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Intercultural Praxis Video

In this video, participants will learn to understand the Intercultural Praxis model and identify concrete examples of each aspect of the cycle (Inquiry, Framing, Positioning, Dialogue, Reflection and Action). 

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Annette Benson onto Intercultural Praxis Collection

Intercultural Praxis Case Study Activity

In this activity, participants will read a case study about a diverse group of students attending an environmental justice event. The students in the case study have conflicting viewpoints about environmental justice based on their own cultural frameworks.

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Annette Benson onto Intercultural Praxis Collection

Intercultural Praxis Model

In this book, participants will be able to gain familiarity with the study of communication among cultures, recognize history, power, and global institutions as central to understanding the relationships and contexts that shape intercultural communication, value reflection and action. and practice these tools to create a more equitable world through communication.

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Annette Benson onto Intercultural Praxis Collection

Online language learning using virtual classrooms: an analysis of teacher perceptions

Marni Manegre & Kashif Ali Sabiri (2020) Online language learning using virtual classrooms: an analysis of teacher perceptions, Computer Assisted Language Learning, DOI: 10.1080/09588221.2020.1770290

This study explains the emergence of virtual classrooms as an online language learning (OLL) instruction method. The authors surveyed 35 OLL teachers who teach English in virtual classrooms for their perceptions and opinions in working in this environment. The participants generally feel they get to know the students better in virtual classrooms than in other teaching environments. The teachers also perceive that students in virtual classrooms learn at the same rate or faster than in traditional classrooms and that, not only would they like to see more subjects offered online, but they also generally believe that online learning in virtual classrooms may be an alternative learning method to replace traditional classroom learning and home-schooling in most subjects. 

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A Case Study: Students’ Perception of a Collaborative Game-Based Virtual Learning Environment

X. Huang, J. He and H. Wang, "A Case Study: Students’ Perception of a Collaborative Game-Based Virtual Learning Environment," 2020 6th International Conference of the Immersive Learning Research Network (iLRN), 2020, pp. 46-53, doi: 10.23919/iLRN47897.2020.9155159.

Virtual reality (VR) technology can create an immersive English language environment and then encourage the learners to use English by presenting different collaborative communication tasks. Thus, to promote learners in using the target language skills this study applied a spherical video-based virtual reality technology to build a linguistic environment, and a collaborative learning strategy was adopted to promote their communication. Additionally, a mixed-methods research approach was used to analyze students' achievement in a traditional classroom and a virtual reality supported collaborative classroom and to evaluate their perception of the two approaches. The experimental results revealed that the collaborative classroom, supported by virtual reality, was able to enhance students' achievements. Moreover, analysis of student interviews identified their attitudes towards the virtual-reality-supported collaborative class and the use of language learning strategies in those classes. 

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The Role of Pedagogical Mentoring in Virtual Exchange

O'Dowd, R., Sauro, S. and Spector-Cohen, E. (2020), The Role of Pedagogical Mentoring in Virtual Exchange. TESOL Q, 54: 146-172. https://doi.org/10.1002/tesq.543

This article focuses on the role of the teacher as pedagogical mentor in virtual exchange and examines the impact of the strategies and techniques that teachers use in their classes to support students’ learning during their online intercultural projects. The article begins with a proposed categorization of pedagogical mentoring reported in the literature to date. It then reports on the outcomes of a virtual exchange project carried out by three classes of initial English teacher education in Israel, Spain, and Sweden that involved two types of pedagogical mentoring. 

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Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education.

Hilliker, S. (2020). Virtual Exchange as a Study Abroad Alternative to Foster Language and Culture Exchange in TESOL Teacher Education. TESL-EJ23(4), n4.

