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The Intercultural Sensitivity Inventory. A new instrument for the assessment of intercultural […] Göbel, Kerstin; Hesse, Hermann-Günter; Jude, Nina Sammelbandbeitrag | Aus: Lasonen, Johann; Lestinen, Leena (Eds.): Conference proceedings of the International UNESCO Conference on International Education held on 15-18 June 2003, Jyväskylä, Finland | Jyväskylä: Univ. | 2003 6343 Endnote: Autor*innen: Göbel, Kerstin; Hesse, Hermann-Günter; Jude, Nina
Titel: The Intercultural Sensitivity Inventory. A new instrument for the assessment of intercultural competence in school
Aus: Lasonen, Johann; Lestinen, Leena (Eds.): Conference proceedings of the International UNESCO Conference on International Education held on 15-18 June 2003, Jyväskylä, Finland, Jyväskylä: Univ., 2003 , S. 6
Dokumenttyp: 4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache: Englisch
Schlagwörter: Interkulturelles Lernen; Kompetenz; Meßverfahren
Abstract (english): The key competence of efficient intercultural communication is a growing concern of educational researchers and school policy makers. Nowadays many academic curricula aim at the acquisition of intercultural competence as an integral part of foreign language teaching. Nevertheless intercultural sensitivity or competence is still a fuzzy and even controversial concept. In order to legitimate the endeavor and to optimize the teaching and learning processes, appropriate and valid instruments for the assessment of intercultural sensitivity in school are needed. The paper contributes to a clearer definition of what intercultural sensitivity could mean in the context of foreign languagelearning relying explicitly on empirical work in school. As part of a research project on the achievement of foreign language learning amongst 9-graders in German schools recent theoretical and didactical concepts have been brought together to form the base of the Intercultural Sensitivity Inventory (ISI). The Developmental Model of Intercultural Sensitivity (DMIS) by Milton Bennett and the research work done by Alexander Thomas on critical incidents in intercultural encounters are the main foundations of the instrument. The ISI is a paper-and-pencil instrument based on the critical incidents method. The critical incidents have been chosen out of a pool of real intercultural critical encounters. The students are asked to evaluate the protagonists' cognitions, affects and intentions, while acting in an intercultural setting. The items of the instrument are related with the DMIS by Bennett. The data of 600 students have been analyzed and the study reveals acceptable values of the test criteria and concise reaction profiles for five subscales.
DIPF-Abteilung: Bildungsqualität und Evaluation