Intercultural Learning Activities

  • Barnga (1 hour 15 minutes)
    In this simulation activity, students play a card game, with each player assigned a different interpretation and set of rules (unbeknownst to them). 
  • Surprising Sentence (15 minutes)
    In this activity, participants pair up and take turns adding words to collaboratively create a long sentence.
  • The Form (30 minutes)
    In this mini simulation, participants are given a unique form to fill out and later debrief. 
  • Strange Situations (45 minutes)
    In this activity, participant teams are given a challenging situation to navigate. 

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Intercultural Learning Assessments

  • Tolerance for Ambiguity Scale (15 minutes)
    This assessment measures ability to value diverse others, capacity to appreciate change or novelty, tolerance for challenging perspectives, and capacity for comfort with unfamiliarity. 
  • Creative Thinking Rubric (AAC&U) (20 minutes)
    This assessment measures tolerance of ambiguity and ability to shift perspectives.

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Intercultural Learning Assessments

  • Ethnocultural Identity Behavioral Index (10 minutes)
    This assessment measures an individual's degree of involvement with a specific, self-identified ethnic peer group and connections between behavior and cultural identity.

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Other Resources

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Intercultural Learning Assessments

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Intercultural Learning Activities

  • Questions Across Cultures (2 hours)
    This activity challenges participants to consider the motive and meanings behind the questions they ask others and develop strategies for asking questions that are effective, appropriate, and satisfactory (as per Stella Ting-Toomey's work).
  • Mind the Gap (1 hour)
    This activity guides participants as they explore the gap between cognitive and affective/behavioral competencies as it applies to negotiating third culture spaces via a case study as well as their own life experience(s).
  • Counter-Storytelling (45 minutes)
    Counter-storytelling, a method often used in critical race theory, highlights the stories of individuals who are marginalized within society. It aims to push back against dominant narratives that often privilege certain voices over others. This activity introduces the concept of counter-storytelling through the points of view of Asian/Asian American individuals who have experienced racialized microaggressions. 
  • Barbie Savior: A Lesson in Intercultural Empathy (1 hour)
    This activity is inspired by an Instagram account called Barbie Savior. Barbie Savior calls attention to the issues with the well-intentioned—but often problematic—"voluntourism,” i.e. short-term volunteer trips. Barbie Savior parodies the voluntourism experience by placing Barbie in various scenes across Africa along with tone deaf captions that demonstrate Barbie’s lack of knowledge about her impact as a “voluntourist.” In this activity, participants will analyze one of Barbie Savior’s posts and coach Barbie on intercultural empathy and considering different perspectives.
  • Reclaiming our Stories: Narratives of Identity, Resilience and Empowerment (4 hours)
    This book (available for purchase) includes 19 narratives which explore themes such as systemic racism, inequality, trauma, outrage, healing, triumph, love, resilience, and empowerment.

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Edward T. Hall and the history of intercultural communication: The United States and Japan

This article details Edward T. Hall's influence on the history of intercultural communication, specifically in the U.S. and Japan. 

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Intercultural Learning Activities

