Overview of this ICL rubric
Competency for Self-Development
By clicking or tapping on each item, a pop-up window will appear displaying an example.
| Components | Definition | Milestones | ||||
|---|---|---|---|---|---|---|
| Primary Category | Specific Category | 1 | 2 | 3 | 4 | |
| Competency for Self-Development | Self-Awareness | Ability to objectively understand one's own way of thinking, emotions, and abilities while interacting with diverse people. | ||||
| Self-Efficacy | Ability to trust in one’s own skills and potential to achieve goals and overcome challenges. | |||||
| Goal Achievement | Ability to adapt one’s thinking and behavior toward achieving personal goals while interacting with diverse people. | |||||
| Awareness of Biases and Stereotypes | Ability to recognize one's own biases and stereotypes, reflect on one's thoughts and actions, and act with conscious intention. | |||||
| Critical Reflection on One’s Own Culture | Ability to understand the similarities and differences between other cultures and one's own culture (i.e., the culture in which one grew up) and to reinterpret one's own culture. | |||||
| Intercultural Orientation | Ability to engage in dialogue with people from different cultural backgrounds with genuine interest. | |||||
Competency for Building Relationships
By clicking or tapping on each item, a pop-up window will appear displaying an example.
| Components | Definition | Milestones | ||||
|---|---|---|---|---|---|---|
| Primary Category | Specific Category | 1 | 2 | 3 | 4 | |
| Competency for Building Relationships | Active Listening | Ability to actively listen to others with interest and comprehend their thoughts, intentions, and feelings. | ||||
| Expression | Ability to confidently express opinions in dialogue with people who have different ideas and values. | |||||
| Empathy | Ability to understand the thoughts and feelings of others from their perspectives. | |||||
| Openness | Ability to withhold judgment and accept the ideas and values of others. | |||||
| Flexibility | Ability to adapt one's thinking and behavior according to the situation. | |||||
| Practical Intercultural Communication | Ability to adjust communication methods appropriately to suit the language skills, comprehension levels, and cultural backgrounds of others. | |||||
Competency for Collaboration
By clicking or tapping on each item, a pop-up window will appear displaying an example.
| Components | Definition | Milestones | ||||
|---|---|---|---|---|---|---|
| Primary Category | Specific Category | 1 | 2 | 3 | 4 | |
| Competency for Collaboration | Role Responsiveness | Ability to fulfill one’s role and contribute to the group as a whole. | ||||
| Team Building | Ability to create a safe and supportive environment for members to work together and foster relationships that encourage collaboration in group work. | |||||
| Project Management | Ability to oversee the progress of group projects and the contributions of each member, ensuring the project is developed in the best possible way. | |||||
| Facilitation | Ability to encourage all members to participate equally in group dialogue. | |||||
| Conflict Resolution | Ability to recognize and effectively address conflicts of values and opinions in groups by understanding their causes and background. | |||||
Competency for Problem-Solving
By clicking or tapping on each item, a pop-up window will appear displaying an example.
| Components | Definition | Milestones | ||||
|---|---|---|---|---|---|---|
| Primary Category | Specific Category | 1 | 2 | 3 | 4 | |
| Competency for Problem-Solving | Information Gathering | Ability to access multiple sources of information and gather and select reliable information from various perspectives. | ||||
| Information Analysis | Ability to critically analyze multiple pieces of gathered information and construct one's own opinions and arguments. | |||||
| Problem Identification | Ability to identify and explain problems from multiple perspectives. | |||||
| Problem Solving | Ability to select and implement effective solutions to problems. | |||||
Example
When working in a foreign language, there are times when I perform well and times when I do not, but I do not think about the specific reasons.
Example
I accept that I am not accustomed to working in a foreign language, but I rarely consider what I can contribute in that environment from the perspective of my group members.
Example
Even when working in an unfamiliar foreign language, I am starting to identify a role that only I can play to contribute to the success of the group.
Example
Even when working in an unfamiliar foreign language, I recognize my unique roles, such as managing time and fostering a positive atmosphere.
Example
In group projects, I often lack confidence in my ideas, feel that 'others should take the lead,' and tend to hold back from speaking up.
Example
Although I have some confidence in my ideas, I am sometimes hesitant to propose them because I worry about how my group members might perceive them.
Example
I believe my suggestions can contribute to achieving the project’s goals, and I actively participate in discussions.
Example
Even when faced with sudden changes in plans or differences of opinion among members, I strongly believe I can respond flexibly by leveraging my abilities and lead the project to a successful conclusion.
