How are you celebrating this important event in your classes?
lunes, 18 de abril de 2016
domingo, 17 de abril de 2016
Activities to develop intercultural competence
Different activities should be tailored to help students understand their own cultural traits and those of their peers. Here are some examples.
1. What is culture and how do we approach it?
2. Stereotypes - racism and differences. Where do they come from?
3. Sameness / difference. Exercises in all possible matters.
4. Personal critical incidents and the emotive reaction.
5. Active listening. Positive cultural experiences.
6. Conflict resolution techniques.
7. Non-defensive communication and changing views.
8. Conflict resolution games.
The best way to practise these exercises is through role plays, questions/answers activities, narratives, reports, diaries, videos, pictures, digital materials, posters and conceptual maps.
Intercultural Language Activities by John Corbett (2010) is a recommended book for such activities.
Seeds of Confidence: Self-esteem Activities for EFL classroom by Jane Arnold (2009) is another good resource for teachers.
1. What is culture and how do we approach it?
2. Stereotypes - racism and differences. Where do they come from?
3. Sameness / difference. Exercises in all possible matters.
4. Personal critical incidents and the emotive reaction.
5. Active listening. Positive cultural experiences.
6. Conflict resolution techniques.
7. Non-defensive communication and changing views.
8. Conflict resolution games.
The best way to practise these exercises is through role plays, questions/answers activities, narratives, reports, diaries, videos, pictures, digital materials, posters and conceptual maps.
Intercultural Language Activities by John Corbett (2010) is a recommended book for such activities.
Seeds of Confidence: Self-esteem Activities for EFL classroom by Jane Arnold (2009) is another good resource for teachers.
viernes, 15 de abril de 2016
SHAKESVANTES en la prensa
En el Norte de Castilla de hoy aparece esta noticia en la que se menciona la actividad desarrollada por el CFPI el pasado 6 de abril "4oo years playing (with) Shakespeare and Cervantes", coordinada por nuestra compañera Mariví Rocha.
Os dejo también el enlace al canal YouTube del CFPI donde podeís ver el vídeo del curso
Margarita
viernes, 8 de abril de 2016
martes, 5 de abril de 2016
A Spanish - Finnish telecollaboration
In my
last project, which lasted for six weeks, the thirty-three participants
(sixteen Spaniards and seventeen Finns) were expected to perform their tasks
via the video conferencing Internet tool, Adobe Connect. The tasks assigned comprised introducing themselves,
talking about their university education, hobbies, traditions, gastronomy and
discussing local newspaper issues affecting them as well as a film from their
respective countries. The aim was to examine how students could communicate their
views in groups of three, through real-time discussions about various issues
related to their culture. Both the Spanish and Finnish participants shared the
same levels of English (C1 and C2 on the Common European Framework of
Reference). Facebook (a closed group),
which was the selected additional platform, provided the students not only with
opportunities for further interactions but also for their peers to watch the
videos showing their task completion so
that views could be exchanged on each other’s debate.
This new
application seemed to be well appreciated by all the participants mainly
because communication took place in
real-time due to its synchronous nature, which encouraged them to have a deeper
insight into the issues debated online since peer feedback was instantaneous.
The task
about selecting a newspaper article on a local issue was meaningful because the
students had to negotiate towards an outcome . This led to the development of
collaborative skills, as they attempted to reach an agreement. Last but not
least, the interactions via videoconferencing not only assisted students in practising their
speaking skills, but also increased their knowledge of each other’s culture by
exchanging personal views, asking each other questions to encourage
feedback, and understanding one
another’s needs in order to establish a relationship. Additionally,
it was much easier for them to clarify any ambiguity or misunderstanding
straightaway since they were participating in real-time conversations and could
respond spontaneously to their peers. All in all, it was a rewarding experience for all the
participants as they reported in their interview on completion of the project.
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