2018 Volume 47 Pages 16-33
The research question engaged here is how to develop intercultural competence in a classroom style practice. The purpose of this study is to reveal to how to recompose relationships between a educator (teacher) and a learner (student) through analyzing a process of developing intercultural competence. In this study case, narrative approach is the method to analyze interaction between dominant stories by the educator, such as suggestions of performance task and rubric (performance assessment) and alternative stories by the learner, such as the response to educator’s suggestions.
In addition, this study attempts to define intercultural competence by categorizing the evaluation criteria of Humanities in MYP (Middle Years Programme in International Baccalaureate (IB)) and the point of view from social studies with knowledge, skills and attitudes.
The subject in this study is geography based on IB. In particular, the unit to learn about the Kinki region is taken up in this study. The class in this unit dealt with Korean oldcomers by the educator in order to promote transformation of majority.
The learner in this study is a Korean newcomer. This learner narrated alternative stories in three performance tasks after this unit.
In conclusion, this study indicates that the educator can recognize various aspects of students and enable unexpected effects to be realized by him or herself. On the other hand, there are two future tasks. First, it is necessary to focus not only to interaction among educators and learners but also on interaction among learners. Second, future research requires that educators learn how to review the classes themselves through the transformation of students.
