1. @actfl @PabloMuirhead muirheap@matc.edu http://losmuirhead.wikispaces.com

2. 1. Ask questions that arose since the workshop. 2. Revisit themes discussed. 3. Share what you have tried in your classes following the workshop. 4. Make suggestions to your colleagues.

4. You are about to see a series of images that compare western (German) and eastern (Chinese) cultural products, perspectives and practices.

5. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

6. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

7. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

8. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

9. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

10. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

11. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

12. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

13. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

14. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

15. Artist: Yang Liu Source: http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/http://www.dramafever.com/news/eastern-and-western-attitudes-about-life-explained-in-18-simple-infographics/

16. What implications might these have for a teacher of German in China?

17. LANGUAG CULTURECULTURE

18. As you watch this video clip, consider the following questions: What motivates Tim to study languages? What benefits does he derive? What can we learn from Tim?

19. 1.What motivates Tim to study languages? 2.What benefits does he derive? 3.What can we learn from Tim? Respond to these questions. Share in small groups. Reflect as a large group.

20. TIME to QUIET DOWN LET’S COME TOGETHER

21. To study another language and culture gives one the powerful key to successful communication: knowing how, when,and why to say what to whom. COMMUNICATION

23. GLOBAL COMPETENCE To study another language and culture gives one the powerful key to successful communication: knowing how, when,and why to say what to whom.

26. Strategies/Activities Implemented

27. WORLD-READINESS STANDARDS FOR LEARNING LANGUAGES SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

28. Cultures Interact with cultural competence and understanding. SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

29. Cultures RELATING CULTURAL PRACTICES TO PERSPECTIVES Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. RELATING CULTURAL PRODUCTS TO PERSPECTIVES Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

30. Comparisons Develop insight into the nature of language and culture in order to interact with cultural competence. SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

31. Comparisons LANGUAGE Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. CULTURAL Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

32. Communities Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world. SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

33. Communities SCHOOL AND GLOBAL COMMUNITIES Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world. LIFELONG LEARNING Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement. SOURCE: http://www.actfl.org/publications/all/national-standards-foreign-language-education

35. the 3 Ps PERSPECTIVES PRODUCTSPR A CTICES

36. Discuss the activities / strategies in the context of the three Ps. PRODUCTS PRACTICESPERSPECTIVES If they aren’t connected to perspectives, how can they be?

37. TIME to QUIET DOWN LET’S COME TOGETHER & SHARE!

38. harder to teach the heart of culture Most prevalent in texts Easiest to teach

40. Where would the activities that you use with your students fall on the iceberg?

41. High-Challenge Content Low-Challenge Content Low-Challenge Process High-Challenge Process Learner Develops SkillsLearner Rests Learner LeavesLearner Acquires Knowledge The Bennett Model (as cited by Lange, 1999, p. 76) Balance between content and process is key

42. LOW-CHALLENGE PROCESS HIGH-CHALLENGE CONTENT Lecture Films Groups or pairs Songs, games, or TPR Cloze activities, Multiple choice Research projects Routine activities Matching or sorting exercises Reading Politics Religion Sexuality Diversity Social class Justice / fairness / inequalities Xenophobia Content adapted from Wendy W. Allen

43. HIGH-CHALLENGE PROCESS LOW-CHALLENGE CONTENT Performance on the stage Simulations Role plays Oral presentations Open-ended Debates Voicing an opinion Essays Weather Leisure activities Food Calendar Numbers Big C "products“ Courses of study Travel Colors Family Content prepared by Wendy W. Allen

44. High-Challenge Content Low-Challenge Content Low-Challenge Process High-Challenge Process Learner Develops SkillsLearner Rests Learner LeavesLearner Acquires Knowledge The Bennett Model (as cited by Lange, 1999, p. 76) Write down where your activities would fall. Reflect & Share

45. High-Challenge Content Low-Challenge Content Low-Challenge Process High-Challenge Process Learner Develops SkillsLearner Rests Learner LeavesLearner Acquires Knowledge The Bennett Model (as cited by Lange, 1999, p. 76) LARGE-GROUP DISCUSSSION

46. The Cultural Competence Self-Test You are about to view a three-minute clip of a cultural competence self-test. Look at it as a model for something you could individually, or collectively, develop. Or perhaps use this exact clip to help your students process where they are.

47. The Cultural Competence Self-Test How might you incorporate this, or something similar, into your own teaching? Reflect, discuss and then we’ll share.

48. This leads to the big question of ASSESSMENT

51. We often inherently know the difference between an A and a B-. Do our students? Clear rubrics help students target their progress, and provide a roadmap to success.

52. CLEAR EXPECTATIONS  BETTER RESULTS

53. Write a letter to the host family with whom you are about to go stay. Include the following:  introduce yourself,  tell them about your interests,  where you’re from (describe city, weather, etc.),  your family/friends,  what you’d like to do while you’re abroad, and  make sure to ask them a question, or two, as well. (24 puntos)

54.  One per chapter/unit  Given several resources  Encouraged to seek variety  Document each activity (Blackboard)  Throughout semester culture integrated in courses  Explicit discussions on hidden biases & stages of intercultural communicative competence  Write Final Reflection Paper  See rubric in http://losmuirhead.wikispaces.com http://losmuirhead.wikispaces.com

56. Take on the role of María and write an email home to your mother and sister in Colombia. Help them understand what you are experiencing by comparing and contrasting both your U.S. and your Colombian experiences. Include the following information:  What the weather in December is like,  What the people are like,  What the food is like,  Whether they should come live with you in the U.S., and  What your hopes are for your immediate future (Espero que…).

60. Reconnecting is vital to the long-term success of our integration of language and culture. I wish you all the best. I look forward to staying in touch. All the best. Pablo https://losmuirhead.wikispaces.com / muirheap@matc.edu