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Intercultural Learning Assessments

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Kelsey Patton onto Cultural Humility

Intercultural Learning Activities

  • Questions Across Cultures (2 hours)
    This activity challenges participants to consider the motive and meanings behind the questions they ask others and develop strategies for asking questions that are effective, appropriate, and satisfactory (as per Stella Ting-Toomey's work).
  • Mind the Gap (1 hour)
    This activity guides participants as they explore the gap between cognitive and affective/behavioral competencies as it applies to negotiating third culture spaces via a case study as well as their own life experience(s)
  • Counter-Storytelling (45 minutes)
    Counter-storytelling, a method often used in critical race theory, highlights the stories of individuals who are marginalized within society. It aims to push back against dominant narratives that often privilege certain voices over others. This activity introduces the concept of counter-storytelling through the points of view of Asian/Asian American individuals who have experienced racialized microaggressions. 
  • Barbie Savior: A Lesson in Intercultural Empathy (1 hour)
    This activity is inspired by an Instagram account called Barbie Savior. Barbie Savior calls attention to the issues with the well-intentioned—but often problematic—"voluntourism,” i.e. short-term volunteer trips. Barbie Savior parodies the voluntourism experience by placing Barbie in various scenes across Africa along with tone deaf captions that demonstrate Barbie’s lack of knowledge about her impact as a “voluntourist.” In this activity, participants will analyze one of Barbie Savior’s posts and coach Barbie on intercultural empathy and considering different perspectives.
  • Reclaiming our Stories: Narratives of Identity, Resilience and Empowerment (4 hours)
    This book (available for purchase) includes 19 narratives which explore themes such as systemic racism, inequality, trauma, outrage, healing, triumph, love, resilience, and empowerment.

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Edward T. Hall and the history of intercultural communication: The United States and Japan

This article details Edward T. Hall's influence on the history of intercultural communication, specifically in the U.S. and Japan. 

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Videos that teach the Intercultural Development Continuum Stages

This collection provides video resources to teach and discuss the intercultural development continuum stages. 

  1. IDC

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Portable Intercultural Modules (PIM): Teaming

This collection provides self-directed training resources on embedding portable intercultural learning modules (PIM), small learning units focused on one or two elements of intercultural competence and/or diversity and inclusion, into your curriculum. In this case, the specific topic of intercultural competence is teaming, integrating the intercultural competencies of communication and self and other awareness.

PIM are turnkey solutions that address the needs of instructors or co-curricular leaders who don't see themselves as experts in these areas. PIM can be embedded within disciplinary course content, and multiple PIM can be integrated throughout a program of study to support learners' development of intercultural competence more systematically.

CILMAR offers all Portable Intercultural Modules (PIM) through Brightspace. Teaming PIM are also offered through Moodle and Canvas. 

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Diving into Identity: Activities and Resources Exploring Identity

This collection includes activities, courses, and other resources exploring identity.

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Portable Intercultural Modules (PIM): Tricky Communication

This collection provides self-directed training resources on embedding portable intercultural learning modules (PIM), small learning units focused on one or two elements of intercultural competence and/or diversity and inclusion, into your curriculum. In this case, the specific topic of intercultural competence is tricky communication, integrating the intercultural competency of communication.

PIM are turnkey solutions that address the needs of instructors or co-curricular leaders who don't see themselves as experts in these areas. PIM can be embedded within disciplinary course content, and multiple PIM can be integrated throughout a program of study to support learners' development of intercultural competence more systematically.

CILMAR offers all Portable Intercultural Modules (PIM) through Brightspace. The Tricky Communication PIM is also offered through Moodle and Canvas. 

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Assessments to Explore and Address Bias

  • Attitudes Toward Implicit Bias Instruction (ATIBI) (10 minutes)
    This assessment can be used to learn how much survey subjects value instruction about implicit bias, are aware that they have bias, & recognize that being able to identify implicit bias is an important professional skill.
  • Project Implicit Association Tests (IAT) by Harvard (10 minutes)
    These assessments measure participant's implicit attitudes, stereotypes, and biases related to a specific phenomenon or identity characteristic.  Test options include attitudes/biases as regards skin tone, disability/ability, mental health status, transgender status, sexuality, race, ethnicity, weight, age & religion.
  • IDADA: Individual Difference Approach to Diversity Awareness (15 minutes)
    This assessment measures how personal biases (in terms of dress, communication, personal behavior, etc.) may affect how participants view a potential job candidate.
  • Match the Bias Type (Quiz) (15 minutes)
    This assessment measures the ways in which bias can be a barrier to scientific processes, political or policy choices and/or good decision-making.

