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Anglo-Dutch Translation Guide

This list provides a series of statements often made by British people and corresponding columns of what the intended meaning is next to the Dutch interpretation of the meanings. This displays how the Dutch often misinterpret intended meanings in common phrases due to cultural difference in use of direct and indirect communication.

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12 Training Film Clips

A collection of 12 "Training Resource Films – Intercultural Exchange, Diversity in Work, Leadership and Coaching, Conflict and Debate & the Power of the Individual in Business." This collection includes hyperlinks to mostly Youtube videos. There is some suggestion as to how these might be used, but it is sparse and requires substantial knowledge to use them effectively as conversation starters.

These youtube videos are potentially good conversation starters for business, management, and workplace diversity conversations.

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Daniel Charles Jones onto Cross-cultural videos

"10Things Brits Say...and What Americans Think We Mean" - BBCAmerica

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Italian Grandmas Try Olive Garden For The First Time

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Daniel Charles Jones onto Cross-cultural videos

What Do U.S. Elections Look Like Abroad? | NYT Opinion

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Daniel Charles Jones onto Cross-cultural videos

‘That’s Ridiculous.’ How America’s Coronavirus Response Looks Abroad. - NYT Opinion

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Daniel Charles Jones onto Cross-cultural videos

Symposium: Strategic Scaling Up 2: Intercultural Learning in the Language Classroom

PDF versions of PowerPoint presentations for this panel will be added to this post as they become available. The first to be available is Paper #4 by Valentina Concu and Jessica Rohr.
 
Symposium: Strategic Scaling Up 2: Intercultural Learning in the Language Classroom
Sat Jan 25 2020, 2:30pm–4:30pm, Salon J

This symposium explores how world language instructors effectively integrate intercultural learning into their curricula and establish productive collaboration with intercultural specialists. Through both presentations and activities, it provides examples of best practices for implementing an intentional intercultural perspective in the on-campus, service-learning, and study abroad language curricula.

Paper 4: Increasing Communicative Effectiveness through History: An Intercultural Competence Perspective, Valentina Concu and Jessica Rohr (Purdue University)

This paper examines if and how beginning and intermediate German textbooks use historical topics to promote learners' intercultural competencies. It also explores how the textbook topics can be redesigned by using media and digital tools to improve learners' intercultural communicative competence and awareness of their own and German history.

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CERCLL Symposium - Strategic Scaling Up I - ICL Beyond the Classroom

Linked here are a PDF of all four conference presentations in this collection as well as a link to the icebreaker activity, "The Title Game," used at the start of the symposium.

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CERCLL 2020 Conference presentation: "Tasks and Directives for Intercultural Communication in Short-Term Study Abroad" - Lori Czerwionka and Michael Bittinger

Symposium: Strategic Scaling Up 1: Intercultural Learning Beyond the Classroom
Fri Jan 24 2020, 4:00pm–6:00pm, Catalina Ballroom / Salon K (livestream)
 

Paper 4: Tasks and Directives for Intercultural Communication in Short-Term Study Abroad, Lori Czerwionka and Michael Bittinger (Purdue University)

Focusing on communication within an intercultural competence framework, this investigation explores the degree to which short-term program leaders abroad (approx. 100) at a large university included curricular tasks and directives for communication with locals. Questionnaire results and specific tasks and directives used to encourage intercultural communication will be shared.

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CERCLL 2020 Conference presentation: "Mentored Intercultural Learning Courses for Semester Abroad" - Daniel C. Jones

Symposium: Strategic Scaling Up 1: Intercultural Learning Beyond the Classroom
Fri Jan 24 2020, 4:00pm–6:00pm, Catalina Ballroom / Salon K (livestream)

Paper 3: Mentored Intercultural Learning Courses for Semester Abroad, Daniel C. Jones (Purdue University)

This presentation furthers prevailing research asserting that facilitated intervention provides greater gains in intercultural development (IDI) scores compared to no intervention during long-term study abroad programs. Additionally, differences in intercultural growth resulting from individual-mentored and group-mentored interventions are discussed in regard to curricula, methods, and approaches for each intervention type.

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CERCLL 2020 Conference presentation: "The Global Science Partnerships Learning Community: The First Six Years" - Laura Starr

Symposium: Strategic Scaling Up 1: Intercultural Learning Beyond the Classroom
Fri Jan 24 2020, 4:00pm–6:00pm, Catalina Ballroom / Salon K (livestream)

Paper 2: The Global Science Partnerships Learning Community: The First Six Years, Laura Starr (Purdue University)

Drawing on theories of intercultural development, this study uses mixed assessment methods to analyze intercultural learning outcomes for six cohorts of first-year students in a STEM learning community. Data suggest that proximity plus attention to learners’ developmental stage(s) can significantly increase intercultural competence for both international and domestic students.

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CERCLL 2020 Conference presentation: "What Do You Want Students to Learn?" - Aletha Stahl and Kris Acheson-Clair

Symposium: Strategic Scaling Up 1: Intercultural Learning Beyond the Classroom
Fri Jan 24 2020, 4:00pm–6:00pm, Catalina Ballroom / Salon K (livestream)
 

Paper 1: “What Do You Want Students to Learn?”: Faculty-Led Programs, Aletha Stahl and Kris Acheson-Clair (Purdue University)

Requiring all faculty to incorporate intercultural learning outcomes in their study away/abroad programs requires both structural support and recognition that faculty control the curriculum. This presentation discusses ways of striking this balance and presents evidence that backwards design impacts student achievement of learning outcomes.

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https://hubicl.org/toolbox/tools/446/objectives

iLEAD Pre-Loneliness/Belongingness Survey is provided as a post and retro-pre assessment to all visiting scholars participating in the ACCLIMATE program.

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Week 08 - Capstone

This final workshop focuses on incorporating all the skills and concepts covered by the series into the next challenge for the visiting scholars: presenting on their research to an undergraduate technology classroom. This can be tailored to the specific unit scholars are working in and the specific expectations of their hosts and supervisors.

 

NB: I offer to the scholars that handouts provided are not intended to imply that they are believed to be inexperienced or ignorant of presentation skills or practices, rather that there may be cultural differences in the way presentations are made and at the very least the terminology used may be useful to them as non-native speakers of English.

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Week 07 - Emotional Resilience 2

This workshop revisits concepts of emotional resilience from Week 02 and identify what has changed, what has and has not worked, and what comes next.

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Week 06 - Discovering Your Personal Brand

This workshop focuses on helping international scholars to discover their value-add as someone working in their field who has the advantage of international experience and requisite skills inherent to being successful in an international setting.

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Week 01 - Intro & Campus walking tour (Amazing Race)

This first workshop provides an overview of the requirements for the workshop series and program requirements. This is followed by a walking tour of central campus which also facilitates the homework activity, The Amazing Race.

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The syllabus outlines the specific themes and topics covered in the workshop as well as the specifics about the administration of the workshop series.

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Pre-Workshop Task: SMART Goals

The Pre-Workshop tasks include a preliminary assignment for setting goals and writing a paragraph-length introductory biography as well as reminders about completing the IDI assessment and an individual debrief.

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