Implementing Intercultural Competence Assessment

Most definitions and models tend to be somewhat general in terminology,so once a definition has been determined, it is important to then develop a process that generates very specific measurable outcomes and indicators within the context to be assessed. Intercultural competence manifests itself somewhat differently in a variety of contexts so, for example, specific measurable outcomes for interculturally competent engineers may vary from those for interculturally competent health care workers. For the purposes of this chapter, we will use a definition that is derived from the first study to document consensus among leading intercultural experts, primarily from the United States, on aspects of intercultural competence (Deardorff, 2006), as determined through a research methodology called the Delphi technique, an iterative process used to achieve consensus among a panel of experts.

- Analyse and critically review key research relevant to intercultural competency in ECEC

- Examine and investigate issues related to intercultural communication and competency

- Deep discipline knowledge: informed and infused by cutting edge research, scaffolded throughout their program of studies, acquired from personal interaction with research active educators, from year 1, accredited or validated against national or international standards.

- informed and infused by cutting edge research, scaffolded throughout their program of studies, acquired from personal interaction with research active educators, from year 1, accredited or validated against national or international standards

- informed and infused by cutting edge research, scaffolded throughout their program of studies, acquired from personal interaction with research active educators, from year 1, accredited or validated against national or international standards.