This simulation, created by Aletha Stahl, is an adaptation of Journey to Sharahad. Participants role play intercultural communication barriers.

Sharahad is a simulation by Phil Darg in which participants role play intercultural communication barriers. 

This simulation, created by Aletha Stahl, is an adaptation of Journey to Sharahad. Participants role play intercultural communication barriers.

These resources explain how some American foods are prepared and viewed in different countries. What Americans think of "traditional" dishes or companies (such as McDonald's or Coca-Cola) can be very different around the world. 

Lambert & Myers' activity asks participants to consider how their values impact their decision-making process.

This activity helps participants to learn about cultural influence and how to identify their own values. 

This activity from AFS International Programs helps participants to identify "typical" U.S. cultural values and compare their cultural values to these "typical" values. 

Readings from various sources (and uneven quality of writing) that draw attention to international volunteer "do-good" efforts and to Peace Corps as a US government program operating in a framework of imperialism and (neo)colonialism. Can be used to generate deep reflection and discussion about the structured nature of citizenship and national identity, personal motivation, values, cultural humility, etc. 

Google Scholar excerpt from MLA's 2016 Kenneth W. Mildenberger Prize Winner book. Kearney, E., (2016). Intercultural Learning in Modern Language Education: Expanding Meaning-Making Potentials. Tonawanda, NY: Multilingual Matters.

Identifies components of intercultural competence and a framework for assessing them. Widely used in higher ed since it is produced by the Association of American Colleges and Universities.

Excerpts from a presentation introducing the Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR) to the School of Languages & Cultures (SLC) at Purdue University. Shows some intersections and differences in emphasis in intercultural learning in the work of CILMAR and SLC.

Bolitho, R.,  Carter, R., Hughes, R., Ivanič, R., Masuhara, H., & Tomlinson, B/. (July 2003). Ten questions about language awareness, ELT Journal, 57: 3. 251–259. Retrived from https://doi.org/10.1093/elt/57.3.251

"[E]xplores questions concerning the theory and practice of language awareness, its descriptive orientations, its relationship with critical social dimensions, and its connections with current theories of language teaching and learning." (Ten Questions. . .)

Scott-Monkhouse, Anila & Rigamonti, Enrica. (2015). Raising Self-awareness and developing intercultural competence by activating personal filters. CASALC Review.

Abstract excerpt: "Language is a reflection of the self, and of the culture and people it belongs to, thus when learning a new language each individual is approaching a different identity and culture with personal filters which act on the learning process. Learning involves approaching something new and inevitably leads to some change, which may occur without conscious awareness but is affected by the individual’s attitude towards novelty and diversity. . . The objectives [of this study] were to verify if . . . filters [of language learners] are subtly expressed in their way of seeing themselves, their own language and culture, and the ‘other’ language and culture, and also raise their awareness of them. This hopefully is a stepping stone towards discovering aspects of their personality, developing sensitivity to differences and recognizing factors to be exploited to become more efficient learners."

Table of benchmarks for intercultural communication according to level, e.g., novice, intermediate, etc.

A "set of examples and scenarios that show how learners use the target language and knowledge of culture to demonstrate their Intercultural Communicate Competence." (ACTFL and NCSSFL Can-Do Statements for Intercultural Communication)

Using Purdue University President Mitch Daniel's 2018 commencement speech and NPR's "Should We Have Empathy for Those We Hate," this activity explains tribalism and empathy.

Using Purdue University President Mitch Daniel's 2018 commencement speech and NPR's "Should We Have Empathy for Those We Hate," this activity explains tribalism and empathy.

Using Purdue University President Mitch Daniel's 2018 commencement speech and NPR's "Should We Have Empathy for Those We Hate," this activity explains tribalism and empathy.

Hartman, E., Kiely, R. C., Friedrichs, J., Boettcher, C., & Boettcher, C. (2018). Building a better world : The pedagogy and
practice of ethical global service learning. Retrieved from http://ebookcentral.proquest.com.

Includes prompts, questions, and suggested faculty responses.

"Fair Trade Learning is global educational partnership exchange that prioritizes reciprocity in relationships through cooperative, cross-cultural participation in learning, service, and civil society efforts. It foregrounds the goals of economic equity, equal partnership, mutual learning, cooperative and positive social change, transparency, and sustainability. Fair Trade Learning explicitly engages the global civil society role of educational exchange in fostering a more just, equitable, and sustainable world.

– (Hartman, Morris Paris, & Blache-Cohen, 2013)." (Retrieved from https://compact.org/ftl/)

Self-reporting intercultural competencies scale that aligns with the AAC&U Intercultural Knowledge and Competence VALUE Rubric. Designed to be used pre, post, and post-retro with an experience. Can be used as a formative assessment for students to reflect on where they are and areas on which they may want to work. See link for more info.

Identifies components of intercultural competence. Widely used in higher ed since it is produced by the Association of American Colleges and Universities.

Short research assignment to set up discussion about emotional resilience.

These questions were created as follow-ups for a series of workshops at Purdue. However, they could be used as stand-alone questions for discussion or written reflection to foster self-awareness and emotional resilience.