  • Contextualizing Identities (1 hour)
    In this activity, participants explore how different identities become more salient under different circumstances.
  • Reclaiming our Stories: Narratives of Identity, Resilience and Empowerment (4 hours)
    This text encourages learners to empathize with the perspectives of contributing authors who describe the often ugly and painful realities they have confronted since an early age, acknowledge the systemic racism and inequality of opportunities present in the communities the authors describe, analyze themes such as trauma, outrage, healing, triumph, and love present in the collected narratives, and recognize how storytelling can support the resilience and empowerment of storytellers as well as readers.
  • Seeing You Seeing Me (1 hour)
    In this activity, participants learn to compare and contrast how they see themselves and how they perceive others see them, discuss nuances of their hidden and visible identities and the stereotypes that other people seem to apply to them, and identify examples of the Looking Glass Self process of self-image development in their own lives. 
  • Tradition and Identity in Whale Rider (3 hours)
    In this activity, participants watch the movie Whale Rider and discuss the relationship between traditions, values, and identity, recognize how traditions, values, and beliefs change across generations, and reflect on how traditions, values, and beliefs have changed within their own families. 
  • Curious "Show & Not Tell" Icebreaker (30 minutes)
    In this activity, participants bring an item with them, answer questions about it, and practice curiosity by asking questions of others without knowing the identity of the object owner, making guesses about that individual's life and possible culture. 
  • Mapping Social Identity Timeline Activity (30 minutes)
    In this activity, participants create a timeline demonstrating how their identities have developed throughout their life to help them understand how social interactions affect their identities. 
  • The Spectrum Activity, Questions of Identity (10 minutes)
    In this activity, participants "consider their identities critically and how identities are more or less keenly felt in different social contexts," recognize "how privilege operates to normalize some identities over others," and appreciate "their shared identities...as well as the diversity of identities" involved in the activity (LSA Inclusive Teaching Initiative, University of Michigan, 2017).
  • Personal and Social Identity Wheel, Identity Circles, Beads, and Molecule, The Paseo (Circles of Identity), Circles of My Multicultural Self (30 minutes - 1 hour and 30 minutes)
    These 7 activities encourage participants to identify and describe personal identities, explore multiple identities, and examine the stereotypes associated with different identities. 
  • The Five Minute Poem (5 minutes)
    In this activity, participants write a short poem express their identities through "I am from..." statements related to familiar sights, sounds, smells, foods, sayings, and friends. 
  • Identity-Based Rejection Sensitivity (45 minutes)
    In this activity, participants describe the phenomenon of identity-based rejection sensitivity and its consequences and analyze potential solutions that avoid self-fulfilling prophecies of rejection based on a stigmatized identity.
  • Through Other Eyes (10 minutes)
    This is a quick perspective-taking activity that asks participants to close their eyes and imagine different identities, concluding with a debrief discussion on how cultural identities can be both empowering and limiting.  
  • Training Culturally Diverse You (45 minutes)
    This activity begins with a discussion about what influences our identities (universal things, unique personalities, culture, etc.). Participants then discuss and map out a network of groups they belong to and discuss factors that impact how they behave in different contexts. 
  • Who Am I? Echoes of Culture (1 hour)
    In this activity, participants learn to "understand how identity is shaped and reinforced by the cultural discourse that has been internalized, understand and accept how culture shapes us as individuals and distinguishes us when we find ourselves in new cultural circumstances, and listen for the cultural discourse that has shaped and continues to shape the people in the new culture and environment where they find themselves" (Cassiday & Stringer, 2015, p. 101).
  • I Am From Poems (30 minutes)
    This activity is similar to the Five Minute Poem activity. Participants will write short poems where each line begins with “I am from,” which will allow them to describe their heritage using the details and memories most important to them. 
  • The Kluckhohn Questionnaire (no duration provided)
    In this activity participants learn to examine cultural identity and self-awareness, assess how their beliefs and cultural attitudes have changed from childhood to adulthood, and analyze and describe their current cultural beliefs and values.
  • Paper Basket Exercise (25 minutes)
    In this kinesthetic activity, participants explore the concept of privilege by throwing a ball into a paper basket.
  • I Am Poems (30 minutes)
    Another identity poem option, this activity provides several poem options for exploring identity with learners. 
  • Who Am I? Identity Dialogue (1 hour)
    In this activity, participants list up to 12 identities and reflect on them in order to articulate how they perceive their own identities and analyze why they place value on certain aspects of their identity.
  • Voices from the Past (45 minutes)
    In this activity, participants share their name, a culture they identify with, a key message they heard from someone influential in their life, and their role or profession to "gain insights into what drives fellow team members, interact at a personal and powerful level from the start of a program, and set the tone for deep discussions on identity and cultural values" (Berardo, 2012, p. 143). 
  • Sherlock Holmes (1 hour and 15 minutes)
    As a result of this activity, participants "understand the importance of the constant self-reflection needed to be interculturally competent, explore how each of us sees the world around us and how we make meanings, and appreciate that we have multiple cultural identities and that combinations of identities work together in different contexts" (Rao, 2012, p. 179). 
  • Name Story, aka The Name Game (1 hour)
    In this activity, participants share about their name, who named them, and its origins. The activity is designed to help participants "identify the importance of names as part of personal identity, identify different cultural ways of naming people, and understand the importance of calling people by the name they prefer—and pronouncing it properly" (Stringer & Cassiday, 2009, p. 157).
  • Cultural Autobiography (45 minutes)
    In this activity, participants construct a cultural autobiography, exploring their different identities and contextual and cultural factors informing these identities.

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Other Identity Resources

  • Diving into Identity for Intercultural Learning Self-Directed Learning Module (Duration: 2 hours)
    This course aims to increase awareness of cultural diversity and enable educators to enhance inclusion and equity within their organizations by embodying intercultural learning principles.

    To access the course:
    • Click Register
    • Click Offerings in the grey tab
    • Click Enroll in Course
    • Click Outline
    • Click through the Course Outline to see the content
       
  • To access the Diving into Identity for Intercultural Learning Self-Directed Learning Module YouTube playlist click here

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Additional Activities for the Language Classroom

This post includes additional intercultural learning activities that can be facilitated in the language classroom outside of the activities already included in the collections re-collected in this collection.

  • Lost in Translation (3 hours)
    In this language learning reflection for students studying abroad, participants "keep a record of [their] language learning while abroad, take ownership of [their] language learning, so as to increase [their] motivation and likelihood of continuing with the language upon return, reflect on the linguistic, sociolinguistic, and sociocultural aspects of language learning in context" (Ogden, 2009). 
  • Taking My Motivational Temperature on a Language Task (10 minutes)
    This assessment measures emotions as possible barriers to effective learning and emotional baggage that is brought to learning situations. 
  • Fourteen Ways to Say Thank You Internationally (1 hour)
    In this activity, participants learn to recognize different cultural traditions, "understand the concepts of 'culture' and intercultural adaptation, become more aware of their own culture and recognize its influence on their behavior, appreciate the value of learning and using other languages" (AFS, 2015). 
  • Language, Culture, and Perception: The Sapir-Whorf Hypothesis (1 hour 10 minutes)
    In this activity, participants discuss the Sapir-Whorf Hypothesis and how language and culture may shape their thoughts and perceptions and linguistic choices.
  • Foreign Language Can-Do Statements (15 minutes)
    This assessment measures participants' ability to goal-set for communicative competence in seven different domains of communication, including listening, writing, and presentational speaking.
  • Language Strategy Use Inventory (10 minutes)
    This assessment measures participants' preferred language-learning strategy toolkit. 

