Contents
Content Type: 4
Title: Encouraging the Development of Intercultural Competence
Body:
by Renée Marshall, CASLS Research Assistant, and Patricia Roldán Marcos, CASLS Graduate Research Fellow for Curriculum
What is intercultural competence? Dr. Janet Bennett lays out a useful definition: "A set of cognitive, affective and behavioral skills and characteristics that support effective and appropriate interaction in a variety of cultural contexts." Language learners can glean cultural information through their language development, as language and culture are intimately intertwined. However, simply because students are learning a language does not mean that they will develop intercultural competence. Guided exploration of their own culture (C1) and the target culture (C2) can help to encourage the development of intercultural competence. Two useful websites to use as a reference that we will refer to and make use of in our activity is the University of Washington Bothell's Intercultural Competence Tool Kit: http://www.bothell.washington.edu/globalinitiatives/resources/intercultural-competence-tool-kit and also Dr. Bennett's handout (2011) from the Association of International Education Administrators conference: http://www.intercultural.org/documents/competence_handouts.pdf. Due to the vocabulary and academic language, this activity is most suited for university level students. You may need to frontload some of the vocabulary by pre-teaching key words and concepts before beginning. You may also want to modify the activity provided on the website for use with your specific students' needs, language level, and maturity.
Objective(s):
- Students will be able to become familiar with various cultural concepts by exploring and reflecting on their own culture.
- Students will be able to discuss similarities and differences between their cultures after completing the continuum activity.
Resources: Intercultural competence handout
Procedure:
- Present the iceberg analogy using the handout or showing the image on the projector. Make sure that the concepts of explicit and implicit culture are clear.
- Go over the instructions in Part A (#1) and give more examples if necessary. If your target students need more scaffolding, you could provide a list of aspects for them to sort as explicit or implicit culture. Write some of the cultural elements they came up with on the board.
- Ask students to complete #2 individually and have some share their ideas with the class.
- Before students discuss #3 in pairs, it may be a good idea to point out that values, beliefs and attitudes can differ from person to person in the same culture. This is especially important if teaching in a monolingual setting or with students who have had no exposure to other cultures. Get some students to share their experiences.
- In Part B (#1 and #2), students complete the continuum activity in order to further analyze their own cultural values. You could provide a copy of it or have students access it online. Stress that there are no right or wrong answers.
- Make groups of 3 or 4 and have students compare their answers, sharing reasons or examples to justify their choices.
- To finish, have students reflect on their group discussions by answering questions in #4 in writing.
Reference
Bennett, Janet, PhD. Developing Intercultural Competence for International Education Faculty and Staff.AIEA Conference Workshop. 2011. http://www.intercultural.org/documents/competence_handouts.pdf
Source: CASLS Activity of the Week
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Content Type: 5
Title: Oregon International Internship Program
Body:
The Oregon International Internship Program (OIIP) at CASLS started off as a link with Tamagawa University in Japan about 10 years ago. The model was then adapted by Yifang Zhang six years ago for Chinese and Taiwanese students. The program selects between 25 and 30 junior and senior students majoring in education from five partner schools in China and Taiwan. The OIIP is different from other regular exchanges because the students are placed in elementary schools (K-5) in Eugene and Springfield (OR) while living with a homestay family. Their five-month experience overseas is also maximized by the mentor support they receive. "It is a very meaningful program for our students in Asia. I'm always fascinated by their transformations and seeing how much they have grown," says Li-Hsien Yang, East Asia Special Programs Coordinator.
So what do the students do?
- Write two journals: one in Chinese to reflect on their own experience at school and in the US; and the other in English, to work on their personal statement or lesson plans with the help of a tutor.
- Have weekly intercultural lessons that may include guest speakers and debriefing on their journals.
- Carry out classroom observations to learn about teaching methods and classroom management, and also to offer to help their master teachers.
- Run after school programs, share their culture in presentations, or even help with other subjects.
Source: CASLS Spotlight
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Content Type: 1
Title: New Articles in Language Documentation & Conservation
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From http://nflrc.hawaii.edu/ldc/
Volume 8 of the free online journal Language Documentation & Conservation has 22 new articles, 2 book reviews and 1 ‘notes from the field’ available to view and download. Access all of them at http://nflrc.hawaii.edu/ldc/?p=382
Source: NFLRC
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Title: Book: Content-based Language Learning in Multilingual Educational Environments
Body:
From http://www.springer.com/education+%26+language/book/978-3-319-11495-8
Content-based Language Learning in Multilingual Educational Environments
Edited by Maria Juan-Garau and Joana Salazar-Noguera
Published by Springer
The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception. Consequently, bi/multilingual education has bloomed over the last decades. This volume deals with one such type of education currently in the spotlight as an essentially European strategy to multilingualism, CLIL (Content and Language Integrated Learning), in which curricular content is taught through a foreign language. The book contributes new empirical evidence on its effects on linguistic and attitudinal outcomes focusing on bi/multilingual learners who acquire English as an additional language. Moreover, it presents critical analyses of factors influencing multilingual education, the effects of CLIL on both language and content learning, and the contrast between CLIL and other models of instruction. The research presented suggests that CLIL can greatly enhance language acquisition in multilingual settings.
