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LIBERTY UNIVERSITY
JOHN W. RAWLINGS SCHOOL OF DIVINTY
Teaching Cross-Culturally
Submitted to Dr. Thomas Cook
in partial fulfillment of the requirements for the completion of
GLST290 – D04
Cultural Anthropology
by
Patrice Vinson
November 19, 2020
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Introduction
When it comes to teaching cross-culturally, that can become an extreme debate for many
educators and the public. Cross-culturally can be known as the comparison between different
cultures. Most universities today are seeking different techniques within their teaching so that
more students that are entering the teaching field to become more globalized in their perspectives
of the world. Just as well as the classroom, online learning can be of good use with a student of
another culture coming in to give their experiences on the different aspects of life within their
culture. Educators will try to reach their students in different ways by trying out different
methods that help with the connection of the teacher and student. Some may include surveys,
test, and group activities just to name a few. Teaching cross-culturally can be formative for
educators as well as for the students. Whenever someone travels to another country, they should
take God along for the journey. God orders our steps and with him by our side there is nothing
that we cannot accomplish. Although cross-cultural education can bring about different
challenges to experienced educational prototypes all over the world, it must be recognized.
Teaching cross-culturally can be challenging if you are not familiar with the culture.
Going into a different culture not knowing what to expect can lead to many mishaps with
teaching a classroom full of children. Different techniques can be determined by the different age
groups that are being taught. Judith E. Lingenfelter talks about the different experiences she had
with adjusting to her students and their cultures. Starting out in just a regular American school
was challenging enough for her but once she decided to adventure off with her husband to a
different culture, she seen just how challenging it was to distinguish the different cultures that
were presented to her. Although Lingenfelter taught junior high of another culture, she was
giving the opportunity of “teaching on a small island of Yap, in the western Pacific islands near
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the Philippines with a class of twenty-four students from six different cultures that had already
gone through four teachers.”1 Every time Lingenfelter thought that she was off to a great start
with her class, it always seemed to go downhill. She had six different cultures in one classroom,
and they all had their own understanding of what teaching and learning was. The students
responded to the teacher in different ways that each one of them did not understand and they
thought perhaps that it was funny. The African students tend to stick out the most because they
depend on each other versus doing independent work. African students looked at teachers as
being their role models or parents if they had that connection. One day Lingenfelter was ill and
could not make it in and that caused the students of six different cultures to come together and
work as a team to get her room cleaned. That was the start of cross-cultural teaching for
Lingenfelter and she was able to return after some time and take on a high school setting.
Whenever war arises, it causes the students to give up their learning and stay home.
During this era of time, “in spite of the fighting around them, the students asked Del to keep
teaching.”2 Del Chinchen is a teacher that the African students look up to and wanted him to
continue teaching so that they could graduate. Del represented the African Bible College by
taking a political stand on different boards to get support for the college. Teaching cross-cultural
can lead to wonderful experiences that involve guidance for the teachers so that they will be able
to work with the different diverse students.
Many people tend to look at the fact of teaching overseas or in another country as the
means to earning more money and that is not always the case. Even though you can receive tax
1Lingenfelter, Judith., and Sherwood G. Lingenfelter. Teaching Cross-Culturally: An Incarnational Model
for Learning and Teaching Grand Rapids, Mich: Baker Academic, 2004, 12.
2 Ibid., 82.
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free money and all, that does not mean that you are guaranteed a job. In America, most jobs can
be determined by your work experience, job performance, and presentation. Although in an
international school setting, professional training, years of experience, good intentions, and
enthusiasm, while definitely important, are no guarantee for success.3 But, it can be determined
that an international job can ask for at least two years of full time experience. That means that
they do not usually look at graduates that just finished their college years as becoming a teacher.
Moving to a different culture can be determining for a new graduate considering that they
must be prepared for the new life setting of that culture. Whenever someone crosses over to a
different culture, they must take into consideration the living arrangements, work conditions, and
the salary that comes with it. Grant Sundal says, “Fortunately, it turns out there are qualities,
among which the most important is something called cultural intelligence or “CQ”, that better
predicts a teacher’s ability to succeed in the overseas classroom.”4 Teaching in another culture
can also allow an individual to develop a connection with their colleagues and build a strong
relationship with their students. Teaching students from a different culture can be challenging
since the teaching skills may need to be taught differently so that they can understand the
concept. This will require a teacher to use their CQ in the classroom when teaching.
Analysis
Consider teaching cross-culturally in a biblical view, can show the belief of human life
that exist from the one that God has giving us. We must incorporate God within our everyday life
whenever we travel to other countries to do work. Teachers must determine their beliefs and
values to interpret the influences of what is real and good. Knowing what is important to you
3 Sundal, Grant. "Teaching the World." Teach (Toronto) (2012): 15.
4 Ibid., 16.
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concerning your culture and why you do the things you choose to do is something of importance
and should be determined before teaching cross-culturally. Our interactions will determine our
impact on the values of worldview. The Bible says, “For I know the plans I have for you,”
declares the Lord, “plans to prosper you and not to harm you, plans to give you hope and a future
(Jer 29:11, NIV). Teaching cross-cultural in a biblical sense can bring a life-giving message to
many nations. Spreading the word of Jesus Christ is a major concept when it comes to living a
Godly life and spreading his word. Asking questions is the start of the process, by asking
questions it can keep someone from assuming things.