 

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CERCLL Collection for Language Teachers

Welcome CERCLL affiliates and ICC conference attendees! I have put together this collection of activities that you might find useful in supporting intercultural development in language classrooms, including great culturally oriented icebreakers and tools related to nonverbal communication, cultural worldview frameworks, and openness. Enjoy, and let me know if there are other activities you think should be included here.

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Accessing and Embedding Tricky Communication Portable Intercultural Modules into Your Curriculum

  1. START HERE
    Background

    Purdue CILMAR's Portable Intercultural Module (PIM) webpage provides background information on PIM.
     
  2. LEARN MORE
    Background + Implementation Directions

    This self-directed course (Duration: 1 hour) provides instructions and resources on how to embed teaming PIM into your curriculum. 

    To access the course:
    • Click Register
    • Click Offerings in the grey tab
    • Click Enroll in Course
    • Click Outline
    • Click through the Course Outline to see the content
       
  3. THE TOOLS
    Downloads and Resources
    Tech tips can be found attached to this post.

    The following HubICL tool includes the downloadable materials to embed tricky communication PIM into BrightSpace, Moodle, or Canvas:

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Accessing and Embedding Teaming Portable Intercultural Modules into Your Curriculum

  1. START HERE
    Background

    Purdue CILMAR's Portable Intercultural Module (PIM) webpage provides background information on PIM.
     
  2. LEARN MORE
    Background + Implementation Directions

    This self-directed course (Duration: 1 hour) provides instructions and resources on how to embed teaming PIM into your curriculum. 

    To access the course:
    • Click Register
    • Click Offerings in the grey tab
    • Click Enroll in Course
    • Click Outline
    • Click through the Course Outline to see the content
       
  3. THE TOOLS
    Downloads and Resources
    Tech tips can be found attached to this post.

    These HubICL tools include the downloadable materials to embed teaming PIM into BrightSpace, Moodle, or Canvas:

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The Global Intercultural Communication Reader

"The Global Intercultural Communication Reader is the first anthology to take a distinctly non-Eurocentric approach to the study of culture and communication. In this expanded second edition, editors Molefi Kete Asante, Yoshitaka Miike, and Jing Yin bring together thirty-two essential readings for students of cross-cultural, intercultural, and international communication. This stand-out collection aims to broaden and deepen the scope of the field by placing an emphasis on diversity, including work from authors across the globe examining the processes and politics of intercultural communication from critical, historical, and indigenous perspectives.

The collection covers a wide range of topics: the emergence and evolution of the field; issues and challenges in cross-cultural and intercultural inquiry; cultural wisdom and communication practices in context; identity and intercultural competence in a multicultural society; the effects of globalization; and ethical considerations. Many readings first appeared outside the mainstream Western academy and offer diverse theoretical lenses on culture and communication practices in the world community. Organized into five themed sections for easy classroom use, The Global Intercultural Communication Reader includes a detailed bibliography that will be a crucial resource for today's students of intercultural communication" (Asante et al., 2014).

Asante, M. K., Miike, Y., & Yin, J. (Eds.). (2014). The global intercultural communication reader (Vol. 2). New York, NY: Routledge.
 

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Practicing Invitational Rhetoric in the Writing Center

This slide deck describes invitational rhetoric and how it informs feminist learning spaces like writing centers.

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Resources for Practitioners: Articles and Videos

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Proxemics Activities

  • Draw a House (45 min)
    In this activity, participants are asked to draw a floor plan of a house based on their own experiences and understandings of how houses are typically arranged. They will then compare their floor plans and discuss the differences between them. 
  • Fence in or Fence out (45 min)
    Through this activity, participants learn about how their own and other cultures think about and use land/space. 
  • Mental Mapping (20 min)
    In this activity, participants draw, share, and compare their own mental maps of a shared space in order to better understand how other people experience the same space differently. 
  • The Mockingbird (10 min)
    In this activity, participants learn to model and articulate the concept of cultural distance.
  • Nonverbal Communication: Proxemics Surveys (45 min)
    These surveys explore our sense of personal space and how it is influenced by culture (gender, age, ethnicity and profession, as well as by nation). 
  • Oxford University Press Nonverbal Communication Activities (duration variable)
    This resource includes 9 activities to introduce nonverbal communication and culture.
  • Proxemics in Conversation Across Cultures (15 minutes)
    In this short activity, participants begin by having a conversation at a distance and slowly close the gap in distance. They then debrief how it made them feel and discuss how culture informs proxemic behavior and articulate their own cultural rules for using distance and space.

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Resources for Instructors

  • Instructional Materials for Portable Intercultural Modules (PIM): Teaming 1, 2, and 3 (1 hr)
    Portable Intercultural Modules (PIM) are small learning units focused on a single element of intercultural competence (one construct from the American Association of Colleges & Universities VALUE rubric for Intercultural Knowledge and Competence). PIM are turnkey solutions that address the needs of instructors who don't see themselves as experts in intercultural learning. They are meant to be embedded within disciplinary course content, and multiple PIM can be integrated systematically throughout a program of study to support students' development of intercultural competence over a longer period of time.

