Global and cultural competence - task 1 and 2c

In the process of lifelong learning, global and cultural competence has gotten a more profound meaning for me during my teacher practice. I have been aware of global and cultural competence before, but the application and the difficulty to sometimes see another perspective has been challenging. In my teacher practice, and now digging into global and cultural competence groups material, has given me some hints and direction forward. Thank you for that!

Here are my contributions for iVET.

 

Task 1. 

You are the teacher for an introductory finnish language course that help newly arrived foreigners to learn survival skills. How will you prepare yourself for a group of students from different cultures. Among the students one of them cannot speak any language other than her own mother tongue which is arabic. What will you do to help her to learn Finnish?

I would find out from what countries the students come from and read a bit about their cultures. I found the Iceberg concept of Culture (Weaver) interesting and would use that in my own reflections and search for knowledge and understanding. 

As to survival skills, I would write down a course outline including survival skills that I would find necessary for surviving in Finland. After writing my outline, I would reflect against the students nationalities, and add some particular skills that the participants do not necessarily know from before based on their backgrounds. This could include based on e.g. gender. 

I would put emphasis on trying to make the learning environment relaxed and comfortable for all students and try to help them build friendships, since they are all in a new situation. 

I have studied Arabic for 6 months, and my arabic is basically non-existent. But that would help me in understanding the situation of the student. Using expressions would be essential and giving feedback and trying to give confidence to all students in using Finnish would be of my highest priority. 

2. As a part of your training in global competency, you are asked by your school authorities to travel to three different countries, Thailand, Cambodia and Pakistan. You have to spend two months each in these countries.

c. In Pakistan you will be working in a school with a group of students who aspire to pursue studies in states or similar countries in the west. How will you plan your course to help them acclimate into the new culture?

I will learn about the way of studying & cultural dimensions  in Pakistan prior to leaving. I would also visit  a local school in my country prior to leaving and interview a few students and teachers about learning in Finland and life in Finland.

In Pakistan, I would teach a course that would be based in a subject (e.g. European Union). For the course planning I would use the Cultural Dimension of Learning Framework that was not familiar to me from before. I would teach the subject in a mixed Finnish vs. Pakistani way (Finnish being more equal, individualistic, nurturing, more uncertainty acceptance etc) and make the students aware that learning is in some ways different in the west. I would put emphasis on some differences and encourage students to go outside their comfort zone in course assignments and in class tasks. I would raise their intercultural awareness, and encourage them to see their own cultural background as a strength.