In this activity, participants list activities that will help them personally develop in one domain of intercultural knowledge and competence from the AAC&U Intercultural Knowledge and Competence VALUE Rubric. They also identify evidence that signals they have personally developed in that domain.  

All the materials required for this activity are available online (see both the Links and Downloads sections of this tool), and participants can complete the activity individually on their own time. 

In this activity, participants list activities that will help them personally develop in one domain of intercultural knowledge and competence from the AAC&U Intercultural Knowledge and Competence VALUE Rubric. They also identify evidence that signals they have personally developed in that domain.  

All the materials required for this activity are available online (see both the Links and Downloads sections of this tool), and participants can complete the activity individually on their own time. 

This activity enables participants to examine what kind behaviors bother or challenge them, learn about their emotional "hot buttons," and plan for ways to manage their reactions to "hot buttons" behaviors. 

Michael Vande Berg created a version of this activity that is available online (see the Links section of this tool). Participants can complete this activity individually on their own time and then send it to facilitators/instructors. 

This activity allows participants to evaluate their self-awareness of their cultural identity and their core cultural values. It is designed for students who are studying abroad but could be adapted to different contexts.

All materials associated with this activity are available in the Downloads section of this tool. Participants can complete this activity individually on their own time and then send it to the facilitator/instructor.

A less-than-3-minute intro to a critical reflection model that can help students write intercultural reflections or help instructors steer a debrief following an experiential intercultural learning activity. 

Although this document was created for use in an immersion study setting, sections work well for world languages classrooms, .e.g., "Strategies to deal with different communication styles."

For one n one session

Black American Jews say they are seeking ways to bring their full identity to the symbolic food of the Passover meal.

Paella Valenciana 

"Vidal says there are as many recipes as there are cooks and what makes a good paella is a matter of opinion, except in Valencia, where it’s a question of science."

As they say in the video, eating bread is like eating a piece of history! Let me at it! I love bread!

What is the difference between good and great communication skills? Sharon Kristjanson suggests it is the ability to examine our judgments that skew our understanding of the world. Her vision is a world with more collaborative and productive discussions, regardless of politics or background.

I love her analogy of an 8-piece and a 1000-piece puzzle.

A report outlining CILMAR's goals for 2022.

A report assessing whether CILMAR met its goals in 2021. 

This worksheet helps participants to describe and reflect on their identities in terms of their skills, favorite books/movies, hobbies, etc. 

All of the materials required for this activity are available through the LSA Inclusive Teaching Initiative at University of Michigan (see the Links section in this tool). Participants can complete this activity individually on their own time and then post it to an online discussion board so that they can get to know their peers, or they can send the worksheet to the facilitator/instructor once it is completed. 

This episode features Dr. Tatjana Babic Williams, Director of Italian Studies and Senior Lecturer, and Dr. Annalisa Mosca, Senior Lecturer and Coordinator of Italian 101-202 at Purdue University. They discuss the Italian program's efforts to redesign the curriculum to incorporate intercultural learning at all levels. In particular, they discuss their use of backwards design to embed intercultural learning outcomes into several of their courses. 

This post includes links to the episode recording, the presentation slides, and the following resources/tools referenced in the presentation:

• ASKS2+ assessment
• Name Story, aka The Name Game
• D-I-E
• Bridging Behaviors
• Iceberg
• Who Am I? Identity Dialogue
• Flower's Point of View
• Scenery, Machinery, People
• Final ICC Reflection
• Voices from the Past (Name Tags)
• Cultural Autobiography
• Pacing
• Direct-Indirect Communication
• Say My Name
• "Black sounding" names and their surprising history
• Hofstede Value Dimensions Online Country Comparison Tool
• Intercultural Knowledge and Competence AAC&U VALUE Rubric
• Pyramid Model of Intercultural Competence
• Interpretive-Interpersonal-Presentational Model
• Dollar Street
• Purposeful, Interactive Foreign Language Teaching
• Global Education Benchmark Group (BEBG) for Intercultural Learning in K-12
• TESOL Intercultural Interest Section (ICIS)
• Intercultural Development Inventory (IDI)
• Growing Intercultural Leaders program

Personal Identity Wheel challenges participants to reflect on their identities beyond social groups and get to know others in the group. They brainstorm words that describe their personal interests, skills, hobbies, etc. and then compare them with others.

Social Identity Wheel challenges participants to reflect on their identities in relation to social groups and get to know others in the group. They consider identities such as race, gender, and sexual orientation and contemplate how those identities manifest themselves in different environments and impact others’ perceptions.

Spectrum Activity challenges participants to reflect on their identities and how they are perceived in different contexts. They consider identities such as race, gender, and sexual orientation and contemplate how those identities may be privileged in different environments and therefore affect their interactions with others.

These three tools can be used in conjunction with each other. 

This collection includes resources by the creators of the pendulum model of intercultural competence development and maintenance.

We have been using the Amazing Race in Study Abroad support courses for many years at Purdue, but I think it has applications to the language classroom as well. You would just need to adapt the instructions, and I can envision two ways to do that: moving the context to a target-language area of the local community, or changing it to a web-based activity.

Do your students need some basic instruction and practice in listening and observation skills that can help them learn about culturally different others? Here are two new options from CILMAR: Thick Description and Emic Perspectives.

Here are 3 activities you can use to hone those cultural discovery skills in your language learners: Grocery Store Ethnography, YouTube Ethnography, Martian Anthropology.

There are a ton of resources linked from the Critical Incident tool under Links. Check out all the ways that you can get your learners to imagine themselves in a culturally fraught situation and think/talk/write through how they would respond.