    This course presents a helpful orientation to instructors utilizing one or more of the three PIM that focus on communicating effectively within diverse teams. The course provides a general introduction to PIM, explores the theoretical constructs taught in the Teaming PIMs, exemplifies a range of implementation options from more basic to more engaged, and offers suggestions for facilitation. 

    The PIM courses are listed below:

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Teamwork Assessment Tools

  • Global Engineering Competency Scale (10 min)
    This assessment measures self-efficacy, technical coordination, knowledge of professional ethics and standards, and knowledge of engineering cultures. Individuals who use this assessment will become more aware of the elements of engineering competency in a globalized world.
  • GlobeSmart Profile (30 min)
    This assessment measures individuals' work styles in order to compare with other cultures, colleagues, and team members. As a result of utilizing and working with this assessment, learners will be able to improve productivity when working with others who have different styles and develop strategies for improved collaboration. 
  • Team Assessment - Peer Feedback (1 hr)
    This assessment measures teamwork competencies and is available in English, French, Portuguese, and Spanish.
  • Team Values Assessment (1 hr)
    This assessment measures participants "similar and different values and strengths and challenges based on a values profile" (p. 69). 
  • Teamwork Rubric (AAC&U) (15 min)
    This assessment measures participants' level of good communication, civil conflict resolution, and a strong but group-oriented work ethic.

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Team-building Activities

  • Birds of a Feather (20 min)
    In this activity, participants recognize that people bring different talents, perspectives, and backgrounds to groups and understand the benefits of forming diverse groups.
  • Building a Tower (2 hrs)
    In this activity, participants are encouraged to understand that people have different perceptions of the same thing and that there are different interpretations of and meanings to the same verbal or non-verbal expressions, experience misunderstanding of others and being misunderstood, learn to communicate non-verbally and to cooperate on a specific task across communication barriers.
  • Building Team Communication (1.5 hrs)
    In this activity, participants are encouraged to "understand a range of communication styles, identify each member's individual preferences and how they can create a team communication profile while honoring individual preferences" (Stringer & Cassiday, 2009, p. 93). 
  • Complete the Picture (45 min)
    In this activity, participants interact non-verbally with create connections with one another. Learners are encouraged to develop team-building skills and reflect on how nonverbal communication cues can alter interpretation.
  • diversophy® New Horizons (1 hr)
    Note: This game was originally intended for Finnish audiences. English and Arabic translations are available in many instances within the game.
    In this activity, participants move from "ethnocentricity" to "diversophy," a state of higher cultural sensitivity and skill, explore factual knowledge about other cultures, practice intercultural decision-making, team-building and communication skills, and cost/benefit assessment for intercultural interactions, and imagine applications of newfound intercultural competencies in their own lives and work.
  • Ecotonos: A Simulation for Collaborating Across Cultures (2 hrs)
    In this activity, participants implement strategies for multicultural collaboration, create their own (fictional) culture, assess cultural attributes and behaviors, and learn about process mapping. 
  • Five Ideas (1 hr)
    In this activity, participants articulate clearly the goals and values of their group, listen openly to other groups' goals and values which may diverge from their own, and negotiate solutions that achieve common goals.
  • Group Images (45 min)
    In this activity, participants develop team-building skills and reflect on how others interpret words and concepts through body language and movement.
  • Hollow Square (1 hr)
    In this activity, participants study dynamics involved in planning a task to be carried out by others and in accomplishing a task planned by others and explore both helpful and hindering communication behaviors in assigning and carrying out a task.
  • Improved Solutions (45 min)
    In this activity, participants generate ideas for dealing with briefly-described problems, evaluate strengths and weaknesses of a solution as a team, improve the potential value of a solution, and compare the potential value of two different solutions for handling the same problem through perspective-and frame-shifting. 
  • Let's Draw a House (partner activity) (30 min)
    In this activity, participants "experience leader and follower patterns, demonstrate relational and task-oriented perspectives, and discuss personal and cultural influences on behavior" (Stringer & Cassiday, 2003, p. 7).
  • Leveraging Mindsets to Facilitate Multiracial Collaborations (2 hrs)
    This activity can be facilitated in groups to help teams of learners "understand that race is not as biological as we initially thought and recognize emerging scientific evidence in support of a more social constructivist mindset of race/ethnicity" (Li & Kung, 2021). 
  • Me and My Team (15 min)
    In this activity, participants compare and contrast times in which they have experienced the clash between self-interest and team-interest and discuss the ways that secrecy can reduce trust in a team. 
  • One Will Get You Ten (40 min)
    In this reflection, participants generate and share ideas for solving a specific problem or exploring a topic and process take-aways from a shared experience or a dialogue. 
  • Pair Sculpt and Group Sculpt (45 min)
    In this activity, participants reflect on their cultural assumptions about expression and emotion, interpret emotional expressions demonstrated in the body language of others, and compare narratives and narrative assumptions about body language expression and response. 
  • Personal Agendas in Teamwork (40 min)
    This activity encourages participants to recognize personal agendas and their role in group projects and teamwork, reflect on their own personal agendas, and explore ways of mitigating tensions that personal agendas can create.
  • Teamwork Self-Assessment (2 hrs)
    In this activity, designed for students studying abroad, participants reflect on their experiences working in teams, examine communication and intercultural issues that can arise when working in teams, practice identifying sources of behaviors using Hofstede's Power Distance Index, practice reflection and application of teamwork strengths to improve teamwork in a hypothetical situation, and draw connections between the practice of these skills in the hypothetical to real-world applications specific to the culture in which they are studying abroad.
  • The Role of Culture in Team Communication (25 min)
    In this activity, participants are challenged to recognize the role of their cultural backgrounds in team communication settings.
  • What Do They Bring? (1 hr 10 min)
    As a result of this activity, participants "identify the forms of diversity in a work group and identify the value of the diversity that individuals bring to the group" (Stringer & Cassiday, 2003, p. 173).
  • Workthink (20 min)
    In this activity, participants apply Hofstede's cultural dimensions to workplace scenarios and team situations.

