Intercultural Communicative Competence in Teacher Education: Cultural Simulation Insights from Hawaiʻi

10.22492.ije.8.3.04

Authors:
Jennifer Padua, University of Hawaiʻi at Mānoa, USA
Monica Gonzalez Smith, University of Hawaiʻi at Mānoa, USA
Published: September 11, 2020
Email:
[email protected]
https://doi.org/10.22492/ije.8.3.04

Citation: Padua, J., & Gonzalez Smith, M. (2020). Intercultural Communicative Competence in Teacher Education: Cultural Simulation Insights from Hawaiʻi. IAFOR Journal of Education: Undergraduate Education, 8(3). https://doi.org/10.22492/ije.8.3.04


Abstract

This article discusses how cultural simulations promote teacher candidate cultural competence. The case study uses intercultural communicative competence to examine written reflections and focus group interviews of 21 undergraduate teacher candidates in Hawaiʻi who engaged in cultural simulation visits on the island of Oʻahu. Findings reveal that cultural simulations allowed teacher candidates to develop intercultural competency in knowledge, know-how, and being. Implications include how cultural simulations may promote teacher candidates’ intercultural competence and offer recommendations on how teacher educators may consist of cultural simulations in multicultural teacher education.

Keywords

cultural simulation, intercultural communicative competence, Hawaiʻi, multicultural teacher education, teacher preparation program