This document outlines intercultural language learning activities that can be used in a Chinese language classroom. It discusses the need for an intercultural perspective in language teaching given the rise of international students. An intercultural framework is presented involving artifacts, facts, and the educational effect on behaviors, beliefs, and perceptions. Several example activities are provided, such as watching a video on Chinese factories and discussing cultural differences, practicing greetings like exchanging business cards in different cultures, acting out stories from other cultures, creating bilingual haiku poems, quizzes and games, and small group discussions comparing festivals. The goal is to raise cultural awareness by providing cultural information, actions, and explanations to develop cultural understanding through feelings, reasoning,
Environment Analysis is the first process of designing a curriculum based on Nation and Macalister (2010). The process of designining a curriculum involves environment analysis, need analysis, principles, goals, content and sequencing, format and presentation, monitoring and assessment, and evaluation.
This is a gec 6 purposive communication basic needs u need to understand in order to learn the fundamentals of communicating through nature of communication
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
The 21st century literacies and skills
Globalization and Multicultural Literacy
Social Literacy
Media Literacy
Financial Literacy
Cyber/Digital Literacy
Eco-literacy (Ecological Literacy)
Arts and Creativity Literacy
What is Globalization?
According to Joseph E. Stiglitz (2002), globalization is the closer integration of the countries and people of the world brought about by the enormous reduction of costs of transportation and communication, and the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and people across borders.
Held, et al. (1999) defined that globalization captures elements of a widespread perception that there is a broadening, deepening and speeding up of world-wide interconnectedness in all aspects of life, from the cultural to the political, the financial to the environmental.
Cole (2018) shared that according to sociologists, globalization is an ongoing process that involves interconnectedness changes in the economic, cultural, social and political spheres of society.
Beck (2000), defined globalization as a process through which transnational actors undermine sovereign national states with varying prospect if power, direction, identities and network.
Globalization is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and supported by information technology (Levin Institute, 2017).
What is multicultural literacy?
Taylor and Hoechsmen (2011) shared that multicultural literacy is defined through the idea of an inclusive and diverse education system where students of all cultural backgrounds are provided with the respect and recognition they deserve in the classroom. It is through this literacy that we must foster certain pedagogies concerning both social justice and social difference in the classroom.
Boutte (2008) discussed how by fostering both critical thinking and culturally sensitive pedagogies to bring explicit attention to society-related cultural issues, in hope to positively impact diverse learners in the classroom through giving recognition to the barriers they may face through educational institutions.
O’Byrne and Smith (2015) stated how through the use of multicultural literacy, culturally marginalized students feel more respected and comfortable in the classroom as they genuinely feel their needs are being met and their voices are being heard.
Banks and Stark (2003) stated that although literacy is essential that all students acquire the basic literacy and computational skills, this is not enough. Students should also acquire the skills, attitudes and commitments to be reflective, moral and active citizens in a troubled global world.
We define multicultural literacy as the knowledge and skills necessary to ensure that any communication with a culture different from our own is clear, productive, and respectful such that their differences are celebrated
Process Drama for intercultural language learningMLTA of NSW
Process Drama for intercultural language learning at an advanced level of proficiency Presentation given by Erika Piazzoli at AFMLTA conference Sydney 2009
Environment Analysis is the first process of designing a curriculum based on Nation and Macalister (2010). The process of designining a curriculum involves environment analysis, need analysis, principles, goals, content and sequencing, format and presentation, monitoring and assessment, and evaluation.
This is a gec 6 purposive communication basic needs u need to understand in order to learn the fundamentals of communicating through nature of communication
The role and design of instructional materialsSovanna Kakk
My name is Sovanna Kak, a lecturer at Unversity. I would like to share my knowledge with all of you. My facebook is Sovanna Kakk and my phone number is 093560021
The 21st century literacies and skills
Globalization and Multicultural Literacy
Social Literacy
Media Literacy
Financial Literacy
Cyber/Digital Literacy
Eco-literacy (Ecological Literacy)
Arts and Creativity Literacy
What is Globalization?
According to Joseph E. Stiglitz (2002), globalization is the closer integration of the countries and people of the world brought about by the enormous reduction of costs of transportation and communication, and the breaking down of artificial barriers to the flows of goods, services, capital, knowledge, and people across borders.
Held, et al. (1999) defined that globalization captures elements of a widespread perception that there is a broadening, deepening and speeding up of world-wide interconnectedness in all aspects of life, from the cultural to the political, the financial to the environmental.
Cole (2018) shared that according to sociologists, globalization is an ongoing process that involves interconnectedness changes in the economic, cultural, social and political spheres of society.
Beck (2000), defined globalization as a process through which transnational actors undermine sovereign national states with varying prospect if power, direction, identities and network.
Globalization is the process of interaction and integration between people, business entities, governments, and cultures from other nations, driven by international trade and investment and supported by information technology (Levin Institute, 2017).
What is multicultural literacy?
Taylor and Hoechsmen (2011) shared that multicultural literacy is defined through the idea of an inclusive and diverse education system where students of all cultural backgrounds are provided with the respect and recognition they deserve in the classroom. It is through this literacy that we must foster certain pedagogies concerning both social justice and social difference in the classroom.
Boutte (2008) discussed how by fostering both critical thinking and culturally sensitive pedagogies to bring explicit attention to society-related cultural issues, in hope to positively impact diverse learners in the classroom through giving recognition to the barriers they may face through educational institutions.