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The History of Intercultural Communication

This video discusses the history of intercultural learning in several places around the world and the cultural contexts in which the study of intercultural communication was born. 

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A Constructivist Approach to Intercultural Learning

In this article, Tara Harvey describes the history of intercultural learning through the paradigms that have been used to describe approaches to it. 

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The Origins of the Intercultural Communication Science

In this video, Anastasia Shevchenko explains the origins of intercultural communication, how the combination of anthrology and linguistics formed, the initial pushback Edward Hall received, and how the paradigm came to be formed and implemented. 

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Intercultural Learning: Why? What? How?

Stephanie Doscher and Hilary Landorf from Florida International University discuss intercultural learning at University College Dublin and the importance of faculty's role in supporting and preparing students for a globalized world.
 

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Research in Intercultural Communication: State of the Art

In this piece, presented at 1994 SIETAR (Society for Intercultural Education, Training and Research) Conference, Judith Martin presents a history of intercultural learning to shed light on where the field has been, how it has evolved, and where it is now.

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A Short Conceptual History of Intercultural Learning in Study Abroad

This book chapter from Milton Bennett aims to bridge the gap between academic and professional goals and purpose in international education by detailing a history of intercultural communication, learning, and competence.

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Activities to Foster Networks, Connectedness, and Belonging

  • How Diverse Is Your Universe? 
    In this activity, participants reflect on the identities of people they encounter regularly and are encouraged to exercise awareness around the depth of interaction they have with people who have identities that differ from theirs. 
  • Auditing Your Personal Networks 
    In this activity, participants examine their personal and social networks, reflect on the relationships in their lives, gaps in these relationships, and their diversity, brainstorm ways to fill in their relationship gaps and improve their diversity, and analyze their own self-awareness of relationships and diversity.
  • Living in a Bubble 
    This activity challenges participants to begin developing deeper relationships with those who are different from them by reflecting on their own personal bubbles and how they might further develop relationships across difference.
  • Sense of Belonging 
    In this activity, participants discuss with one another topics that carry different meanings and significance across cultures (e.g., "nature," "community," "learning," etc.), to engage and get to know new people in a new way.
  • Speed Friending
    In this activity, participants rotate partners as they ask one another questions, recognizing similarities and differences between themselves and peers, develop group rapport, and grow their cultural curiosity.

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Belonging, Connectedness, and Well-being Assessment Tools

This list provides assessments measuring belongingness, connectedness, and/or well-being in individuals. 

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CILMAR Cycle of Assessment Plans and Reports

This link includes yearly plans and reports from the Center for Intercultural Learning, Mentorship, Assessment, and Research to demonstrate organizational strategies and metrics for reaching broader goals. 

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Comparative analysis of goal-setting strategies across cultures

"Only a few studies that have examined the effects of participation on an individual's goal acceptance and performance have been conducted within a cross-cultural context. In the present study, we tested for the contingency between the effectiveness of goal-setting strategies and cultural values" (Erez & Earley, 1987). 

Erez, M., & Earley, P. C. (1987). Comparative analysis of goal-setting strategies across cultures. Journal of Applied Psychology, 72(4), 658–665. https://doi.org/10.1037/0021-9010.72.4.658

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What are the most effective ways to adapt your goal setting process for different cultures?

This LinkedIn article provides 6 considerations when adapting goal-setting strategies and processes cross-culturally.

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Different Goals for Different Folks: A Cross-Cultural Study of Achievement Goals across Nine Cultures

This article presents research on goals and learning outcomes across nine cultural groups, addressing a gap in goal theory, which has been historically Western-centric.

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From Local to Cross-Cultural to Global Work Motivation and Innovation

This book chapter gives an in-depth look at motivation and goal-setting in cross-cultural work contexts.

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Going Your Own Way: A Cross-Cultural Validation of the Motivational Demands at Work Scale (Mind@Work)

This study demonstrates validity of "an instrument that measures the extent to which workers must deal with such “motivational job demands”; the Motivational Demands at Work Scale (Mind@Work)" (Taris & Hu).

Taris, T. W. and Hu, Q. (2020)/ Going your own way: A cross-cultural validation of the motivational demands at work scale (Mind@Work). Frontiers in Psychology, (11)(1223), 11:1223. https://doi.org/10.3389/fpsyg.2020.01223

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Goal-Setting and Task Performance among Nigerian Managers in a Cross-Cultural Context

This study presents research on goal-setting and task performance in a cross-cultural workplace in Nigeria of Yoruba, Igbo, and Hausa/Fulani participants.

