Мәдени құзыреттілік: дағдылар мен өзара әрекеттесу

Set of behaviours or social skills

Cultural competence, also known as intercultural competence, is a range of cognitive, affective, behavioural, and linguistic skills that lead to effective and appropriate communication with people of other cultures. Intercultural or cross cultural education are terms used for the training to achieve cultural competence. Effective intercultural communication relates to behaviors that culminate with the accomplishment of the desired goals of the interaction and all parties involved in the situation. Appropriate intercultural communication includes behaviors that suit the expectations of a specific culture, the characteristics of the situation, and the level of the relationship between the parties involved in the situation.

Individuals who are effective and appropriate in intercultural situations display high levels of cultural self awareness and understand the influence of culture on behavior, values, and beliefs. Tolerance for ambiguity: the ability to maintain focus in situations that are not clear rather than becoming anxious and to methodically determine the best approach as the situation evolves. Generally, low tolerance individuals look for information that supports their beliefs while high tolerance individuals look for information that gives an understanding of the situation and others. Cross cultural empathy: the ability to visualize with the imagination the situation of another person from an intellectual and emotional point of view. Demonstrating empathy includes the abilities of connecting emotionally with people, showing compassion, thinking in more than one perspective, and listening actively.

The assessment of cross cultural competence is a field that is rife with controversy. One survey identified 86 assessment instruments for 3C. A United States Army Research Institute study narrowed the list down to ten quantitative instruments that were suitable for further exploration of their reliability and validity.

Research in the area of 3C assessment, while thin, points to the value of qualitative assessment instruments in concert with quantitative ones. Qualitative instruments, such as scenario based assessments, are useful for gaining insight into intercultural competence. Intercultural coaching frameworks, such as the ICCA (Intercultural Communication and Collaboration Appraisal), do not attempt an assessment; they provide guidance for personal improvement based upon the identification of personal traits, strengths, and weaknesses.

The provision of culturally tailored health care can improve patient outcomes. In 2005, California passed Assembly Bill 1195 that requires patient related continuing medical education courses in California medical school to incorporate cultural and linguistic competence training in order to qualify for certification credits. In 2011, HealthPartners Institute for Education and Research implemented the EBAN Experience™ program to reduce health disparities among minority populations, most notably East African immigrants.

Cross cultural competence (3C) has generated confusing and contradictory definitions because it has been studied by a wide variety of academic approaches and professional fields. One author identified eleven different terms that have some equivalence to 3C: cultural savvy, astuteness, appreciation, literacy or fluency, adaptability, terrain, expertise, competency, awareness, intelligence, and understanding. The United States Army Research Institute, which is currently engaged in a study of 3C has defined it as "A set of cognitive, behavioral, and affective/motivational components that enable individuals to adapt effectively in intercultural environments". Organizations in academia, business, health care, government security, and developmental aid agencies have all sought to use 3C in one way or another. Poor results have often been obtained due to a lack of rigorous study of 3C and a reliance on "common sense" approaches. serve as an effective framework for describing the overlapping areas among these three disciplines: at the receiving and knowledge levels, 3C can operate with near independence from language proficiency and regional knowledge. But, as one approaches the internalizing and evaluation levels, the overlapping areas approach totality. The development of intercultural competence is mostly based on the individual's experiences while he or she is communicating with different cultures. When interacting with people from other cultures, the individual experiences certain obstacles that are caused by differences in cultural understanding between two people from different cultures. Such experiences may motivate the individual to acquire skills that can help him to communicate his point of view to an audience belonging to a different cultural ethnicity and background.

Intercultural Communicative Language Teaching Model. In response to the needs to develop EFL learners' ICC in the context of Asia, a theoretical framework, which is an instructional design (ISD) model ADDIE with five stages (Analyze – Design – Develop – Implement – Evaluate) is employed as a guideline in order to construct the ICLT model for EFL learners. The ICLT model is an on going process of ICC acquisition. There are three parts: Language Culture, the main training process. (Input – Notice – Practice – Output), and the ICC, which are systematically integrated. The second part is the main part consisting of four teaching steps to facilitate learners' ICC development, and each step reflects a step of the knowledge scaffolding and constructing process to facilitate learners' ICC development.

A salient issue, especially for people living in countries other than their native country, is the issue of which culture they should follow: their native culture or the one in their new surroundings. International students also face this issue: they have a choice of modifying their cultural boundaries and adapting to the culture around them or holding on to their native culture and surrounding themselves with people from their own country. The students who decide to hold on to their native culture are those who experience the most problems in their university life and who encounter frequent culture shocks. But international students who adapt themselves to the culture surrounding them (and who interact more with domestic students) will increase their knowledge of the domestic culture, which may help them to "blend in" more. In the article it stated, "Segmented assimilation theorists argue that students from less affluent and racial and ethnic minority immigrant families face a number of educational hurdles and barriers that often stem from racial, ethnic, and gender biases and discrimination embedded within the U. S. public school system". Such individuals may be said to have adopted bicultural identities.

Another issue that stands out in intercultural communication is the attitude stemming from ethnocentrism. LeVine and Campbell defines ethnocentrism as people's tendency to view their culture or in group as superior to other groups, and to judge those groups to their standards. With ethnocentric attitudes, those incapable to expand their view of different cultures could create conflict between groups. Ignorance to diversity and cultural groups contributes to prevention of peaceful interaction in a fast paced globalizing world. The counterpart of ethnocentrism is ethnorelativism: the ability to see multiple values, beliefs, norms etc. in the world as cultural rather than universal; being able to understand and accept different cultures as equally valid as ones' own. It is a mindset that moves beyond in group out group to see all groups as equally important and valid and individuals to be seen in terms of their own cultural context.

According to Hofstede's cultural dimensions theory, cultural characteristics can be measured along several dimensions. The ability to perceive them and to cope with them is fundamental for intercultural competence. These characteristics include: