By Susanne Robra-Bissantz
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Unfortunately, my enthusiasm and excitement related to teaching in the position of an English as a Second Language teacher turned to disappointment, confusion and frustration. Within the first few weeks of my teaching experience in this capacity, I was met with resistance, indiffer- The ABC’s 45 ence, and even negativity related to my students. As time passed, I was disappointed to observe that my students’ needs were not being met in their classrooms, or anywhere else in the school community. ” However, such celebrations were infrequent and not authentic.
The last example shows that during the ABC’s validation process one student became aware of what could be called his religious third space. Even though he did not want to be called a Christian, nor a Muslim, he needed the routine of church which went together with his African belief. In this process he realized that he celebrated his own deep religion: Validation of Biography—Student 5—African I know I said I am not religious but after the interview I thought about it again. It’s not that I am not religious: I still believe in so much of my African religion.
Pairs or groups of three conduct reciprocal or triangular interviews to validate the biographies, clarify, resolve misunderstandings, and make comparisons. • Everybody creates a meta-cognitive reflection of the learning process through an intercultural diary. , with intercultural communication strategies. CULTURAL COMPETENCE Cultural competence is one of the most important goals of the ABC’s and is the focus of all our complementary intercultural projects. Cultural competence is a highly complex, multifaceted, dynamic, constantly changing Constructing Third Space 27 affective and cognitive construct (Bhabha, 1994; Byram, 1997; Finkbeiner & Koplin, 2002; Hofstede, 1997; Larson & Smalley, 1972; Schmidt, 1998; Weaver, 1993).