https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1402&context=jerap

Janakiraman, Shamila, Watson, Wlliam R, Watson, Sunnie & Bawa, Papia. (2019). Instructional Design and Strategies for Multicultural Education: A Qualitative Case Study. Journal of Educational Research and Practice, 11 (9), 300-315. DOI:10.5590/JERAP.2019.09.1.21

Lisa Lambert Snodgrass, Pamala V. Morris & Kris Acheson (2018) Assessing the intercultural sensitivity of students in an agriculture diversity and social justice course, Multicultural Education Review, 10:4, 292-309, DOI: 10.1080/2005615X.2018.1532222

Hum Tum is a 2004 Indian Hindi-language romantic comedy film. Hum Tum follows the encounters of two people who run into each other on several occasions under circumstances ranging from friendly to hostile to cordial to loving. Over many years and countless run-ins, the two despise each other, befriend each other, and fall in love with each other.

This article and embedded YouTube clip shed light on a popular Japanese TV show in which two celebrity chefs enter a stranger's home to cook dinner in their kitchen with only the ingredients found in the home. What viewers should know, however, is that this is an extremely unlikely occurrence in Japan - strangers don't tend to invite themselves into someone's home, let alone cook in their kitchen! 

The Journal of International and Intercultural Communication (JIIC) is a peer-reviewed publication of the National Communication Association. JIIC publishes original scholarship that expands understanding of international, intercultural, and cross-cultural communication. Widely interdisciplinary, JIIC features diverse perspectives and methods, including qualitative, quantitative, critical, and textual approaches to intellectual inquiry. 

Journal of Ethnic and Cultural Studies is a peer-reviewed and interdisciplinary academic international journal edited in the United States. The journal publishes theoretical, methodological, and empirical research from all disciplines dealing with ethnicity and culture. Concerned primarily with critical reviews of current research, JECS enables a space for questions, concepts, and findings of formative influence in ethnic and cultural studies. 

Intercultural learning materials for Novice Italian 1 created by Tatjana Babic Williams. 

Likert scale survey that uses the AAC&U Intercultural Knowledge and Competence VALUE Rubric as the construct behind the questions. 

Presents cultural values such as polychronic and monochronic time on a Likert scale but notes that people could be simultaneously high on both ends. This survey followed by discussion could be used to support cultural self-awareness and to help students recognize complexities in themselves, in others, and in cultural groups in general.

Similar to the ASKS2 survey, this online survey uses the AAC&U Global Learning VALUE Rubric as the construct for its questions. Questions related to the domains of diversity and personal and social responsibility help address power dynamics and agency. 

Slides from the webinar presented by Tatjana Babic Williams and Aletha Stahl, April 13, 2021.

This activity uses another assessment tool (the ASKS2) in a formative way -- assessment as pedagogy. 

https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2016

Bigatti, S. M., Gibau, G. S., Boys, S., Grove, K., Ashburn-Nardo, L., Khaja, K., & Springer, J. T. (2012). Faculty perceptions of multicultural teaching in a large urban university. Journal of the Scholarship of Teaching and Learning, 12(2), 78–93.  https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2016

https://www.sciencedirect.com/science/article/abs/pii/S088949061400012X

ang, O., Staples, S., & Wittner, E. (2012). Impacting undergraduates’ perceptions of ITAs through institutionally supported contact. TESOL ITA Interest Section Newsletter

https://www.sciencedirect.com/science/article/abs/pii/S0889490614000611

Staples, Shelley. (2015). Examining the linguistic needs of internationally educated nurses: A corpus-based study of lexico-grammatical features in nurse-patient interactions, English for Specific Purposes, 37, 122-136, https://doi.org/10.1016/j.esp.2014.09.002. 

https://onlinelibrary-wiley-com.ezproxy.lib.purdue.edu/doi/full/10.1111/j.1467-971X.2009.01578.x

Berns, Margie. (2009). English as lingua franca and English in Europe. World Englishes, 28(2), 192-199. 

https://doi-org.ezproxy.lib.purdue.edu/10.1111/j.1467-971X.2009.01578.x

http://file:///C:/Users/munas/Downloads/ncruz004,+Lee.et.al.JIS.11.3.pdf

Lee, D., Allen, M., Cheng, L., Watson, S., & Watson, W. (2020). Exploring Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting. Journal of International Students, 11(3), 567–585. https://doi.org/10.32674/jis.v11i3.2145

https://docs.lib.purdue.edu/open_access_dissertations/1042?utm_source=docs.lib.purdue.edu%2Fopen_access_dissertations%2F1042&utm_medium=PDF&utm_campaign=PDFCoverPages

Allen, Matthew C., "Developing L2 reading fluency: Implementation of an assisted repeated reading program with adult ESL learners" (2016). Open Access Dissertations. 1042.
https://docs.lib.purdue.edu/open_access_dissertations/1042

This lesson challenges participants to consider how a mismatch between intent and impact can cause conflict and develop strategies for mitigating problems. They will first learn the differences between intent and impact and then find real-world examples where intent and impact did not match. 

This lesson will challenges participants to think more deeply about scenarios that cause unintentional harm. They will first identify several situations where they have either experienced or caused unintentional harm. Then, they will place those scenarios on a Jamboard shared with several group members and reflect on how they felt and how they might have handled the situation differently. 

This lesson presents the concepts of etic (outsider/objective) and emic (insider/subjective) understanding of culture. The slides explain the differences in these two perspectives, offer motivation for developing emic perspectives by discussing the value of this viewpoint, list some strategies for learning to see a culture from the insider viewpoint, and use concrete (published) case study examples as fodder for practice and instruction. 

In this lesson plan, participants describe an intercultural interaction. Participants choose an interaction in which they took part, as this will be more beneficial for them in terms of self-awareness. The interaction participants choose should have involved some confusion, misunderstanding, conflict, or offense of some sort, on their part or on the part of others involved, and which may or may not have been resolved. Participants identify who was involved, where they were and under what circumstances, what was said or not said, and what happened. 

This lesson challenges participants to think more deeply about how culture contributes to everyday norms/behaviors and habits. With a partner, they will choose several cards from two sets: cultural contexts and behaviors/norms. Then, they will talk through their life experiences and attempt to “connect the dots” between how their cultural contexts have affected their behaviors/norms in particular scenarios. Finally, they will complete a debriefing reflection on what they learned about themselves and their partner.

This lesson challenges participants to practice thick description and dig deeper into how culture impacts how people design and use physical spaces. They will choose a space to observe and then write a thick description essay based on the notes that they take.

This activity asks participants to create their own retelling of a popular movie, comic, novel, or historical event and reflect on their experience of shifting perspectives.