because it promotes a welcoming learning environment for all. To learn more about how to foster inclusivity in your classroom, read this blog post on three steps to becoming a culturally responsive teacher. Universities are becoming increasingly aware that all students, not just those who participate in mobility programs or who are studying abroad, should be expected to acquire intercultural competence. How to develop possibilities for intercultural learning that are beneficial to all pupils should be the first item to be thought about. This is important because all graduates will need to be prepared to function in a worldwide society as professionals and global citizens, whether they choose to pursue work domestically or overseas. The issues they will deal with in their future personal and professional lives will be increasingly significant, with ramifications for the area and the world. Additionally, local communities' increasing diversity, as well as global developments, will have an impact. A recent study by found that internationalization reflects the desire to incorporate all students and staff. Based on the initial working definition, they offer a revised concept of internationalization. It is “the intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society”. Universities increasingly mention internationalization of the curriculum and internationalization at home in order to incorporate all students, even though mobility is still regarded as crucial. These educational and pedagogical approaches deliberately and methodically target the growth of students' intercultural competence. The term "international, intercultural, and/or global dimensions", which has its roots in Australia, is defined as "the incorporation of international, intercultural, and/or global dimensions into the content of the curriculum as well as the learning outcomes, assessment tasks, teaching methods, and support services of a program" Leask. It aims at students who are or are not on the move and incorporates the growth of intercultural competence into the subject's core tenets. As an approach to help students "become more conscious of their own and other cultures," loC should be viewed Green & Whitsed. An internationalized curriculum, according to Leask is one that "will engage students with globally informed research and cultural and linguistic variety and actively build their international and intercultural perspectives as global professionals and citizens". As a result, intercultural competency is placed in the framework of the curriculum, the specific subject, and the related professions. Consequently, its applicability and perceived importance are enhanced. Leask calls attention to the diverse curricular formats in the context of IoC. The official curriculum includes both the course material and the student activities that are graded and counted for credit. The support services, extracurricular activities, and choices that are typically not tested but yet help students learn and grow make up the informal curriculum. Unintended concealed messages to kids make up the hidden curriculum. Students are taught about the dominant values and views, as well as how and when to interact and with whom to avoid, through seeing how the social structure and culture of the institution are mirrored. The normative character of the hidden curriculum and its impact on students' progress toward intercultural competence necessitate those educational institutions to be cognizant of its existence. The usage of IaH to target all students in higher education has swiftly gained popularity in Europe. IaH is frequently referred to as campus internationalization in the US. IaH encourages "open mindedness and understanding and respect for other people and their cultures" within the daily reality of the international, multicultural, and multilingual classroom and aspires to connect the international and the intercultural. IaH can be seen as a particular component of IoC since it expressly takes into account the variety of the domestic student population and the domestic learning contexts while designing the process of curricular internationalization. Support this notion by asserting that IaH must be given priority within the IoC framework, which seeks to improve the quality of education and scientific investigation by globalizing the conventional curriculum and learning goals. In order to guarantee that all students take advantage of the opportunities that internationalization provides to improve their intercultural competency, it is advised that integration be made into the core and content of the curriculum to its fullest extent. IoC provides a framework to help all students—both those who are mobile and those who are not—transform their exposure to an international education into intercultural competence. Additionally, contextualizing intercultural competence development and giving it purpose and meaning improves its transferability and relevance by linking the curriculum with professional and societal needs. However, the second factor to take into account is what kind of learning is anticipated of students in order to properly include intercultural competency as a learning outcome. Developing learning outcomes for intercultural competence. The difficulty lies in comprehending that ICC is a complicated construct rather than a single concrete thing, encapsulating multiple linked concepts and behaviors and the accompanying rubrics for learning outcomes. Intercultural competence, however, appears to have turned into a catch-all phrase due to its complexity. On the techniques most useful for its development, there is no agreement. Establishing what knowledge, attitudes, and abilities are expected of students is the first step in implementing ICC development as a learning outcome into the curriculum. Depending on the discipline or level of schooling, these standards may change. This section provides a brief introduction to ICC, which is used to support the formulation of learning objectives and rubrics for students' growth and assessment. Defining intercultural competence. As was previously mentioned, a variety of terminologies are used to describe intercultural competency. However, the majority of names "simply allude to certain parts of a more complicated reality". Definition of ICC serves as a starting point since it is the first research-based definition and framework for ICC, it stresses the recognized core components of ICC, and it captures some of the intricacies of what defines ICC. She combined relational/interactional elements, such as the intention to partially realize one's goals while partially realizing the goals of others, with accepted elements of such competence, such as particular intercultural knowledge, talents, and attitudes. According to her study, ICC refers to acting and speaking responsibly and effectively in cross-cultural settings. The ICC elements in