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SWOT Analysis

In this activity, participants use the SWOT analysis method to critically analyze and revise intercultural and linguistic goals set at the beginning of the semester abroad experience, practice deeper reflection on weaknesses and challenges in order to make informed revisions to those goals, critically consider the influence of their context and assumptions on goal setting, and prioritize evidence and perspectives to draw logical conclusions in the revision of past goals.

This activity is designed for students who are studying abroad.

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SMART Goals Worksheet

In this activity, participants contemplate and explain their culture-learning goals for their time during their semester abroad, develop logical and consistent plans to attain goals, and identify multiple approaches for attaining goals.

This activity is designed for students who are studying abroad.

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My Plan for Intercultural Growth

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

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TRASH: Goal Setting Simulation

In this activity, participants experience and articulate emotions related to expectations and failure or success in goal-setting, compare the simulation scenarios to everyday communication with regard to goal-setting, and develop and implement successful goal-setting strategies, both in terms of communication and the goals themselves. 

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Global Learning Contract

In this activity, participants "develop and carry out an individualized learning plan," learn to "be more responsible, independent and directed in [their] learning," and "generate a statement on what it means to be a global citizen and to engage in a self-reflective process toward becoming a global citizen" by developing their own learning contract with their instructor (Ogden, 2009).

Ogden, A. (2009). Global learning contract. UK Education Abroad Faculty Toolkit. https://www.uky.edu/toolkit/node/5

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Story Circles

This learning and dialogue method was developed by Darla Deardorff to provide spaces for learners to grow in their intercultural competence skills. In this activity, participants practice listening for understanding, demonstrate respect, curiosity and empathy for others, and develop relationships with culturally different others.

 

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Don’t Say ‘Privilege’: Can the Left Find Better Words for Talking with People on the Right?

This article, from Sadiya Ansari at The Guardian, explores methods for open conversation and listening to understand based on research and findings on what tends put up and pull down walls in dialogue.

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How Unexamined Judgments Skew Our Understanding of the World | Sharon Kristjanson | TEDxWilmette

This video is informative for those who are working to incorporate aspects of invitational rhetoric into their interactions. Sharon Kristjanson offers 3 phrases to consider when engaging in conversation, "Ask yourself, 'How am I interpreting this?,' 'What do I not know?,' and say to the other person, 'Tell me more'" to engage in "discovery instead of debate...and transform any interaction into a creative possibility" (Kristjanson, 2021). 

Kristjanson, S. [TEDx Talks]. (2021, May 17). How unexamined judgments skew our understanding of the world \ Sharon Kristjanson \ TEDXWILMETTE. [Video]. YouTube. https://www.youtube.com/watch?v=b2pDFlCL7wM

 

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Braver Angels

This organization's mission is to "“bring Americans together to bridge the partisan divide and strengthen [our] democratic republic.” They offer spaces for debate and workshops to learn skills for constructive conversations, finding common ground, and more. This could be used by practitioners as a case study to analyze and apply an invitational rhetorical lens. 

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Civil Discourse - Smarter Every Day

In this activity, participants identify elements of civil discourse, reflect on the meaning and importance of civil discourse, reflect critically on their own ability to conduct civil discourse, and imagine future scenarios engaging in civil discourse. This activity employs several aspects of invitational rhetoric including active listening and civility and could be used by practitioners to explore invitational rhetoric further with learners. 

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A Conversation Between a Conservative Mother and Liberal Son

A mother and son record a conversation discussing their differing views in this USA Today article. Practitioners might consider using this as a case study upon which to apply the lens of invitational rhetoric and encourage learners to analyze the conversation from the viewpoint of invitational rhetoric. 

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10 Ways to Have a Better Conversation

In this video, Celeste Headlee lists 10 helpful ideas for entering into meaningful and productive conversations. 

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Beyond Traditional Conceptualizations of Rhetoric: Invitational Rhetoric and a Move Toward Civility

This article by Bone et al. explores common critiques of invitational rhetoric while presenting a case for its effectiveness in challenging situations. 

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The History of the AIDS Memorial Quilt

This article introduces the Aids Memorial Quilt, a memorial for individuals who died of AIDS. The quilt was meant to represent and honor these individuals, communicating their stories and making room for the stories of many existing all together in one space rather than competing for space or debating with one another. 

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Re-imagining Rhetoric

In this activity, participants will articulate and critique current and alternative rhetorical approaches, reframe traditional rhetorical practices that end in win and loss and develop ways of conceptualizing and honoring opposing viewpoints that exist in the same space, and consider new and inviting ways of engaging with those who hold different opinions and perspectives.

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Invitational Rhetoric Activity

In this activity, participants will discuss differing perspectives with the goal of mutual understanding rather than persuasion.

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Beyond persuasion: A proposal for an invitational rhetoric

This scholarly article is the original proposal of invitational rhetoric by Sonja Foss and Cindy Griffin.

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A List of Possible Topics for Invitational Rhetoric Rather than Debate

This resource provides possible debate topics to practice using invitational rhetoric rather than debate.

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A Video Introduction to Invitational Rhetoric

This YouTube video from Kris Knutson is a 12-minute introduction to Invitational Rhetoric. 