Utilizing virtual exchange is an innovative instructional approach being used in higher education that can mimic a clinical virtual study abroad experience. Accordingly, this study reports on 20 participants that took a course on linguistics for ESL/EFL teachers. Teacher candidates in the U.S. were paired with EFL students at a university in Mexico taking a course to improve their spoken English. Through weekly journaling teacher candidates described student errors and reflected on the ties between what they learned in the linguistics class (theory) and made clinical decisions (practice) to help students improve their spoken English. 

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The Impact of International Virtual Exchange on Participation in Education Abroad

Lee, J., Leibowitz, J., & Rezek, J. (2021). The Impact of International Virtual Exchange on Participation in Education Abroad. Journal of Studies in International Educationhttps://doi.org/10.1177/10283153211052777

International virtual exchange is gaining popularity as an innovative approach to providing international experiences to students, particularly considering the COVID-19 pandemic. However, little research has been conducted on this unique teaching approach or how it fits into university comprehensive internationalization plans. In this paper, the authors develop a simple theoretical model to explain the impact of taking international virtual exchange classes on students’ decisions to subsequently study abroad. 

 

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Virtual Exchange to Develop Cultural, Language, and Digital Competencies

Machwate, S., Bendaoud, R., Henze, J., Berrada, K., & Burgos, D. (2021). Virtual Exchange to Develop Cultural, Language, and Digital Competencies. Sustainability13(11), 5926. MDPI AG. Retrieved from http://dx.doi.org/10.3390/su13115926

Many researchers have underlined the benefits of student mobility in strengthening their communication skills. Studying a foreign language and fostering knowledge about behavioural attitudes are the most common research cases. One of the major issues of mobility, by its very nature, is that it implies significant travel and accommodation costs. Virtual mobility, or Virtual Exchange (VE), can be introduced as a proactive alternative solution. This work presents an evaluation of a telecollaborative online course model organised as a VE between German and Moroccan universities. It was established to explore the benefits of integrating a VE experience by practicing some 21st-century knowledge elements as tools for the development of intercultural, language, and digital competencies from the perspective of mobility. 

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Social Justice: When Diversity isn't Enough

As a result of this activity, participants will be able to: 1. Define "self hate." 2. Consider how they interact with "diversity issues." 3. Discuss stereotyping, privilege, and social justice. 

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Meredith L Henderson onto DEI Toolkit

Bradley Dilger and Team on Intercultural Learning in "Linked" 1st Year English Courses

The transculturation team presents on interactively linking courses of international and domestic students to foster intercultural learning.

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Lan Jin onto Publications of Transculturation Team

Dilger and the transculturation team - 2019 CILMAR Mini Grant - ICC development and reflective writing

The transculturation team presents new updates and results about their work on "Intercultural Competence Development and Reflective Writing in the Linked Course Model Curriculum".

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Lan Jin onto Publications of Transculturation Team

Enhancing intercultural effectiveness in international virtual student teams: an exploratory study

Petrovskaya, I., Shaposhnikov, S. Enhancing intercultural effectiveness in international virtual student teams: an exploratory study. Educ Res Policy Prac 19, 345–361 (2020). https://doi.org/10.1007/s10671-020-09262-w

The present study focused on the behavioural dimension of intercultural communication competence and investigated whether the short-term experience of working on a project assignment in a virtual multicultural team could produce an increase in students’ intercultural effectiveness. The study employed a single-group pre-test-post-test research design. The sample included 73 students representing 16 nationalities studying in Russian and Japanese universities majoring in business or economics. Students’ responses on the Intercultural Effectiveness Scale (Portalla and Chen in Intercult Commun Stud 19(3):21–37, 2010) were collected before and after the project, and paired difference tests (t test and Wilcoxon signed-rank test) were used for data analysis. Results indicate that that overall intercultural effectiveness of the students by the end of the project increased as compared to pre-test scores. 