this framework can be used in specific circumstances to deliver more tangible learning outcomes. There are more ICC factors to take into account. Based on a thorough review of the literature, classified various theories on the development of intercultural competence into five categories. The potential parallels they saw between the various models and ideologies serve as the foundation for their typology. Their typology, the areas of concentration of these diverse models, and the associated strengths and shortcomings are summarized. Also included are several samples Includes elements from the knowledge, competence, motivation, and attitude domains; It is linked to linguistic proficiency. Culturally acceptable behavior requires language competence; Intercultural competence development can be influenced or driven by attitude and motivating factors. Positive interactions with people from diverse cultures also increase a person's self-efficacy and confidence to interact with people from different cultures. Incorporates relationship management, perception management, and self-management activities; To preserve the relationship, there is a process that balances co-orientation toward a common frame of reference with tolerance for uncertainty. A method of combining flexibility (to cross-cultural interactions and people from diverse origins) with the denial of identity and personal space. It may be broken down into developmental phases that correspond to various methods of building and interpreting daily reality. The progression of developmental stages, which take place throughout time and serve as performance predictors; It can be developed.³ The list emphasizes important factors that should be taken into account when creating learning objectives for intercultural competency. Additionally, it alludes to different levels or stages of competence as well as how intercultural competence develops through time. When developing the precise rubrics that support intercultural competence as a learning result, it is imperative to specify what information, attitudes, abilities, and actions constitute a graduate who is interculturally competent. To help and show intercultural development, this outcome must be further broken down into outcomes for each phase or stage. Intercultural competence levels. The third issue to take into account is how to create rubrics for the different levels of intercultural competence. These rubrics should outline the specific behaviors associated with each level of competence as well as the developmental challenge that students must overcome to advance to a higher level. As previously mentioned, intercultural competence deepens over time on both an individual and relational level. On a personal level, it describes a person's expanding ability to take into account diversity and the experience of diversity in the formation of daily reality, as well as their expanding ability to act correctly and effectively in a particular cultural environment. Staged development and learning are distinguished. The gradual development of new skills and information over an arbitrary amount of time is known as learning. The Intercultural Maturity Model which depicts how people develop over time from an early stage to a mature state, is an illustration from table 1. Characteristics are described for each of these phases at the cognitive, intrapersonal and interpersonal levels. The model’s underlying assumption is that development is evolutionary over time and benefits from extended exposure and insider feedback. Contrarily, development is transformative in nature and causes a fundamental rewiring of perceptions on how a person views and engages with their environment. ‘we are gazing at the same environment but suddenly viewing it differently’, according to, One example from Table 1 uses the Intercultural Development Continuum, which is based on Bennett's earlier theory. According to the IDC, there are several worldviews and developmental conflicts that support each stage of the development of intercultural competence. From ethnocentric to universal worldviews, it explains the five stages of intercultural proficiency and awareness. The IDC is helpful for developing curriculum since it enables the creation of unique rubrics for assessing intercultural learning activities and results by level, who provided an example of a development checklist for IDC-based intercultural conflict management skills. As an illustration of a broad set of stage-wise requirements for intercultural competence development, the Association of American Colleges and Universities created a rubric for US undergraduate students based on definitions of intercultural competence. An example of intercultural competence in a linguistic setting may be found in the learning objectives rubric created based on his model for intercultural communicative competence. In order to inform curriculum creation and demonstrate how well students are doing, intercultural competence rubrics must make reference to specific learning objectives for knowledge, attitudes, abilities, and behavior and construct these outcomes for the various stages or degrees of competence. Intercultural competency, however, emerges from interactions between people from different backgrounds. For the IoC approach to yield relevant learning goals and accompanying rubrics, ICC must be further contextualized inside disciplines and related to specific cultures and professional settings. It is, therefore, preferable to think of the models and examples of rubrics outlined above as useful resources because they were mostly made in Euro-American contexts. Promoting and integrating the development of intercultural competence. Diversity exposure alone does not ensure that intercultural transformation will occur. Which effective educational settings are most effective at promoting ICC development is the fourth factor to take into account. The fundamental principle is that, in a curriculum that is understood in its fullest meaning, both similarities and disparities in viewpoints and understanding are recognized as teaching tools and as "assets." Three things are crucial when creating a curriculum that incorporates ICC growth. The student's personality makeup, communication skills, and desire to engage in cross-cultural interaction make up the first dimension. The second dimension comprises the student's personal history, particularly whether they live apart from their parents, whether they have traveled abroad before, and whether they are proficient in the language of instruction. The third component deals with the nature of interactions with people from different cultural backgrounds. These first two "student" criteria have an impact on the current level of ICC and, as a result, the learning requirements of students. It is crucial to investigate these before or at the start of a program since they will influence the educational strategy.