Teacher Education Faculty Publications
Attending to conditions that facilitate intercultural competence: A reciprocal service-learning approach
Michigan Journal of Community Service Learning
Although service-learning can support the development of intercultural competence, it has also maintained power differentials, reinforced privileged perspectives, and strengthened deficit thinking. Recent research has investigated the conditions within service-learning associated with positive change in diversity-related attitudes. We extend that work, conceptualizing a reciprocal service-learning (RSL) approach that integrates conditions posited by contact theory and the process model of intercultural competence into service-learning’s core features of reflection and reciprocity. In an RSL approach, transformational reciprocity at the participant level supports cultural awareness, interdependence, and parity between participant groups. We created an RSL experience and measured change in three attitudes fundamental to the development of intercultural competence with quantitative pre- and post-surveys. Results indicate that both participant groups—native English-speaking undergraduate students and international English language learners—experienced significant growth. This study responds to calls for quantitative pre- and post-research methods and the assessment of outcomes for all service-learning participants.
Service learning, Intercultural competence, teacher education, English language learners
Collopy, Rachel M. B.; Tjaden-Glass, Sharon; and McIntosh, Novea A., "Attending to conditions that facilitate intercultural competence: A reciprocal service-learning approach" (2020). Teacher Education Faculty Publications. 36.
English Language and Literature Commons, International and Area Studies Commons, Other Languages, Societies, and Cultures Commons, Teacher Education and Professional Development Commons
MJCSL is an open-access journal focusing on research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged/public scholarship in higher education. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 4.0 (CC-BY-NC-ND 4.0)