A line has become blurred between intercultural interactions and daily personal interactions. The once long distance for trade, travel and communication is at its’ smallest gap. However, “American graduates have been cited as being culturally deprived and linguistically illiterate, compared to students from other countries” (2013 Kentucky Standard for World Language Proficiency). For educational leaders to improve this current educational inadequacy, it is important to understand teachers’ intercultural beliefs and how they impact their classroom practices. What is not known is the present state of world language teachers’ global competence understanding and what they perceive to be best practices to transmit intercultural competencies to students. Not knowing the best practices is problematic for the school administrators since they are responsible for setting foreign language skills policies for the school districts. In addition, the administrator who oversees the teaching must be aware of how best to guide teacher toward for providing best practices. Teachers of foreign languages also must know the best practices to be able to follow the district best practice requirements and have a capable way of teaching their students. The findings in this dissertation can begin to help form a base of experiences currently in the Commonwealth by those working with world language and global competence.
","abstract_html":"<p>A line has become blurred between intercultural interactions and daily personal interactions. The once long distance for trade, travel and communication is at its’ smallest gap. However, “American graduates have been cited as being culturally deprived and linguistically illiterate, compared to students from other countries” (2013 Kentucky Standard for World Language Proficiency). For educational leaders to improve this current educational inadequacy, it is important to understand teachers’ intercultural beliefs and how they impact their classroom practices. What is not known is the present state of world language teachers’ global competence understanding and what they perceive to be best practices to transmit intercultural competencies to students. Not knowing the best practices is problematic for the school administrators since they are responsible for setting foreign language skills policies for the school districts. In addition, the administrator who oversees the teaching must be aware of how best to guide teacher toward for providing best practices. Teachers of foreign languages also must know the best practices to be able to follow the district best practice requirements and have a capable way of teaching their students. The findings in this dissertation can begin to help form a base of experiences currently in the Commonwealth by those working with world language and global competence. </p>","abstract_has_math":false,"creators":["McClees, Ernest Luke"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:32Z","subjects":["Administration","Global","Intercultural Competence","Teacher","World Language","Bilingual, Multilingual, and Multicultural Education","Educational Administration and Supervision","International and Intercultural Communication","Teacher Education and Professional Development"],"languages":[],"rights":["Copyright 2016 Ernest Luke McClees"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/397","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McClees, Ernest Luke"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Administration","Global","Intercultural Competence","Teacher","World Language","Bilingual, Multilingual, and Multicultural Education","Educational Administration and Supervision","International and Intercultural Communication","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Ernest Luke McClees"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/397"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A line has become blurred between intercultural interactions and daily personal interactions. The once long distance for trade, travel and communication is at its’ smallest gap. However, “American graduates have been cited as being culturally deprived and linguistically illiterate, compared to students from other countries” (2013 Kentucky Standard for World Language Proficiency). For educational leaders to improve this current educational inadequacy, it is important to understand teachers’ intercultural beliefs and how they impact their classroom practices. What is not known is the present state of world language teachers’ global competence understanding and what they perceive to be best practices to transmit intercultural competencies to students. Not knowing the best practices is problematic for the school administrators since they are responsible for setting foreign language skills policies for the school districts. In addition, the administrator who oversees the teaching must be aware of how best to guide teacher toward for providing best practices. Teachers of foreign languages also must know the best practices to be able to follow the district best practice requirements and have a capable way of teaching their students. The findings in this dissertation can begin to help form a base of experiences currently in the Commonwealth by those working with world language and global competence.
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"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/397"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2016 Ernest Luke McClees"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Administration","Global","Intercultural Competence","Teacher","World Language","Bilingual, Multilingual, and Multicultural Education","Educational Administration and Supervision","International and Intercultural Communication","Teacher Education and Professional Development"],"dc:title":["Intercultural Learning Perspectives of World Language Educators in Kentucky"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:32Z"}