Sessions / Culture
This session aims to present two case studies of top global Japanese universities and their efforts to foster interculturally competent (IC) domestic students through contact with international students on campus. It will compare results from a longitudinal survey of 164 Japanese students divided into two groups - one which engaged in extracurricular programmes with an intercultural focus and one which did not. Results will be discussed in light of interviews conducted with some of the participants.
The world has been coming closer than ever, thereby, creating new communities based on diverse cultures. One of our roles as language teachers should be to build vibrant communities that are based on trust, and willingness to accept beliefs that are different than our own. Embracing this year’s theme of “communities of teachers and learners”, we’ll discuss some practical ways adopted to reduce or eliminate any barriers that could have hindered a great learning experience.
This is the Intercultural Communication in Language Education (ICLE) SIG’s annual general meeting. We aim to promote discussion about various approaches to teaching intercultural communication in a foreign language classroom. At this meeting, we will report on our ongoing activities and discuss plans for future activities and publications. Members and anyone interested in joining our SIG in whatever capacity is warmly invited to attend. Don’t miss the opportunity to become part of our intercultural team!
Developing intercultural competence requires not only the right set of attitudes but also a certain set of abilities, and most agree that one component is self- and/or cultural- awareness. However, few discuss the importance of recognizing the intercultural unawareness that hinders communication in intercultural settings. The presenter will argue the importance of raising intercultural awareness, as in allowing students to realize their (un)awareness of certain aspects both in their culture and other cultures.
This workshop will first offer a brief rational situating CLIL as an appropriate theoretical framework for developing students’ intercultural and linguistic competencies. Next, participants will experience several practical classroom-tested activities, which can potentially benefit their own students, for developing more effective intercultural attitudes, knowledge, skills, and awareness. Participants will leave this workshop with a greater understanding of how to more effectively merge cultural content and language learning that can benefit a variety of learners.
Introducing “Tititoria,” a fun, engaging traditional Maori short-stick game, that activates hand-eye coordination, rhythm, beat and communication. This 40-minute session will demonstrate how to make the short sticks, play “Tititoria in pairs or groups, with various passing patterns. A brief insight in the history of Tititoria and its potential applications in classroom settings.
In today's globalized world, healthcare professionals need to be culturally competent to provide safe and effective care. This presentation describes an exchange program between a Japanese and a Canadian institution that has been building cross-cultural healthcare communities for the past five years through opportunities to shed stereotypes, explore new perspectives and gain intercultural skills. The presenter shares program details and invites audience feedback on the need and the ways to build cross-cultural communities in healthcare.
Welcome to this fun, engaging, and safe workshop on functional self-defense, covering ways to protect yourself from common assaults before or as they happen. We will explore predator tactics, conflict communication, and K.I.S.S. self-defense problem scenarios. No prior experience required. Just bring curiosity and a smile!
The aim of this study was to explore the possibility of fostering Japanese and Taiwanese university students’ intercultural understanding through synchronous online intercultural exchange. Students’ reflection reports showed that they gained deeper knowledge about each other’s culture and their stereotypes were reduced. In this presentation, inhibiting factors such as technological and scheduling issues and suggestions for more efficient online exchange will be also discussed.
Communities are built on empathy, flexibility, and the ability to make meaningful connections that bridge individual as well as cultural differences. This roundtable will engage in discussions on raising awareness of relationship building as an important communication tool. A key focus will be discussions on problems of identity, cultural obstacles, and biased expectations involved with intercultural relationships. How can we apply our skills and experiences to help learners use relationship building to become better communicators?
Are you 'really' aware of your own culture? Are teachers aware that they may be the cause of cultural interference with their student's learning of English? In this presentation, results from a case study will be presented to help show awareness of cultural interference in language learning. Reducing interference in language learning is one of the steps in ensuring the success of our students!
The purpose of this presentation is to explore the foreign language teachers’ perceptions and the practice of the teaching of intercultural competence in the Japanese context. A questionnaire was administered and semi-structured interviews were conducted. The results of the study suggested that the participants were generally willing to interculturalize their language education, and that their teaching practices were constrained by the preservice training, and the foreign language curricula. Implications of the study will be discussed.
This workshop builds on the presenter’s previous research into learner attitudes towards a global approach in eikaiwa. As there was a positive tendency overall, the approach was implemented in the classroom and a method was developed. This method involves using authentic listening as a way to raise awareness of global Englishes and different cultural perspectives. The presenter hopes that sharing this method in the eikaiwa teaching community can help teachers prepare learners for global communication.
Teaching intercultural communication (ICC) for English major students in Vietnam is a challenge because it demands the teachers to not only raise intercultural awareness but also reduce students’ stereotypes, most of whom have not had much intercultural exposure or gone abroad. With the emphasis on transforming students’ attitudes and motivations to develop their ICC, the paper will share some experiential strategies used in the lessons to change students’ attitudes towards a more ethnorelative perspective.
In this session we will describe the Contrast Culture Method (CCM) as a tool for the audience to understand and explore their cultural values. Training can be tailored towards different communities of trainees, such as students, teachers, business people. Several trainers will explain their personal narratives about what they have learned from CCM: how it can be powerful, moving, and not just insightful but deeply reflective on how we act and who we are.
Learning a second language is difficult enough, but when faced with the daunting task of learning to understand another culture’s humor, many learners can hit a wall. Especially when the two languages do not share similar styles of humor, for example, American sarcasm. By combining different forms of online media, this researcher was able to create a workshop that helped students begin to grasp and be able to use American Sarcasm.
As the number of international students in Japan increases, so does the need for students and teachers to develop intercultural communication skills. This presentation will briefly introduce key research and concepts as well as reflections from my own work in developing and conducting ICC workshops for Japanese students. The session will include ideas and suggestions for attendees to help deepen their own understanding as well as the skills of their students.
This paper presents an overview of data collected as part of a long-term study of 1000 Japanese university ESL students’ engagement with the language community and how this relates to student interests. The results indicate that students most often engage in aspects of L2 culture that are less demanding, and that engagement with the broader language community is significantly mediated by variables such as language proficiency, time spent abroad, and cram-school study.
Teaching culture in EFL class is essential. However, problems arise as teachers attempt to incorporate it into their classes: target-culture is indefinable and it could lead to create a stereotypical image of other countries. Therefore, cultural teaching in EFL classes should focus on raising awareness of the students rather than teaching culture explicitly. This presentation will explore the outcomes of cultural teaching done in first-year university English classes for the purpose of raising cultural awareness.
Language classes are often intended to prepare learners to engage in successful communication. Communication is regarded as the means and ends of language learning. Yet, there has been very little discussion of what else communication can bring to learners. In this talk, I will explore some practical ideas from communication studies, using a model of positive communication, and consider how these might facilitate the development of healthy communities of language learners and teachers.