The experiential learning approach

Intercultural learning implies experiential learning. It is not sufficient to read books about culture, to listen to lectures about other cultures, or to deal with the subject on a purely cognitive and intellectual level. It is necessary for an individual to experience being confronted with new and unknown situations, to experience insecurity, fear, rejection as well as security, trust, sympathy and empathy. It is also necessary to learn from and with people from other cultures. This concept is based on Kolb's Experiential Learning Cycle (1984). It means moving in circles from concrete experience to observation and reflection on that experience. These observations and reflections are assimilated into a theory from which new implications for action are deduced. These implications or hypotheses are then used to indicate new experiences.

Kolb's description of the learning cycle (Kolb and Fry 1975)

Kolb (1984) argues that if the cycle is to be effective, learning activities need to engage the cognitive, the affective and the behavioural dimensions of the learning process. In the process, cognitive learning allows an understanding of the experience through reflection. Reflection engages the affective dimensions of the learning process (e.g. perception, appreciation, re-evaluation) and may result in the implementation of what has been learnt in future actions and behaviours (the behavioural dimension).

One caveat is that experiential teaching is primarily based on a particular set of values such as learner-centredness, the teacher as facilitator, learning by doing, verbalisation, peer interaction, self disclosure, and small group work. Although notions similar to these are spreading, many of them are not a part of many primary, secondary or higher educational experiences and this maybe problematic as the language educator may encounter resistance.

In conclusion, I propose that the four approaches be combined and integrated into a learning and teaching framework. A framework that could provide the foundations for planning an effective programme of study. This framework is important as it can act as a guide to the language educator through a maze of information, materials and activities. It can assist in the development of a coherent curriculum which is consistent and complementary and where the learning outcomes reflect curricular aims. In addition, the framework provides the teacher with a wide choice of methods which could be used in the classroom. The framework ensures that there is a balance of perspectives in the programme e.g. 'emic' and 'etic', nation, group and individual. Thus highlighting the acknowledgement of different perspectives, the 'uncertainty' of knowledge and the multiple interpretations of existing information. Finally, it provides what may be the most effective educational means of ensuring that learning takes place.

Appendix 1: Module materials

Issues in Intercultural Communication

Level 1: FEL 103/104

Module Leader: Donna Humphrey

Introduction to the module

The real voyage of discovery is not in seeing new lands but in seeing with new eyes. (Marcel Proust)

The module targets non-native English language speakers who use English as a second, foreign or international language. It examines current theories on verbal and non-verbal communication across cultural boundaries and the impact this has on effective intercultural communication. The module explores how speakers of English can be involved in developing the awareness, knowledge, skills and strategies for effective intercultural communication.

The course will involve lectures, seminars based on guided reading, case studies, simulations, personal diaries/journals, critical dialogue, peer tutoring, practical research assignments, language study and student-led presentations

In this module you will:

• explore the key concepts of culture, communication, and intercultural communication and discuses the inter-relationship between them;

• explore other concepts including enculturation, cultural relativity, ethnocentrism, stereotyping, culture shock, culture learning, culture awareness, insiders and outsider perceptions, ethnography;

• explore culture-general & culture specific descriptions;

• explore self-identity, the psychology of intercultural interaction, facework, cultural identity, group dynamics and interpersonal communication across cultures;

• explore the theories and practice of critical ethnography and its application to specific contexts;

• evaluate current intercultural communication theory in the light of the your own lived experience.

The course will engage you in developing greater self-awareness and self-reflectiveness. It may test your ability to be flexible, open, tolerant and accepting. It is important, therefore, that the classroom climate encourages self-discovery and provides a supportive atmosphere. You have the following rights at all times:

• You have the right to a personal level of disclosure. You can say as little or as much as you wish about yourself.

• There is no right or wrong, no level of success or failure and therefore no level of embarrassment. All answers are valid for each individual but can not be prescribed for a group.

• There should be no risk to your cultural identify. Pride in one's own identity is essential, as long as this pride does not exclude or deny others their differences.

• Self-awareness is a wonderful gift albeit a sometimes painful one.

The purpose of intercultural education is not to overwhelm you. The purpose is to motivate and heighten your enthusiasm for the intercultural adventures ahead.