O’Byrne and Smith (2015) stated how through the use of multicultural literacy, culturally marginalized students feel more respected and comfortable in the classroom as they genuinely feel their needs are being met and their voices are being heard.
Banks and Stark (2003) stated that although literacy is essential that all students acquire the basic literacy and computational skills, this is not enough. Students should also acquire the skills, attitudes and commitments to be reflective, moral and active citizens in a troubled global world.
We define multicultural literacy as the knowledge and skills necessary to ensure that any communication with a culture different from our own is clear, productive, and respectful such that their differences are celebrated
Process Drama for intercultural language learningMLTA of NSW
Process Drama for intercultural language learning at an advanced level of proficiency Presentation given by Erika Piazzoli at AFMLTA conference Sydney 2009
A look at the evolution of the Freeplay Independent Games Festival, and its place as a cultural organisation and event. Presented as part of the ACMI Game Masters Forum.
There are many ways to energize a classroom and become more interculturally competent. First, “Who are you culturally?” is a reflective cultural self-awareness conversation. Second, peace-making is the focus of a brainstorming session. Third, staying in description is an eye-opening group activity. The debriefing includes theory and practical application.
Asia Society PGL2012--Matt Nink--Collaborative Leadershipmnink
We often hear about “collaborative leadership” and “partnerships” without really knowing what catalyzes them and makes them grow. In this workshop participants will interact, engage, define, and walk away with the seven qualities of a collaborative leader. The component parts of leadership can be taught and cultivated among students, colleagues, and community partners. As educational communities needs to do more will less, having a working foundation of collaborative leadership will help teachers and administrators thrive in the 21st century.
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
This document shows how I promoted equity and diversity in the classroom. There is a lesson plan where students brought in personal artifacts, a description of literature circles and a poetry project and also a reflective essay and statement of equity.
Assessing Intercultural Capability A ScarinoMLTA of NSW
Assessing Intercultural Capability: teacher and researcher perspectives
Presentation by Angela Scarino and Melissa Gould-Drakeley at AFMLTA conference in Sydney 2009, Dialogue Discourse Diversity
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Objetives
By the end of this presentation we’ll
have…
Experienced intercultural activities
Identified a framework to
introduce intercultural activities in
the classroom
3. 1. The rise of international students from
countries all over the world.
2. US classrooms are more and more like
international schools in 2015.
3. Great opportunity to learn other culture
4. The study of non-verbal aspects of
communication
5. Community connection
Why there is a need
to take an intercultural
perspective in language
teaching?
4. Artefact -Any construction of the human being
Fact - Elements of a country’s culture (history, art,
institutions, music) and way of life.
Nature of the educational effect:
behavior, beliefs, perceptions expressed to language
and determine the acceptance (sometimes rejection) of
a person in the host community.
Intercultural framework:
5. Who is attending
Chinese classes today?
Chinese
Background
Speaker
Speakers
of other
languages
Native
English
speaker
6. Five Principles of
Intercultural Language Learning
Active Construction (thinking skills, solving
problems)
Making Connections (of one’s existing
conceptions)
Social interaction
Reflection ( identity one’s thoughts and feelings)
Responsibility (for better understanding oneself)
7. Before we start
the activities:
1. Individualism / collaboration
2. Level of students
3. Logical Sequence
4. Space and Budget
5. Link to the language lessons
6. Support from others
10. Crossing culture: example 3,
holidays
Easter-USA
Korean New Year
Japanese New
Year
Chinse New YearChinese Moon Festival Japanese Moon Rabbit
11. Noticing Activity
Watch the video: Made in China –Factory
of the World
What are the three things you learn from
the video that you did not know before?
https://youtu.be/WlSHo61nRWw
12. Questions you may use:
Where is the event taking place?
What is happening?
Who are the people involved?
Why do they do these activities?
If this took place in your country…
What would happen?
Who would be there?
What would they wear?
What would people do?
Video
Watching
13. Activity: Acting
Greetings
How do people give business cards in Taiwan
/Japan/USA?
Practice giving your business cards to your
colleagues
Why (do you think) are business cards given in
Japan the way that way?
How did you feel giving the business cards the
Japanese way?
14. Activity: Drama /
Story Telling
Group students in small group of 3-4
Giving each a reading material – story from
other counties
Have each group act out a different story
(for example - 嫦娥奔月 和 亞當夏娃)
Asking students how did they feel being in a
different culture situation
16. Activity: Quiz and Game
Cultural information can be delivered
through quiz or game
Formats: Online, Paper, in-class activity
A way of assessing student’s learning
outcomes
17. Activity: Small Group Discussion 1
In you culture, do you have special festivals or
holiday?
What are they?
What are they tradition?
What are the food associated with these
festivals or holidays?
18. Activity: Small Group Discussion 2
Can you describe one of the Chinese
Festivals from the presentation -
What are they?
What are they tradition?
What are the food associated with these
festivals or holidays?
19. Processes Analyzing
What information
did you learn?
How are the actions
performed?
Why are these
information the way
they are?
What did you
feel/think about
practicing these
activities?
20. Raise cultural awareness
What? How?
Information of the
cultural aspects.
Information about
the actions.
The actual action,
conditions and
context
Why? Self
Explanations for the
actions.
Cultural understanding
Feelings
Reasoning
Adapting
Assimilating
Rejecting