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Research into practice: Virtual exchange in language teaching and learning

Dooly, M., & Vinagre, M. (2021). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 1-15. doi:10.1017/S0261444821000069

In this article, the authors reflect on the ways research on Virtual Exchange (VE) has had an impact on language education practices and, conversely, areas in which research has been underexplored, misapplied or perhaps even over applied by VE practitioners in formal education settings. Starting from a brief historical overview of VE, the text first outlines the features widely accepted as key aspects of this pedagogical approach before considering to what extent research results can be identified in VE implementation. Principal topics covered are the main aims regarding language development when VE is applied, assessment of language development through VE and VE and intercultural competence. While the article is not intended as a comprehensive review, it provides insight into the main foci of VE research and how these findings are reaching the language classroom (primary, secondary and university).

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Design and development of a web App for ICT and intercultural competences professor self-training

Ricardo-Barreto, C., & Jabba, D. (2020, October). Design and development of a web App for ICT and intercultural competences professor self-training. In 2020 12th International Conference on Education Technology and Computers (pp. 17-20).

This article describes the design and development of a web app to improve the intercultural and ICT competences of university professors, allowing them to create virtual intercultural learning environments. It proposes approaches based on principles of self-training, virtual education, interculturality, and universal learning design. Its development is adopted from the ADDIE instructional design model. The App considers the phenomenon of the use of technology as a means for self-training and appropriation of competences in virtual intercultural learning environments.

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A Descriptive Comparison of Three Virtual Journal Club Formats to Promote Evidence-Based and Intercultural Learning in Nursing Education: A Pilot Study

Schimböck, F., & Seppänen, J. (2020). A Descriptive Comparison of Three Virtual Journal Club Formats to Promote Evidence-Based and Intercultural Learning in Nursing Education: A Pilot Study.

Traditional journal club formats based on a presentation session followed by a group discussion are well-known in healthcare education but have many limitations. To overcome some of these, virtual journal club (VJC) formats using the learning management system (LMS) Moodle were developed. Aim: The aim of the study was to offer and compare three VJC formats (via forum, chat and videoconference) for nursing students of two universities in Germany and Finland and to report students’ satisfaction regarding structure, organisation, procedure and intercultural learning.

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Challenges and other feedback: Integrating intercultural learning in the Digital Age

Bailey, A., & Gruber, A. (2020). Challenges and other feedback: Integrating intercultural learning in the Digital Age. The EuroCALL Review, 28(1), 3-14. doi:https://doi.org/10.4995/eurocall.2020.11982

This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL).  The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. 

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Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology

Shadiev, R., Wang, X. & Huang, Y. (2020). Promoting Intercultural Competence in a Learning Activity Supported by Virtual Reality Technology. International Review of Research in Open and Distributed Learning21(3), 157–174. https://doi.org/10.19173/irrodl.v21i3.4752
 
Virtual reality (VR) technology makes it possible to create an authentic virtual environment that benefits immersive learning. The authors designed an intercultural learning activity and applied VR technology to support it. Then, they investigated students’ perceptions of the learning activity, VR technology, and intercultural competence (IC) development during learning. Students from China and Uzbekistan participated in the activity, in which a pragmatic mixed-methods approach was used. The data were collected through student reports, three questionnaires, and interviews, and then analyzed. Three main findings were obtained.
 

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Developing intercultural competence through a linked course model curriculum: Mainstream and L2-specific first-year writing

Citation: Banat, H., Sims, R., Tran, P., Panahi, P., & Dilger, B. (2021). Developing intercultural competence through a linked course model curriculum: Mainstream and L2-specific first-year writing. TESOL Journal, 00, 1– 16. https://doi.org/10.1002/tesj.613

Institutions of higher education in the United States continue to witness a dramatic shift in the spectrum of diversity in their student populations. Multiple variables of difference that mixed student demographics bring to university campuses make internationalization work necessary both inside and outside the classroom. Internationalization of higher education is a collaborative responsibility academic and nonacademic programs should share to facilitate the integration of various student populations within the broader culture of the university. However, there are few, if any, models for internationalizing introductory courses required of a large percentage of the student body, such as first-year writing (FYW). In this article, the authors propose and argue for an intercultural competence–oriented approach to internationalizing writing programs through a linked course model curriculum that pairs international and domestic students in separate second language–specific and mainstream FYW classes. The linked course model curriculum develops and assesses students’ intercultural learning and writing skills as core learning outcomes. This article presents the curricular design and interventions, the research design of the study conducted across three semesters of curriculum implementation, and the reflective writing results from the pilot semester to communicate the preliminary effectiveness of this curricular model.