Although some cultures have rules as to things that should not be done and can be
recognized and understood easily. In Ephesians, it says that “Indeed, speaking the truth in love,
we will in all things grow up into him who is the Head, that is, Christ (Eph 4:15, NIV).”
Whenever the values and beliefs are met within a diverse group, it makes it easier for the cross-
cultural communication to happen. When serving cross-cultural it is important to remember that
you must have a firm foundation to maintain the values and beliefs of a biblical worldview.
While serving within another culture, it is efficient to show respect for another, but you do not
have to compromise in your own.
Elements
As a cross-cultural teacher it is important to have a global and multi-cultural persona
when it comes to teaching. It is important for a teacher to be open to all aspects of knowing and
understanding the different culture settings. There must be an open passion for people and
cultures of nations so that someone is able to serve and learn. The coursework of a teacher comes
with the understanding of different diversities that they may endure when it comes to teaching in
another culture. By developing cultural competency, it can help assist teachers in the programs
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that are meant to help them prepare for the cultural classrooms. As mentioned, “this experience
of incidental cultural growth through situated learning, intercultural interaction, and reflection as
fortuitous learning.”5 Some teachers sign up for the competency programs so that they will stay
educated on the cross-cultural teachings of the different diversities. Throughout the programs
there are many different race and ethnicity that participate to keep everything going.
Sally Hirsch expresses, “Intercultural competence is a highly desirable skill in any
educator, but especially in educators working in culturally diverse environments.”6 Hirsch
considers this as an ongoing process with the development of intercultural competence for
teachers. Teachers must understand and know how to define it to gain improvement. Some
teachers chose to access their way into a cultural setting by doing surveys to get to know each
student from a little bit of their background. “School leaders can undertake a more detailed
review of where cultural differences or bias might exist in school systems.”7 It is important for
teachers to be able to modify the plan of action that they should take depending on the
comprehension and expertise levels of the teacher. Professional development planning can be
done within the culture era so teachers can receive and understand what it is that other people of
the community may think about the cross-cultural setting of other cultures teaching them.
Whenever it comes to managing the teaching process of cross-cultural learning, it is
considered differently because the students must be involved directly. Orpen explains, “given the
difficulties involved, it cannot be effectively taught through lectures and formal examinations,
5 Kondor, Carrie, Angela Owusu-Ansah, and Lynn Keyne-Michaels. "Intercultural Fortuitous Learning:
Preparing Prospective Teachers to Teach Culturally Diverse Populations." Multicultural Education (San Francisco,
Calif.) 26, no. 3/4 (2019): 18.
6 Hirsch, Sally. "Developing Intercultural Competence in Teachers." International School: IS 20, no. 2
(2018): 31.
7 Ibid., 31.
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but instead requires the simultaneous employment of a variety of student-involving techniques.”8
This teaching mechanism is used to help the students adapt to any cultural setting that is
presented to them or if they cross paths with it. Just as much as it is important for teachers to
learn how to teach cross-culturally, it is also important for the student to be able to cope with the
difference of the settings as well. Even though people work overseas, they consider their selves
as knowing the cultural setting of that country and that is not always true if they have not studied
that culture and learned everything there is to know about it.
Conclusion
Teaching cross-culturally can be a challenge for newer teachers that do not have any
experience with teaching students. Considering all aspects of teaching programs can be very
helpful and knowledgeable to an educator. There are all types of questionnaires and intellectual
test that can assist with the learning of the different diversity groups. Educators must be aware of
their cultural setting to grasp the concepts of the different students that may be in their
classroom. Whenever people see other people from a different culture other than their own, it can
raise concerns about the knowledge that is obtained from that person about the culture. Most
expectations of an educator going into another culture are usually set at a higher standard
because the educator is expected to know everything there is to know about that culture.
Although cross-cultural education can bring about different challenges to experienced
educational prototypes all over the world, it must be recognized.
8Orpen, Christopher. "Teaching Students to Manage Cross Culturally." Management Services 40, no. 8 (08,
1996): 20, http://ezproxy.liberty.edu/login?qurl=https%3A%2F%2Fwww.proquest.com%2Ftrade-journals
%2Fteaching-students-manage-cross culturally
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Bibliography
Hirsch, Sally. "Developing Intercultural Competence in Teachers." International School: IS 20,
no. 2 (2018): 30-31.
Kondor, Carrie, Angela Owusu-Ansah, and Lynn Keyne-Michaels. "Intercultural Fortuitous
Learning: Preparing Prospective Teachers to Teach Culturally Diverse Populations."
Multicultural Education (San Francisco, Calif.) 26, no. 3/4 (2019): 17-26.
Lingenfelter, Judith., and Sherwood G. Lingenfelter. Teaching Cross-Culturally: An
Incarnational Model for Learning and Teaching Grand Rapids, Mich: Baker Academic,
2004.
Orpen, Christopher. "Teaching Students to Manage Cross Culturally." Management Services 40,
no. 8 (08, 1996): 20, http://ezproxy.liberty.edu/login?qurl=https%3A%2F
%2Fwww.proquest.com%2Ftrade-journals%2Fteaching-students-manage-cross culturally
Sundal, Grant. "Teaching the World." Teach (Toronto) (2012): 14.
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