Visit the publisher’s website at http://www.springer.com/education+%26+language/book/978-3-319-11495-8
Source: Springer
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Title: Book: Writing about Quantitative Research in Applied Linguistics
Body:
Writing about Quantitative Research in Applied Linguistics
By Lindy Woodrow
Published by Palgrave Macmillan
There is increasing pressure on academics and graduate students to publish in peer reviewed journals, but many students and researchers who are new to quantitative methods struggle to write up statistics in reports, theses and journal articles. This book is an accessible reference text aimed at helping people write about quantitative research in applied linguistics, focusing mainly on writing for journals. Different types of statistical analysis are explained in detail along with annotated examples drawn from published and unpublished sources. The book offers advice on academic writing, how and where to get research published, and recommends additional resources helpful for both students and seasoned researchers.
Visit the publisher's website at http://www.palgrave.com/page/detail/writing-about-quantitative-research-in-applied-linguistics-lindy-woodrow/?K=9780230369979
Source: Palgrave Macmillan
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Title: Book: International Perspectives on Teaching English to Young Learners
Body:
International Perspectives on Teaching English to Young Learners
Edited by Sarah Rich
Published by Palgrave Macmillan
In the 21st century the teaching of English to young learners (TEYL) has become a truly global phenomenon. It is therefore important to deepen our understanding of the lived experience of TEYL in the very different settings where it is being taught. The 11 research-led accounts included in this volume are by TEYL teachers, teacher educators and other important stakeholders in a range of contexts around the world. The accounts span a variety of topics and issues in TEYL, each of personal importance to the authors themselves, and resonant with TEYL educators everywhere. The fresh practical and theoretical perspectives on different facets of TEYL that the chapters offer provide teachers and researchers with a set of stimulating ideas which can inform debate and pedagogical innovation in all areas of language teaching and educational research.
Visit the publisher's website at http://www.palgrave.com/page/detail/international-perspectives-on-teaching-english-to-young-learners-sarah-rich/?isb=9781137023216
Source: Palgrave Macmillan
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Title: Call for Proposals: Spokane Regional ESL Conference
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The 26th annual Spokane Regional ESL Conference will be Saturday, February 28, 2015, at the Mukogawa Fort Wright Institute in Spokane.
The Spokane Regional ESL Conference Advisory Committee invites you to submit a proposal on English Language Learner (ELL) topics related to any of the areas below:
K-12 settings
adult education settings
intensive English programs
university or community college programs
refugee or immigrant programs
curriculum and textbook development
The deadline is January 10, 2015. (10 p.m.)
View the full call for proposals at http://spokaneesl.com/proposals/index.html
Source: Spokane Regional ESL Conference
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Title: Call for Papers: 2nd Annual Symposium on Endangered Languages and Cultures of Native America
Body:
From http://linguistlist.org/issues/25/25-4739.html
2nd Annual Symposium on Endangered Languages and Cultures of Native America
Tools and Techniques for Language Documentation and Revitalization: Media and Technology
April 16-17, 2015
Rochester Institute of Technology
Rochester, New York
Building on RIT's rich history of educational outreach to Native American communities, the organizers welcome the active participation of indigenous communities, native language speakers, and those interested in revitalization and preservation their heritage languages and cultures.
The deadline for submissions is February 1, 2015.
View the call for proposals at http://linguistlist.org/issues/25/25-4739.html.
Source: LINGUIST List
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Title: 22nd Annual University of Texas at Arlington Student Conference in Linguistics & TESOL
Body:
From http://linguistlist.org/callconf/browse-conf-action.cfm?ConfID=184756
22nd Annual University of Texas at Arlington Student Conference in Linguistics & TESOL
February 19-20, 2015
Arlington, TX
The University of Texas at Arlington Student Conference in Linguistics & TESOL is a student-led conference specifically designed to give graduate students a chance to present their original research. This is a great opportunity to join students from across America and around the world to present research on language.
For more information go to http://linguistlist.org/callconf/browse-conf-action.cfm?ConfID=184756
Source: LINGUIST List
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Title: California Language Teachers' Association Conference
Body:
From http://clta.net/
The California Language Teachers' Association 2015 Conference will take place March 5-8 in Sacramento. Visit the conference website for more information and to register at http://clta.net/conference/. There is also still time to submit a proposal to present at the conference. The submission form is available at http://clta.net/wp-content/uploads/2014/09/2015-Conference-Proposal-Form.pdf
Source: CLTA
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