Understanding Culture

AATF National Commission on Cultural Competence

Indicators of Competence

A. Empathy

Upon reaching each of the stages below, the learner

Stage 1

is curious about similarities and differences between the home and the target culture.
shows willingness to understand the differences encountered.

Stage 2

is tolerant of differences between the home and target culture. is open and accepting of different peoples.
recognizes the depth and complexity of cultural differences.
shows an active interest in the search for understanding of the target culture.

Stage 3

is aware of the problem of accepting the norms of another culture while maintaining one's own values and identity.
shows fair-mindedness and tolerance in trying to solve an embarrassing situation or a cross-cultural conflict.
can adjust behavior and conversation according to the situational context and to the expectations of participants.

Stage 4

recognizes the importance of understanding manifestations of the target culture in terms of its own context.
is aware of his/her own cultural perspective and of how this perspective influences one's perceptions of phenomena.
can act and react in a culturally appropriate way while being aware of his/her "otherness."

B. Ability to Observe and Analyze a Culture

Upon reaching each of the stages below, the learner

Stage 1

can give examples of the relationship between language and culture.
can identify a few characteristics of the target culture as cultural patterns.
can identify a few common cultural differences between home and target cultures.
can identify some commonly-held images of the target culture as stereotypes.

Stage 2

can demonstrate understanding that cultural values, patterns, and institutions cannot be used to predict the behavior of all individuals.
can give examples of an observer's own cultural biases interfering with understanding of the target culture.
can give an example of how cultures change over time.
can discuss ways in which cultural norms and values are transmitted.
can give examples of one culture influencing another.

Stage 3

can give examples of social behaviors that express the target culture's underlying value system.
can describe and explain important elements of major institutions in the target culture.
can interpret social phenomena within the context of the target culture.
can describe several instances of major change within the target culture.
can describe some major forces that influence culture and cultural change.

Stage 4

recognizes that a culture is not uniform and can identify the principal subcultures of the target culture.
can critique phenomena of the target culture with a minimum of bias.
can interpret social phenomena at several levels of generalization.
can describe the multifaceted character of sociocultural phenomena.

C. Communication in Cultural Context (Verbal and Non-Verbal)

Upon reaching each of the stages below, the learner

Stage 1

knows what verbal havior is appropriate in different greeting and leave-taking routines.
knows that there are familiar and polite forms of address.
recognizes some easily interpreted gestures.
is aware of difference in demeanor in formal and informal social settings.

Stage 2

uses appropriate titles of address and formula in survival-level situations.
can use familiar and polite forms of address appropriately.
demonstrates knowledge of some common formulas used in communications.
is aware of the difference in conversational distance in the U.S.A. and in France.

Stage 3

can express attitudes towards people taking into account social context.
has some knowledge of regional variations in the target language.
can interpret some common French gestures not used in American culture.
can establish and maintain appropriate distance in conversations with French people.

Stage 4

is able to function appropriately in a wide range of social and professional contexts.
can understand and explain humor or irony in a cultural context.
can use typically French gestures and sounds.
understands some current physical gestures that accompany or evoke traditional colloquialisms.

Last update: 15 June 1996.