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Perspectives on the Term "Microaggression"

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Activities Addressing Microaggressions

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Empathy on the path toward justice, depolarization, grace

If empathy is not an end in itself, it is nevertheless a skill and a tool that can move people toward other positive ends. In situations of unequal power, empathy may help people with more power rethink and rework the imbalance. In situations of polarization, it may reduce tensions -- a potential start for collective problem solving. And victims of hateful and violent acts may find that it allows them to extend grace and forgiveness and in so doing reclaim agency and find some measure of freedom. With this collection, I don't want to suggest that people who have been wronged or who find themselves on the underside of a power imbalance need to cultivate empathy for their oppressors nor imply that empathy necessarily restores justice and creates structural change. Yet exploring the range of empathy's uses means considering how it has been mobilized to disrupt systems that seemed impervious and to disarm powerful people in situations where anger and the desire for retribution were more likely responses.

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Tools for teaching empathy

According to the AAC&U VALUE rubric for Intercultural Knowledge and Competence, the skill of empathy can be learned.  This collection includes presentations created to help learners develop this skill.

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The Shadow Side of Empathy

Empathy, or the ability to identify with or to interpret the world through the feelings and perspectives of another person, figures as a highly desirable skill for intercultural competence or effectiveness -- and rightly so if the goal is to bridge cultural differences. Yet Paul Bloom's The Case Against Empathy (2016) and Fritz Breithaupt's The Dark Sides of Empathy (2019) suggest that empathy is not an end unto itself. In fact, it is also used as an intentional or unintentional tool for exploitation and reinforcing power differences. The activities and articles in this collection include an exploration of the shadow side of empathy -- something that can help intercultural learners grasp the complexity of intercultural relations and consider their own values and motivations for developing and using empathy.  

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Sherlock Holmes

In Sherlock Holmes, participants are given objects and asked to be detectives by making conclusions about the individual to whom the items belong. In this activity, participants seek to understand the importance of the constant self-reflection needed to be interculturally competent, explore how each of us sees the world around us and how we make meanings, and appreciate that we have multiple cultural identities and that combinations of identities work together in different contexts" (Rao, 2012, p. 179). 

Rao, N. (2012). Sherlock Holmes. In K. Berardo & D. K. Deardorff (Eds.), In Building cultural competence: Innovative activities and models (pp. 179-182). Stylus Publishing.

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Commemoration Activity

In this activity, participants discuss how culture affects who gets commemorated and how that commemoration occurs, identify global sources of knowledge, and seek to understand multiple worldviews related to social justice issues in education.

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Examining Monuments as Cultural Expression

In this activity, participants learn to recognize points of correspondence between monuments and the controversies that they generate, recognize disparities between monumental structures, and develop an appreciation for difference, without reducing materials to a hierarchical ranking of better and worse. 

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Examining the Syllabus as Cultural Artifact

In this activity, participants learn to articulate how cultural values, beliefs, and assumptions inform educational systems, develop self-awareness of their own cultural values, beliefs, and assumptions, and "appreciate rather than judge cultural differences and create more inclusive learning spaces" (Harvey, 2018).

Harvey, T. (2018, February 26). Examining the syllabus as cultural artifact. True North Intercultural. https://www.truenorthintercultural.com/blog/examining-the-syllabus-as-cultural-artifact

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Cultural Artifact Activity (Virtual)

This is the virtual version of Cultural Artifact (Show and Tell) in which participants analyze and discuss culture based on objects of cultural significance. 

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Cultural Artifact (Show and Tell)

In this activity, participants analyze and discuss culture based on objects of cultural significance. 

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Revisionist History: The Foot Soldier of Birmingham

This podcast episode is from Malcolm Gladwell's Revisionist History. 

"Birmingham, 1963. The image of a police dog viciously attacking a young black protester shocks the nation. The picture, taken in the midst of one of Martin Luther King Jr.’s most famous marches, might be the most iconic photograph of the civil rights movement. But few have ever bothered to ask the people in the famous photograph what they think happened that day. It’s more complicated than it looks" (Gladwell, 2017).

Gladwell, M. (Executive Producer and Host). (2017, July 6). The foot soldier of Birmingham. In Revisionist history. Pushkin. https://www.pushkin.fm/podcasts/revisionist-history/the-foot-soldier-of-birmingham

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Instructional Materials for Portable Intercultural Modules (PIM): Tricky Communication

Portable Intercultural Modules (PIM) are small learning units focused on a single element of intercultural competence (one construct from the American Association of Colleges & Universities VALUE rubric for Intercultural Knowledge and Competence). PIM are turnkey solutions that address the needs of instructors who don't see themselves as experts in intercultural learning. They are meant to be embedded within disciplinary course content, and multiple PIM can be integrated systematically throughout a program of study to support students' development of intercultural competence over a longer period of time.

This self-guided online course presents a helpful orientation to instructors utilizing one or more of the three PIM that focus on interactions across cultural difference where the potential gap between intent and impact makes it difficult to navigate relational dynamics successfully. The course provides a general introduction to PIM, explores the theoretical constructs taught in the Tricky Communication PIM, exemplifies a range of implementation options from more basic to more engaged, and offers suggestions for facilitation. Questions about PIM can be directed to CILMAR at cilmar@purdue.edu.

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PIM Tech Tips

This document outlines some helpful technical information for instructors who are embedding one or more Portable Intercultural Modules into their course or program.