Example
I have a goal of playing an active role internationally, but I am unsure of what steps to take to achieve it.
Example
I am participating in an intercultural collaborative learning class to improve my language skills, but I am still unsure about what specific efforts I should make and tend to adopt a passive attitude.
Example
I am actively engaging in discussions with fellow students and faculty members in an intercultural collaborative learning class to enhance my intercultural communication skills, including language skills.
Example
I apply what I have learned in class and take initiative by making the most of every opportunity, such as interacting with international students outside of class and participating in international events beyond the university.
Example
Often unconsciously, I hold negative perceptions of people from a particular country or region.
Example
I acknowledge holding negative perceptions of people from a particular country or region, but I rarely reflect on the reasons behind them.
Example
I understand that my negative perceptions of people from a particular country or region are influenced and shaped by media, family upbringing, and other factors, but I have yet to take any specific actions to change them.
Example
I critically examine negative perceptions of people from a particular country or region, influenced and shaped by media, family upbringing, and other factors, and take steps to change my thinking and behavior.
Example
In group work, I do not pay much attention to the difference between those who express their emotions and those who do not.
Example
When someone openly discusses topics that are rarely talked about in public in my own country or region, I feel uncomfortable, but I seldom reflect on the reasons behind my discomfort.
Example
I sometimes reflect on the cultural influences of my upbringing and why I avoid discussing certain topics in public.
Example
I analyze how culture shapes what people discuss in public and what they do not, gaining an understanding of the values unique to my own culture.
Example
When discussing social issues such as politics or the global environment, I do not pay attention to why some people refrain from expressing their opinions while others are assertive.
Example
I find it interesting that there are some who refrain from expressing their opinions and others who are assertive, but I do not seek to understand the underlying reasons.
Example
To understand the backgrounds of those who refrain from expressing opinions or are assertive, I make an effort to ask questions about their cultural upbringing and past experiences during class discussions.
Example
I actively communicate with others, both inside and outside of class, to explore how diverse ways of expressing opinions reflect a person's culture and experiences.
Example
I often simply listen to what my classmates are saying without much thought and rarely think of questions to ask.
Example
I listen to my classmates and feel I "get" some of it, but when it comes to unfamiliar social issues or specialized topics, I do not make an in-depth effort to understand their ideas.
Example
Even if the topic is unfamiliar to me, I pay attention to what my classmates are saying and make an effort to understand what they are trying to convey by asking questions about anything I find curious.
Example
I can understand what my classmates are trying to convey and how they are feeling by paying attention not only to what they are saying and the situation they are in but also to their facial expressions and gestures.
Example
In controversial discussions, I tend to acquiesce quickly or align my opinions with those who express their views forcefully and persuasively.
Example
I make an effort to express my own thoughts and ideas, but I still find it challenging to articulate opinions that significantly differ from those of my group members.
Example
In many cases, I can express my own opinions even when they differ from the positions or arguments of my group members.
Example
I can clearly state my own opinions in any group, with any person, or on any difficult topic.
Example
When someone does not speak up much in a discussion, I often feel frustrated by their lack of contribution to the group.
Example
I understand that some people are not good at speaking up, but I tend to think, "If it were me, I would do my best to express my opinion."
Example
I try to engage with people who are not good at speaking by considering that they may not be accustomed to discussions and imagining ways to make it easier for them to speak.
Example
I can imagine the circumstances and backgrounds of people who are not good at speaking and approach them supportively based on their needs.
Example
During group work, I prefer to take my time to create quality content, but other members focus solely on efficiency, and honestly, I find it difficult to keep up with them.
Example
While I try to understand the members' intentions to enhance group efficiency, I still struggle to accept that this approach might compromise the quality and completeness of the activity.
Example
Recognizing that members concerned about group efficiency likely have their reasons, I make an effort to understand their intentions before forming a judgment.
Example
I respect the views of members who value efficiency while taking enough time to carefully consider important points to achieve the best results within the limited time.
Example
I often feel frustrated with someone who introduces new suggestions after the group has made a decision.
Example
Even after the group has made a decision, I can accept a good suggestion, but I find it challenging to accommodate if it happens repeatedly.
Example
Even if it causes some confusion, I accept changes in plans if they improve the quality of group activities.
Example
I am open to any suggestion that helps the team move in a positive direction, and I also contribute by generating new ideas.
Example
During group activities in my native language or a language I am proficient in, I tend to speak freely, assuming that all members understand me.
Example
I make an effort to select understandable words and speak slowly for members unfamiliar with the language, but there are still many instances when they do not comprehend.
