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Fostering Intercultural Learning Experiences in the ESL/EFL Classroom
Liyun Xiang B246938Xenia Xu B247883Henry Zhu B245924Qianqian Fang B238647Jie Cheng B246070
Workshop 3 Learning Set 1

Part Aconceptualization

Intercultural sensitive
Deardoff 2006
Hammer 2008
Interculutural Competence

Part Breasons

conceptualize the topic of the chapter is about

Globalization

Assessment

Text book

Xue 2014

Two extremes among students

Junior high school in Shanghai

The assessment mainly focus on language skills but seldomly mention students' intercultural competence.
Teachers
Students

Part Csummary

Part Dcontributions

Theoretical
Practical
  • Students most effective at acquiring English as a second or foreign language(ESL/EFL) are those who can demonstrate mastery of not just the tech-nical aspects of the language, but also demonstrate the ability to engage in intercultural interactions with communicative competence (Xue, 2014).

theoretical 1. most effective for students

  • Brown (2002) contrasts a transmission view and a transformative view of learning.
Transmission view of learning Transformative biew of learning

theoretical 2. transmission view & transformative view

  • For Althusser, ideology refers to the set of unconsciously held beliefs...These beliefs are not consciously arrived at but are continually being embedded in individuals from a very early age (Ortastepe Hart, 2023, p. 5).

theoretical 3. ideology

(Darren&Bethany, 2021)

Module 1. Cultural Identity

  • Culture encompasses learned behaviors, values, traditions, and extends beyond visible aspects like food and dress
  • The process is crucial for students‘ well-being and building relationships with others

Practical dimention Analysis

(Darren&Bethany, 2021)

Module 2. Academic Culture

  • Refers to beliefs, values, and norms related to education
  • Understanding the differences in academic culture is effective for relationship building and participation in a global society

Practical dimention Analysis

(Darren&Bethany, 2021)

Module 3. Intercultural Friendships

  • Friendships between students of different nationalities, and friendships between domestic and international students
  • Benefiting domestic students by fostering global competencies and intercultural communication skills

Practical dimention Analysis

- Reburic Development- possible activities

How to contribute to our curriculum development?

Being able to understand diverse perspectives

summary

Prompting social justice development

Empowering marginalized voices

Enhancing intercultural competence
Valuable theoritical and practical suggestions

1. Three core theories2. Three modules

Part EPotential challenges

3 dimentions

3. After implementation
2. While implementation
1. Before implementation

before implementation

1.no precedent---poor rubric---unqualified assessment2.objective and effective scoring standard---hard to measure3. effectiveness

Assessment

parents

teachers

students

environment

while implementation

schools

students

parents

unsatisfied

after implementation

Part fovercome challenges

before implementation

1.no precedent--unqualified assessment2.poor rubric3. effectiveness---Ss’ improvement of capability

Assessment

4.Social Justice
(Macalister and Nation, p. 128)
Students Abilities
Specific Activities

overcome (assessment)

3.Ability to Communicate
2.Adaptability
1.Cultural Sensitivity
3.Written communication
1. Situational simulations
Theoretical Support
3. Short-Term Achievement Assessment
2. Observation of Learning
1. Structured Interviews
2. Role playing

parents

teachers

students

environment

while implementation

schools

students

parents

unsatisfied

after implementation

summary

globalizationcultural competencenot well cultivatedlack of relevant assessmentmake some changes

It involes not only understanding and appreciating cultural differences but also actively working towards creating a more equitable and inclusive society where individuals from all cultures can thrive.

to communicate and work with people from different cultural backgrounds – at home or abroad.

to think and act appropriately,

to function effectively across cultures,

The ability

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  • the constraint of learner motivation
  • incompetence---lack of language skills
  • overburden tasks---both linguistic and intercultural tasks
  • subjectivity and bias---understand and respect other cultures

Students

  • too much time

Parents

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  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.

how to overcome

  • internet

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Let the communication flow!

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  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.

Got an idea?

Use this space to add awesome interactivity. Include text, images, videos, tables, PDFs... even interactive questions!Premium tip: Get information on how your audience interacts with your creation:

  • Visit the Analytics settings;
  • Activate user tracking;
  • Let the communication flow!

how to overcome

  • internet
  • the constraint of learner motivation
  • incompetence---lack of language skills
  • overburden tasks---both linguistic and intercultural tasks
  • subjectivity and bias---understand and respect other cultures

Students

how to overcome

  • internet

how to overcome

  • internet
  • improve awareness
---class meeting (students)---parents meeting (parents)---training (teachers)

Overcome

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  • Visit the Analytics settings;
  • Activate user tracking;
  • Let the communication flow!

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.
  • internet
  • cooperate with oversea schools

Overcome

Environment

  • pressure of public opinions
  • Chinese students---lacking awareness
  • too much time

Parents

how to overcome

  • internet
  • the constraint of learner motivation
  • incompetence---lack of language skills
  • overburden tasks---both linguistic and intercultural tasks
  • subjectivity and bias---understand and respect other cultures

Students

Environment

  • pressure of public opinions
  • Chinese students---lacking awareness

how to overcome

  • internet

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.

how to overcome

  • internet
Source: Selective Compulsory Course 1,PEP English textbook

how to overcome

  • internet

how to overcome

  • internet

Xue 2014

It's generally believed that students most effective at acquiring English as a second or foreign language (ESL/EFL) are those who can demonstrate mastery of not just the technical aspects of the language, but also demonstrate the ability to engage in intercultural interactions with communicative competence .

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.
  • the constraint of learner motivation
  • incompetence---lack of language skills
  • overburden tasks---both linguistic and intercultural tasks
  • subjectivity and bias---understand and respect other cultures

Students

  • no precedent-----uncertainty of effectiveness
  • constraint of time ---language skills & intercultural competence
  • lack awareness
  • personal bias---subjective judgement---fairness of the score

Teachers

how to overcome

  • internet

how to overcome

  • internet
  • no precedent-----uncertainty of effectiveness
  • constraint of time ---language skills & intercultural competence
  • lack awareness
  • personal bias---subjective judgement---fairness of the score

Teachers

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like!Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

  • Generate experiences with your content.
  • It’s got the Wow effect. Very Wow.
  • Make sure your audience remembers the message.
  • the constraint of learner motivation
  • incompetence---lack of language skills
  • overburden tasks---both linguistic and intercultural tasks
  • subjectivity and bias---understand and respect other cultures

Students

  • the constraint of learner motivation
  • incompetence---lack of language skills
  • overburden tasks---both linguistic and intercultural tasks
  • subjectivity and bias---understand and respect other cultures

Students

  • the constraint of learner motivation
  • incompetence---lack of language skills
  • overburden tasks---both linguistic and intercultural tasks
  • subjectivity and bias---understand and respect other cultures

Students

how to overcome

  • internet

how to overcome

  • internet
  • the constraint of learner motivation
  • incompetence---lack of language skills
  • overburden tasks---both linguistic and intercultural tasks
  • subjectivity and bias---understand and respect other cultures

Students

how to overcome

  • internet