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Intercultural Learning Activities to Explore and Address Bias

  • Circle of Trust (15 minutes)
    In this activity, participants take stock of the individuals in their personal circle of trust and assess shared and differing identities (gender, sexual orientation, race/ethnicity, age, etc.).  
  • Lookism (45 minutes)
    This activity challenges participants to consider "how appearance affects bias" (Clark, 2017).
  • Check Your Bias Blind Spot (30 minutes)
    This activity challenges participants to engage with their "bias blind spot" (Pronin et al., 2002) and consider how bias impacts their behaviors and conclusions about situations.
  • Count the F's (15 minutes)
    In this Thiagi activity, participants interrogate their preconceived notions and cognitive biases, such as overconfidence.
  • Incremental Process (30 minutes)
    In this activity, participants learn to recognize that learning how to interact with individuals who are different from them is an incremental process and develop strategies for learning from past mistakes. 
  • Implicit Bias and Self-Regulation (30 minutes)
    In this activity, participants watch a video and answer questions to reflect on their implicit biases and develop skills to avoid responding and reacting to others based on stereotypes.
  • Subtle Prejudice Activity (30 minutes)
    In this activity, participants fill out a questionnaire on their level of comfort in different situations and discuss as a group to develop awareness of how subtle beliefs and behaviors can affect social interactions in everyday life and reflect on situations where race, gender, sexuality, disability, weight, and age affect interactions.

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Other Resources on Bias

  • Unpacking Implicit Bias in Mentorship Self-Directed Learning Module (Duration: 2 hours)
    In this course, we will explore the intricacies of mentorship, addressing implicit biases to create an inclusive environment. By the end of the course, you will be able to recognize  biases, enhance communication, and foster inclusive mentorship practices.

    To access the course:
    • Click Register
    • Click Offerings in the grey tab
    • Click Enroll in Course
    • Click Outline
    • Click through the Course Outline to see the content

      To access the Unpacking Implicit Bias in Mentorship Self-Directed Learning Module YouTube playlist click here
       
  • Twelve tips for teaching implicit bias recognition and management (Gonzalez et al. 2021)
    This article introduces 12 practical tips for practitioners seeking to introduce and explore implicit bias with learners. 
  • Understanding Implicit Bias (Staats, 2015)
    This article encourages practitioners to analyze their own implicit bias and how it impacts the lives of those around them and provides case studies where implicit bias was at play, as well as strategies for addressing implicit bias.

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Intercultural Learning Activities

