S4: Intercultural Communication and the Language Classroom

S4: Intercultural Communication and the Language Classroom

PRELIM:

TAKE 3 MINUTES TO VIEW SOME SEGMENTS OF ONE GROUP PRESENTATION FROM THE 24-25 COHORT.

https://youtu.be/fQrHCjuj5T0

ACT 1 : Challenges faced by Miss Mak:
https://flinga.fi/s/FN772T5

ACT 2: Respond to the following questionnaire on your own Learning Style with regard to the learning of English

Go to: https://wayground.com/join?gc=406536

and wait for Paul to start the questionnaire

ACT 3A: lOOK throgh the following summary of the 8 parameters

https://poe.com/s/FHwyUjfTWH1gDxB01Pls (by Deepseek.)

ACT 3B: Flashcard deck: https://www.bookwidgets.com/play/f0K0lF7f-iQAFdmeQTgAAA/FGG36FW/cultural-differ?teacher_id=5480712025145344

​3 parameters in the context of second langauge learning

TASK 1 : My Learning Style with reference to English language learning

• How would you describe your learning style with reference to English language learning? You may present your answer in point form or in paragraph form. Try to stay within 100 words.

ACT 4: Watch this video: Professor Li Wei on Translanguaging: https://youtu.be/nUaZPLcaLi4?si=MHssVcI2VGCHG_2h

Poll

To what extent do you agree that translanguaging practices should be employed in the ESL classroom? (1=highly disagree; 5=highly agree)

• 1

• 2

• 3

• 4

• 5

ACT 5: Scan the above curriculum documents to identity the underlying cultural considerations.

TASK: Modifying the thematic content of a textbook unit to cater for the multicultural classroom. 

• The reading passages within a Unit usually relate to the topic of the Unit, and they are used to contextualise the teaching of vocabulary, grammar, and the various macroskills.

• How would you modify the selection and/or the content of the reading passages in this unit, so as to cater for the multicultural classroom? (Try to stay within 40 words.)

GROUP ACT: Monocultural Grouping vs Multicultural Grouping - Pros an Cons (Sandbox): CHANGE:

https://padlet.com/szepaul/monocultural-grouping-vs-multicultural-grouping-pros-and-con-27r8mgvrm5xwzq78

ACT 6 : Look through Cooper et al's 10 basic rules. Which of them relate to classroom language use?

THE CEFR framework

Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) - Common European Framework of Reference for Languages (CEFR)

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TASK 3: Quickly look through the CEFR framework

• Task

  • The 6 language proficiency levels:

    • A1, A2, B1, B2, C1, C2

  • Example Global Language Competence of a B1-level Independente User:

  • https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale

act 7: Example Language: Mandarin Chinese

• ACT 7: Skim through the following web pages.

• https://www.qmul.ac.uk/sllf/language-centre/language-learning/levels-of-study---mandarin-chinese/

• Diagnostic Test: https://www.qmul.ac.uk/sllf/language-centre/language-learning/diagnostic-tests/

Match

Match the following terms with their functions.

• VARK

• CEFR

• AACU

a theory of learning style

a framework for designing language exams

A framework for designing ICC courses

• a theory of learning style

• a framework for designing language exams

• A framework for designing ICC courses