Employing Bennett’s Developmental Model of Intercultural Sensitivity (DMIS) to Understand Intercultural Sensitivity in ELT

Abstract

This paper attempts to explain the nature and practice of intercultural sensitivity among international teachers of English using stage descriptions of Bennett’s Developmental Model of Intercultural Sensitivity (DMIS). It draws on qualitative data generated from focus group interviews, individual interviews, recorded classroom observations and diary entries from 19 expatriate teachers in an English medium university in Saudi Arabia. The study showed that most of the actions and behaviours of teachers indicate intercultural sensitivity frames that reflect descriptions of the DMIS ethnocentricity stages of defence and minimisation. Many views some teachers put forward about pedagogy and intercultural communicative competence (ICC) development in ELT however, indicated higher stages of intercultural sensitivity that reflect some of the ethnorelative dimensions of acceptance and adaptation.