  • Contextualizing Identities (1 hour)
    In this activity, participants explore how different identities become more salient under different circumstances.
  • Too American, Never American Enough
  • Reclaiming our Stories: Narratives of Identity, Resilience and Empowerment (4 hours)
    This text encourages learners to empathize with the perspectives of contributing authors who describe the often ugly and painful realities they have confronted since an early age, acknowledge the systemic racism and inequality of opportunities present in the communities the authors describe, analyze themes such as trauma, outrage, healing, triumph, and love present in the collected narratives, and recognize how storytelling can support the resilience and empowerment of storytellers as well as readers.
  • Your Cultural Identity (no duration provided)
    This game encourages learners to "learn more about cultural and historical traditions in other countries and promotes understanding of cultural differences" (SCAS, 2007).
  • Cultural Quiz (no duration provided)
    This game encourages learners to reflect "on the issue of cultural identity and the notion of culture"
  • Seeing You Seeing Me (1 hour)
    In this activity, participants learn to compare and contrast how they see themselves and how they perceive others see them, discuss nuances of their hidden and visible identities and the stereotypes that other people seem to apply to them, and identify examples of the Looking Glass Self process of self-image development in their own lives. 
  • Tradition and Identity in Whale Rider (3 hours)
    In this activity, participants watch the movie Whale Rider and discuss the relationship between traditions, values, and identity, recognize how traditions, values, and beliefs change across generations, and reflect on how traditions, values, and beliefs have changed within their own families. 
  • Curious "Show & Not Tell" Icebreaker (30 minutes)
    In this activity, participants bring an item with them, answer questions about it, and practice curiosity by asking questions of others without knowing the identity of the object owner, making guesses about that individual's life and possible culture. 
  • Mapping Social Identity Timeline Activity (30 minutes)
    In this activity, participants create a timeline demonstrating how their identities have developed throughout their life to help them understand how social interactions affect their identities. 
  • The Spectrum Activity, Questions of Identity (10 minutes)
    In this activity, participants "consider their identities critically and how identities are more or less keenly felt in different social contexts," recognize "how privilege operates to normalize some identities over others," and appreciate "their shared identities...as well as the diversity of identities" involved in the activity (LSA Inclusive Teaching Initiative, University of Michigan, 2017).
  • Personal and Social Identity Wheel, Identity Circles, Beads, and Molecule, The Paseo (Circles of Identity), Circles of My Multicultural Self (30 minutes - 1 hour and 30 minutes)
    These 7 activities encourage participants to identify and describe personal identities, explore multiple identities, and examine the stereotypes associated with different identities. 
  • The Five Minute Poem (5 minutes)
    In this activity, participants write a short poem express their identities through "I am from..." statements related to familiar sights, sounds, smells, foods, sayings, and friends. 
  • Identity-Based Rejection Sensitivity (45 minutes)
    In this activity, participants describe the phenomenon of identity-based rejection sensitivity and its consequences and analyze potential solutions that avoid self-fulfilling prophecies of rejection based on a stigmatized identity.
  • Ethnocultural Identity Behavioral Index (10 minutes)
    This assessment measures an individual's degree of involvement with a specific, self-identified ethnic peer group and connections between behavior and cultural identity.
  • Through Other Eyes (10 minutes)
    This is a quick perspective-taking activity that asks participants to close their eyes and imagine different identities, concluding with a debrief discussion on how cultural identities can be both empowering and limiting.  
  • Training Culturally Diverse You (45 minutes)
    This activity begins with a discussion about what influences our identities (universal things, unique personalities, culture, etc.). Participants then discuss and map out a network of groups they belong to and discuss factors that impact how they behave in different contexts. 
  • Who Am I? Echoes of Culture (1 hour)
    In this activity, participants learn to "understand how identity is shaped and reinforced by the cultural discourse that has been internalized, understand and accept how culture shapes us as individuals and distinguishes us when we find ourselves in new cultural circumstances, and listen for the cultural discourse that has shaped and continues to shape the people in the new culture and environment where they find themselves" (Cassiday & Stringer, 2015, p. 101).
  • I Am From Poems (30 minutes)
    This activity is similar to the Five Minute Poem activity. Participants will write short poems where each line begins with “I am from,” which will allow them to describe their heritage using the details and memories most important to them. 
  • The Kluckhohn Questionnaire (no duration provided)
    In this activity participants learn to examine cultural identity and self-awareness, assess how their beliefs and cultural attitudes have changed from childhood to adulthood, and analyze and describe their current cultural beliefs and values.
  • Paper Basket Exercise (25 minutes)
    In this kinesthetic activity, participants explore the concept of privilege by throwing a ball into a paper basket.
  • I Am Poems (30 minutes)
    Another identity poem option, this activity provides several poem options for exploring identity with learners. 
  • Who Am I? Identity Dialogue (1 hour)
    In this activity, participants list up to 12 identities and reflect on them in order to articulate how they perceive their own identities and analyze why they place value on certain aspects of their identity.
  • Voices from the Past (45 minutes)
    In this activity, participants share their name, a culture they identify with, a key message they heard from someone influential in their life, and their role or profession to "gain insights into what drives fellow team members, interact at a personal and powerful level from the start of a program, and set the tone for deep discussions on identity and cultural values" (Berardo, 2012, p. 143). 
  • Sherlock Holmes (1 hour and 15 minutes)
    As a result of this activity, participants "understand the importance of the constant self-reflection needed to be interculturally competent, explore how each of us sees the world around us and how we make meanings, and appreciate that we have multiple cultural identities and that combinations of identities work together in different contexts" (Rao, 2012, p. 179). 
  • Name Story, aka The Name Game (1 hour)
    In this activity, participants share about their name, who named them, and its origins. The activity is designed to help participants "identify the importance of names as part of personal identity, identify different cultural ways of naming people, and understand the importance of calling people by the name they prefer—and pronouncing it properly" (Stringer & Cassiday, 2009, p. 157).
  • Cultural Autobiography (45 minutes)
    In this activity, participants construct a cultural autobiography, exploring their different identities and contextual and cultural factors informing these identities.

