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Centre for Excellence in Teaching and Learning

Interculturalization - Strategic Initiatives

Internationalization/Interculturalization of the curriculum is “the incorporation of international, intercultural, and / or global dimensions into the content of the curriculum as well as the learning outcomes, assessment, tasks, teaching methods, and support services of a programme” (Betty Leask, 2015).

In the same way, "intercultural teaching competence enables instructors to bridge cultural linguistic or other differences in the classroom [...] [and] to facilitate dialogue about global issues using respectful, inclusive and culturally relevant teaching strategies." (Dimitrov & Haque, 2016)

At CETL we can support the development or integration of:

  • Inclusive and culturally relevant teaching strategies;
  • International/intercultural learning outcomes;
  • Assessment tools that recognize cultural differences.

Instructor resources

Intercultural teaching competence: a multidisciplinary model for instructor reflection PDF

This article presents a model for Intercultural Teaching Competence (ITC) that instructors may use as a tool for reflection as they prepare to facilitate learning across cultures. Building on previous research on intercultural competence, culturally relevant teaching, intercultural trainer competencies, and student-centred approaches to teaching, the model identifies concrete facilitation techniques for instructors who would like to further develop their own teaching practice or mentor colleagues in effective teaching across cultures.

Strategies for Teaching Diverse Learners PDF

A list of strategies to help prevent or mitigate some of the most common challenges of a multicultural classroom setting.

Intercultrual Knowledge and Competence Value Rubric PDF

The VALUE rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The utility of the VALUE rubrics is to position learning at all undergraduate levels within a basic framework of expectations such that evidence of learning can by shared nationally through a common dialog and understanding of student success.

Developing intercultural communication skills through intergroup interaction PDF

The goal of internationalising the curriculum responds to the recognition that students need to develop a degree of intercultural competence in order to function efficiently in an increasingly globalised environment. In this paper, we explore some practical ways in which key issues in intercultural communication can be implemented into university curricula through programmes that promote interaction across groups.

Inter-Cultural Group Work Self-Assessment PDF

Using this tool can help learners identify their strengths for effective intercultural collaboration.



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Victoria BC V9E 2C1
  • 250–370–3000
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