Example
I can establish communication with members unfamiliar with the language by using understandable words and responding to them as they speak.
Example
Even in discussions on difficult topics, I can exchange opinions by using gestures, writing, diagrams, and other tools to facilitate communication with members unfamiliar with the language.
Example
When collaborating with a group to create a document, I sometimes struggle to understand my role and find it difficult to organize my part thus failing to complete it by the deadline.
Example
I manage to complete my part by the deadline, but I rarely pay attention to the parts assigned to other members.
Example
In addition to completing my part, I make an effort to assist any member who needs help.
Example
Without being constrained by assigned roles, I am willing to think and take action on what needs to be done to enhance the overall quality of the group document.
Example
I tend to prioritize completing individual tasks over communicating with other members, both inside and outside of class.
Example
Although I recognize the importance of building trust with members, I find it difficult to determine how to approach them and tend to remain a passive participant.
Example
Recognizing the importance of building trust with members, I take gradual steps to deepen mutual understanding, such as engaging in casual conversations.
Example
I encourage discussions at every opportunity to ensure that the entire team achieves good results by leveraging each member's strengths and compensating for weaknesses.
Example
When collaborating with a group on research, I often focus on completing my part and fail to pay sufficient attention to the work of other members or the group as a whole.
Example
I pay some attention to the overall progress, project completion, and members' commitment, often thinking 'there's a better way to do this,' but I still find it challenging to voice my thoughts.
Example
I observe the entire group and am likely to make bold suggestions, such as revising the division of roles or adjusting the approach, if the work is lagging or a member is struggling.
Example
I consistently provide suggestions that are most beneficial to the group while engaging in proactive communication with members to ensure the timely completion of all tasks.
Example
I occasionally find myself exchanging opinions with a few members without paying much attention to those who have little to say during the meeting.
Example
I aspire to encourage all members to share their opinions, but in reality, my efforts are limited to occasionally engaging with quieter members.
Example
When I notice the need, I focus on what I can do, such as engaging quieter members in conversation or introducing a different perspective when the exchange of ideas has stagnated.
Example
I consistently strive to create an environment where all members can freely express their opinions, and I naturally take the initiative to guide discussions toward achieving the activity's goals.
Example
When discussing sensitive topics such as same-sex marriage, disagreements among members from different cultural backgrounds can create an uncomfortable atmosphere, and I find it difficult to navigate the situation.
Example
I understand that the disagreement between members is related to their religious beliefs, but I still struggle to propose a solution that satisfies both sides.
Example
In disagreements seemingly rooted in different religious beliefs, I can propose that both sides suspend judgment and focus on analyzing the differences and underlying reasons, as compromise is unlikely from either side.
Example
I can encourage the entire team to collectively reflect on and address disagreements influenced by religious beliefs, as I believe that organizing and understanding conflicts without becoming emotional is key to fostering learning.
Example
When doing some research, I often rely on my usual social networking services, Wikipedia, and similar sources.
Example
In addition to social networking services and Wikipedia, I access academic articles, government statistics, and newspaper articles, but I still tend to gather information that reflects my own opinions.
Example
I can incorporate a wide range of national and cultural viewpoints, as well as both pros and cons, from reliable sources like academic articles, government statistics, newspaper articles, and other references.
Example
I can select essential information gathered from multiple perspectives and organize it according to the needs of class presentations and other purposes.
Example
When I see information that claims certain foods are harmful to human health, I tend to believe it without questioning the sources.
Example
I am aware that there are differing opinions regarding the safety of consuming certain foods, but I still struggle to form my own stance.
Example
I can analyze the information that claims certain foods are unsafe and use the analysis to back up my opinions.
Example
I can clearly explain to others, using scientific evidence, the unreliability of information labeling certain foods as harmful to human health.
Example
I was instructed to present modern educational issues in a class on the worldwide educational situation, but I have no idea what the issues are.
Example
I can list some educational issues, but I have not considered whether they apply to countries other than my own.
Example
I can identify educational issues to be solved globally, but I still find it difficult to explain how I took into account the circumstances of diverse countries and regions when I formed my opinion.
Example
I can explain global educational challenges from different perspectives, in a way that is easy for others to understand.
Example
In a project aimed at promoting international exchange within the university, I have identified the language barrier as an issue, but I lack a clear solution for addressing it.
Example
I have brainstormed several events that would give students the opportunity to interact regardless of language, but I am not sure which one would be best.
Example
I can identify the most promising events through surveys and interviews with students.
Example
I can execute the event plan by clearly explaining the expected benefits to others and encouraging them to participate in a collaborative effort.