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Other Identity Resources

  • Diving into Identity for Intercultural Learning Self-Directed Learning Module (Duration: 2 hours)
    This course aims to increase awareness of cultural diversity and enable educators to enhance inclusion and equity within their organizations by embodying intercultural learning principles.

    To access the course:
    • Click Register
    • Click Offerings in the grey tab
    • Click Enroll in Course
    • Click Outline
    • Click through the Course Outline to see the content
       
  • To access the Diving into Identity for Intercultural Learning Self-Directed Learning Module YouTube playlist click here

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Additional Activities for the Language Classroom

This post includes additional intercultural learning activities that can be facilitated in the language classroom outside of the activities already included in the collections re-collected in this collection.

  • Lost in Translation (3 hours)
    In this language learning reflection for students studying abroad, participants "keep a record of [their] language learning while abroad, take ownership of [their] language learning, so as to increase [their] motivation and likelihood of continuing with the language upon return, reflect on the linguistic, sociolinguistic, and sociocultural aspects of language learning in context" (Ogden, 2009). 
  • Taking My Motivational Temperature on a Language Task (10 minutes)
    This assessment measures emotions as possible barriers to effective learning and emotional baggage that is brought to learning situations. 
  • Fourteen Ways to Say Thank You Internationally (1 hour)
    In this activity, participants learn to recognize different cultural traditions, "understand the concepts of 'culture' and intercultural adaptation, become more aware of their own culture and recognize its influence on their behavior, appreciate the value of learning and using other languages" (AFS, 2015). 
  • Language, Culture, and Perception: The Sapir-Whorf Hypothesis (1 hour 10 minutes)
    In this activity, participants discuss the Sapir-Whorf Hypothesis and how language and culture may shape their thoughts and perceptions and linguistic choices.
  • Foreign Language Can-Do Statements (15 minutes)
    This assessment measures participants' ability to goal-set for communicative competence in seven different domains of communication, including listening, writing, and presentational speaking.
  • Language Strategy Use Inventory (10 minutes)
    This assessment measures participants' preferred language-learning strategy toolkit. 

 

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CERCLL Collection for Language Teachers

Welcome CERCLL affiliates and ICC conference attendees! I have put together this collection of activities that you might find useful in supporting intercultural development in language classrooms, including great culturally oriented icebreakers and tools related to nonverbal communication, cultural worldview frameworks, and openness. Enjoy, and let me know if there are other activities you think should be included here.

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Accessing and Embedding Tricky Communication Portable Intercultural Modules into Your Curriculum

  1. START HERE
    Background

    Purdue CILMAR's Portable Intercultural Module (PIM) webpage provides background information on PIM.
     
  2. LEARN MORE
    Background + Implementation Directions

    This self-directed course (Duration: 1 hour) provides instructions and resources on how to embed teaming PIM into your curriculum. 

    To access the course:
    • Click Register
    • Click Offerings in the grey tab
    • Click Enroll in Course
    • Click Outline
    • Click through the Course Outline to see the content
       
  3. THE TOOLS
    Downloads and Resources
    Tech tips can be found attached to this post.

    The following HubICL tool includes the downloadable materials to embed tricky communication PIM into BrightSpace, Moodle, or Canvas:

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Accessing and Embedding Teaming Portable Intercultural Modules into Your Curriculum

  1. START HERE
    Background

    Purdue CILMAR's Portable Intercultural Module (PIM) webpage provides background information on PIM.
     
  2. LEARN MORE
    Background + Implementation Directions

    This self-directed course (Duration: 1 hour) provides instructions and resources on how to embed teaming PIM into your curriculum. 