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TED Talk: Taiye Selasi: Don't ask where I'm from, ask where I'm a local

"When someone asks you where you're from … do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of 'multi-local' people, who feel at home in the town where they grew up, the city they live now and maybe another place or two. 'How can I come from a country?' she asks. 'How can a human being come from a concept?'"

Selasi, T. [TED]. Taiye Selasi: Don't ask where I'm from, ask where I'm a local | TED [Video]. YouTube. https://www.youtube.com/watch?v=LYCKzpXEW6E

 

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Home for Christmas? I am. But also, in My Dreams.

This article, from Megan Norton, intercultural communication specialist and trainer, explores the complex concept of home. 

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How Can Third Culture Kids Love and Appreciate their Home Country?

This article, from Megan Norton, intercultural communication specialist and trainer, explores the reentry process for Third Culture Kids and concept of home.

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When “Home” Spans The Globe: A Look At How The Concept Of Home Is Constructed By Highly Mobile High-Skilled Transnational Migrants

This paper, written by Megan Norton, intercultural communication specialist and trainer, describes the stories of transnational migrants and how they construct and negotiate the idea of home.

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Sundae Schneider-Bean's In Transit Podcast

Sundae Bean is an intercultural strategist, transformation facilitator, and solution-oriented coach, who invites guests on her podcast to talk about living across cultures, transformation, and purpose. Several of her podcast episodes link to the theme of "home," including, but not limited to the below:

 

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The Farewell: Family & Cultural Difference (film)

In this activity, participants analyze how families negotiate and bridge cultural differences and reflect on cultural dynamics/conflicts within their own families. 

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The Home Questionnaire

In this activity, participants define the concept of "tribal identity," reflect on a time spent at home with their "tribe," and identify and assess the roles/behaviors/traits of this "tribe." 

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A Place Called Home

In this activity, participants reflect on an important "home" place/memory, analyze what they consider a "home," and learn about other cultures' versions of home. 

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Where Do You Go When...?

In this activity, participants identify and reflect on what they feel are their “true selves,” in addition to any “other selves” in which they do not feel like themselves.

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Let's Draw a House

In this activity, participants "experience leader and follower patterns, demonstrate relational and task-oriented perspectives, and discuss personal and cultural influences on behavior" (Stringer & Cassiday, 2003, p. 7).

Stringer, D. M., & Cassiday, P. A. (2003). Let’s draw a house. In 52 Activities for exploring values differences (pp. 7-8). Intercultural Press.

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Draw a House

In this activity, participants will compare and contrast features of houses around the world, articulate how and why cultures organize spaces, such as homes, differently, and consider when and how to adapt to different spaces.

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Reflecting on Intercultural Empathy

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Weird, Rude, or Different?! Awkward Cross-Cultural Moments

This article from David Livermore details perceptions of rudeness across cultures.

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The Rules For Eating With Your Hands In India, Africa And The Middle East Read More: https://www.foodrepublic.com/1294459/rules-for-eating-with-your-hands/

This article details rules around eating with your hands in various regions of the world. 

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Cultural Atlas: Etiquette

By clicking on each individual country, visitors on this site can navigate to etiquette practices from that particular country. This resource was developed as a collaborative project between SBS, International Education Services (IES), and Multicultural NSW. As a reminder to all users who visit this site, "cultural descriptions cannot be universally applied to all individuals within a particular culture, descriptions of dominant cultures are not representative of all individuals’ experiences." Read more here: https://culturalatlas.sbs.com.au/about. 

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Embracing Left-Handedness: Breaking Cultural Stigmas to Enhance Children's Development

This article, written by Frances Akinde, provides an example of Nigerian etiquette and its cultural nuances and implications.

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The Culture Map

This book introduces 8 dimensions of culture and the ways in which they influence cross-cultural business encounters, including how etiquette differs cross-culturally.  

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How Does a Behavior Mean?

This activity challenges participants to reflect on how they react to particular behaviors, enabling them to step back and suspend their interpretation and judgment of others’ behaviors until after they have developed an understanding of the cultural origins of those behaviors. 

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My Inner Rules

In this activity, participants examine their "inner rules," how their "inner rules" came to be, how their "inner rules" impact their assessment of others, and how these assessments impact cross-cultural communication.

Stringer, D. M., & Cassiday, P. A. (2009). My inner rules. In 52 Activities for improving cross-cultural communication (pp. 147-150). Intercultural Press. 

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Respect Activity

In this activity, participants explore their definitions of terms such as respect, prejudice, and discrimination, by communicating with one another and co-constructing and negotiating definitions and meanings to understand and "appreciate the importance of language in discussing multicultural issues, and how the process of discussing the definitions adds to the understanding of the terms."

University of Houston Center for Diversity and Inclusion (n.d.). Getting started--Respect activity. In Diversity activities resource guide (pp. 23-25). https://solarev.org/migration/wp-content/uploads/sites/6/2015/12/Diversity-Activities-Resource-Guide.pdf

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The Perfect Gift

In this activity, participants explore how focusing on their view of the “perfect” gift might be tinted by their own wishes and biases (self-awareness), and by exercising curiosity, they may gain insight that could be used to build empathy with their activity partner to design a more meaningful gift adapted for them.

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