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Measuring instructed language learners’ IC development: Discrepancies between assessment models by Byram and Bennett |
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| Institution: | 1. School of Multimedia Technology and Communication, College of Arts & Sciences, Universiti Utara Malaysia;2. UUM Press, Universiti Utara Malaysia;1. School of Hotel & Tourism Management, The Hong Kong Polytechnic University, 17 Science Museum Road, TST-East, Kowloon, Hong Kong, China;2. College of Science and Technology, Ningbo University, 521 Wenwei Road, Ningbo, China;3. Department of Recreation, Parks & Tourism Sciences, Texas A&M University, 600 John Kimbrough Blvd, College Station, TX 77843 - MS-2261, USA;1. Social Psychology Laboratory: Contexts and Regulation – EA4471, Institute of Psychology, Université de Paris, Paris, France;2. TUM School of Education, Technical University of Munich, Munich, Germany;3. Department of Education, University of Stuttgart, Stuttgart, Germany;4. Center of Evaluation Studies, Educational Research Institute, Ljubljana, Slovenia;5. Faculty of Education, University of Maribor, Maribor, Slovenia;6. Department of Education, Mid Sweden University, Sundsvall, Sweden;7. Centre for Educational Research and Development, Institute for Social Research in Zagreb, Zagreb, Croatia;8. Faculty of Education and Social Studies, Via University College, Aarhus, Denmark;9. Department for Educational Quality and Evaluation, German Institute for International Educational Research, Frankfurt, Germany;10. Education Development Office, Ministry of Education, Science and Sport, Ljubljana, Slovenia;11. Network of Education Policy Centres, Zagreb, Croatia |
| Abstract: | Researchers and foreign language (FL) educators alike have investigated changes in learners’ intercultural competence (IC) in response to pedagogical interventions aimed at preparing learners for cross-cultural encounters. Byram's (1997) multimodal IC model and Bennett's (1993) developmental model of intercultural sensitivity (DMIS) are predominant IC assessment models in the field of FL education. This paper reports empirical evidence that reveals discrepancies between these two models drawing from the findings of a larger study that employed both theoretical lenses to investigate culture learning in a computer-mediated environment. Specifically, the study investigated changes in the way 13 U.S. French language learners talked about French people and culture in online classroom discussions in response to virtual instruction about French cultural practices at two levels: (1) at the individual level—with Byram's IC model in three case studies and (2) at the group level—with Bennett's DMIS. A post hoc comparison of the findings revealed assessment discrepancies between the models—empirical evidence revealing contradictions both between and within the models. These discrepancies are reported and the merits of each model within the research design are discussed. The aim of this paper is to empower readers with an understanding of IC research instruments and assessment tools commonly used to measure IC development in FL education and to inform methodological decisions of future research. |
| Keywords: | Byram Bennett Assessment Intercultural competence Foreign language education Standards |
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