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Lan Jin onto Publications of Transculturation Team

Documentary: Babies (2010)

Filmmaker Thomas Balmès criss-crosses the globe to observe and record the first two years in the lives of four infants and their families. Ponijao is the youngest of nine children and lives in a village in Namibia. Bayarjargal's family lives in Mongolia. Hattie is a San Francisco couple's first child, and Mari is the first child of a couple living in Tokyo.

ADHD and Me: What I Learned From Lighting Fires at the Dinner Table

 

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Movie: The Karate Kid (1984)

Ralph Macchio, right, and Pat Morita starred in "The Karate Kid," which debuted in 1984.

Being the new kid in a Southern California town, 14-year-old Daniel becomes a red-hot target of a group of bullies who study karate at the Cobra Kai dojo. At school, Daniel grows close with Ali Mills, an attractive cheerleader, which grabs the attention of her arrogant ex-boyfriend, Johnny Lawrence, who is also a skilled practitioner of the unethical and dangerous form of karate. Johnny and his gang torment Daniel and continuously beat him up, until Kesuke Miyagi, the handyman at Daniel’s apartment, intervenes and single-handedly defeats all five bullies in the famous Halloween fight scene.

Source: https://www.familyminded.com/s/films-that-address-bullying-ddec43ba70514de0

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Movie: To Kill a Mockingbird (1962)

Gregory Peck, left, and Mary Badham star in "To Kill a Mockingbird."

The story of widower Atticus Finch, who makes the difficult decision to defend an African American man accused of raping a white woman, and his children teaches older kids important lessons about prejudice, and the themes of empathy, compassion and justice are universal and timeless.

Source: https://www.familyminded.com/s/films-that-address-bullying-ddec43ba70514de0

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Documentary: Life, Animated (2016)

Owen Suskind stars in "Life, Animated."

This gripping documentary tells the story of Owen Suskind, a young man with autism who uses his passion for Disney movies to help him understand the world and communicate more effectively with the people in his life. By tackling the issues of disability, adult children with special needs, learning differences and what it means to be independent.

Source: https://www.familyminded.com/s/family-movies-that-celebrate-diversity-446eb171be8f4216

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Movie: Loving (2016)

Joel Edgerton, right, and Ruth Negga star in "Loving."

"Loving” is a powerful drama inspired by the true story of an interracial couple’s historic fight. Richard and Mildred Loving (played by Joel Edgerton and Ruth Negga, respectively) got married in Virginia in 1958, even though it was illegal at the time, and as a result, they are arrested and kicked out of their home.

At the heart of this movie is a message of hope: It’s possible for love and compassion to defeat hatred and prejudice, and real love survives even the harshest of social and cultural constraints.

Source: https://www.familyminded.com/s/family-movies-that-celebrate-diversity-446eb171be8f4216

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Movie: I Am Eleven (2014)

"I Am Eleven" follows the lives of eleven-year-olds from around the world.

This compelling, moving film follows 11-year-olds from around the world (Australia, Bulgaria, China, France, Germany, India, Morocco, Japan, Sweden, Thailand, the United Kingdom and the United States). The youngsters share their beliefs, challenges, passions and triumphs, showing that issues like bullying and discrimination are experienced by everyone, regardless of where you come from and what you look like.

Source: https://www.familyminded.com/s/family-movies-that-celebrate-diversity-446eb171be8f4216

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