    To access the course:
    • Click Register
    • Click Offerings in the grey tab
    • Click Enroll in Course
    • Click Outline
    • Click through the Course Outline to see the content
       
  3. THE TOOLS
    Downloads and Resources
    Tech tips can be found attached to this post.

    These HubICL tools include the downloadable materials to embed teaming PIM into BrightSpace, Moodle, or Canvas:

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The Global Intercultural Communication Reader

"The Global Intercultural Communication Reader is the first anthology to take a distinctly non-Eurocentric approach to the study of culture and communication. In this expanded second edition, editors Molefi Kete Asante, Yoshitaka Miike, and Jing Yin bring together thirty-two essential readings for students of cross-cultural, intercultural, and international communication. This stand-out collection aims to broaden and deepen the scope of the field by placing an emphasis on diversity, including work from authors across the globe examining the processes and politics of intercultural communication from critical, historical, and indigenous perspectives.

The collection covers a wide range of topics: the emergence and evolution of the field; issues and challenges in cross-cultural and intercultural inquiry; cultural wisdom and communication practices in context; identity and intercultural competence in a multicultural society; the effects of globalization; and ethical considerations. Many readings first appeared outside the mainstream Western academy and offer diverse theoretical lenses on culture and communication practices in the world community. Organized into five themed sections for easy classroom use, The Global Intercultural Communication Reader includes a detailed bibliography that will be a crucial resource for today's students of intercultural communication" (Asante et al., 2014).

Asante, M. K., Miike, Y., & Yin, J. (Eds.). (2014). The global intercultural communication reader (Vol. 2). New York, NY: Routledge.
 

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Fences, Weapons, Gifts: Silences in the Context of Addiction

From the abstract:

Through the years, many have struggled to understand silence as a phenomenon and as a communicative tool, and the result of this struggle is a multi-disciplinary body of literature full of more contradiction than agreement about the definitions, values, and uses of silence (Acheson, 2007). In much of this work (e.g. Anzaldúa,1987; Foss and Foss, 1991; hooks, 1989; Lakoff, 1990; Olsen, 1978), silence is juxtaposed against speech in a binary of power, with silences and the silenced perceived as less powerful while the spoken and those who speak are deemed more powerful. However, continued scholarly disagreements over silence make it clear that the relationship between silence and speech, as well as the relationship between each of these and power, cannot be explained by a simple binary, and that one’s perception of these relationships is often dependent upon one’s paradigmatic perspective (Acheson, 2007).

Acheson, K. (2013). Fences, Weapons, Gifts: Silences in the Context of Addiction. In: S. Malhotra, & A. C. Rowe (Eds.). Silence, Feminism, Power. Palgrave Macmillan.

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Silence as Gesture: Rethinking the Nature of Communicative Silences

From the abstract:

Silence and speech are often defined in relation to each other. In much scholarship, the two are perceived as polar opposites; speech enjoys primacy in this dichotomy, with silence negatively perceived as a lack of speech. As a consequence of this binary thinking, scholars remain unable to study the full range of the meanings and uses of silence in human interactions or even to fully recognize its communicative power. Merleau-Ponty described language as a gesture, made possible by the fact that we are bodies in a physical world. Language does not envelop or clothe thought; ideas materialize as embodied language, whether spoken or written. If silence is, as I argue here, as like speech as it is different, perhaps silence, too, can be a gesture. Rather than simply a background for expressed thought, if we considered silence to be embodied, to be a mating of the phenomenal and existential bodies, how might that affect current misconceptions of silence and subsequent limitations on the study of communicative silences?

Kris Acheson, Silence as Gesture: Rethinking the Nature of Communicative Silences, Communication Theory, Volume 18, Issue 4, November 2008, Pages 535–555, https://doi.org/10.1111/j.1468-2885.2008.00333.x

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Practicing Invitational Rhetoric in the Writing Center

This slide deck describes invitational rhetoric and how it informs feminist learning spaces like writing centers.

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Resources for Practitioners: Articles and Videos

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Transformative Learning Theory

Transformational education and transformative learning have become buzz words in higher education recently, often applied rather lightly to experiences and processes far beyond what is meant by the terms in traditions of scholarly literature, and often claimed with little or no attempt at assessment. This collection is meant to be a resource for anyone interested in learning more about the decades of research on Transformative Learning Theory sparked by the work of Jack Mezirow in the field of adult education in the early 1990s. 

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