10:00-10:55: Main Room
- PLENARY: A Model of Virtual Intercultural Training with Emic Cultural Concepts: Theory to Practice by David Dalsky, Ph.D.
11:00-11:25: Breakout Room 1 | Breakout Room 2
- Breakout Room 1: "Japanese University Learners + the International Virtual Exchange (IVE) Project = Intercultural Communicative Competence (ICC)?" by Eucharia Donnery (Soka University)
- Breakout Room 2: "Providing learners with substitutional encounters: Creation of a database of immigrant interviews" by David Ostman
- Breakout Room 1: "Integrating an International Student Interaction Program into an EFL Speaking Course" by Tom Stringer, Craig Mertens
- Breakout Room 2: Experiential learning in an intercultural communication class: Linguistic landscape group projects by Todd J. Allen
- Breakout Room 1: Workshop: The ICLE SIG Activity Initiative
- Breakout Room 1: "Talking to the Elephant: How Shall we Address Prejudice?" by Stephen M. Ryan
- Breakout Room 2: "The Trail of the Genji: Promoting Cross-Cultural Understanding" by Matthew Wiegand
- Breakout Room 1: "How to Bring Intercultural Communication Basics into Your Language Classes" by Stephen Richmond, Bruno Vannieu
- Breakout Room 2: "Voices on language teacher stereotypes: Critical cultural competence building as a pedagogical strategy" by Soyhan Egitim
- Breakout Room 1: "Traveling overseas with students in 2022" by Andy Johnson, Adam Smith, Namgyu Kang
- Breakout Room 2: "Effective Blended Learning Essentials for ELT" by Vicky Bagheri
- Breakout Room 1: "A portfolio based on the concept of cultural heritage" by Cecilia Silva
- Breakout Room 2: "Students’ ELL attitudes: Engagement, Resistance, Mixed" by Maria Gabriela Schmidt, Robinson Fritz, Sumiko Miyafusa, Joseph Shaules
- Breakout Room 1: "Recognizing Intercultural Positionality" by Michael C. Boyce
- Breakout Room 2: "Critical reflection in developing intercultural competence" by Thanh Thi Mai Do
|10:00-10:55 PLENARY: Main Room|
|A Model of Virtual Intercultural Training with Emic Cultural Concepts: Theory to Practice
David Dalsky, Ph.D. (Kyoto University)
|Due to the COVID-19 pandemic, intercultural trainers and exchange-student facilitators have faced difficulties with program implementation and design. In this workshop, I will introduce elements and procedures of an example of a novel Virtual Intercultural Training paradigm. The following three elements will be introduced: 1) a visual model diagraming the paradigm, 2) an example syllabus, and 3) materials for implementing this paradigm, all of which can be found on the following webpage: https://interculturalwordsensei.org/team-discussion-materials/. Participants are encouraged to view the sample syllabus and discussion materials before the session (linked above). I will also introduce a database (https://interculturalwordsensei.org/) of intercultural training materials that may be useful for virtual intercultural exchanges among students and teachers. Participants who are multilingual or for whom English is a second/foreign language are especially encouraged to attend, as the paradigm centers on emic cultural concepts that are difficult to translate into English.|
|2:00-2:25 Breakout Room 2|
|The Trail of the Genji: Promoting Cross-Cultural Understanding for Vietnamese and Chinese Students of English in Japan and Building a Classroom Community Through an Excursion Project to Kamakura - The Exploration of a New Realm of Learning from Mapping to Execution
Matthew Wiegand (JALT CALL SIG, MA Candidate Waseda University Applied Linguistics)
L2 students of English from China and Vietnam traveled to Kamakura and experienced Japanese culture in an excursion that strengthened their ICC within class and the community while, through collaboration (Noor Aileen 2015) and extensive reading (Renandya 2016), improving their English. Excursions motivate students, promoting cultural understanding (Dessy 2014, Hoang 2020). Post execution surveys reveal the trip helped most students develop their ICC while a few didn't feel so. Students remarked on similarities between ancient intrigues from their countries, how reading history benefitted them navigating the venerable city and demonstrated insight (Comm. In Real World, 2013) commenting that reading alone is not enough to improve ICC. Understanding sacred symbols can provide windows into a culture’s ethos (Geertz 1973) and students demonstrated cultural competence by participating in rituals and festivals, even correcting the instructor’s behavior at a shrine. In these ways students’ communicative knowledge increased their communicative competence (Spitzberg 1997). After, students stated a desire to learn about and have more cross-cultural experiences, qualities essential for strong ICC (Arasaratnam, 2005 pp. 157).
Arasaratnam, Lily & Doerfel, Marya (2005) Intercultural communication competence: Identifying key components from multicultural perspectives, in International Journal of Intercultural Relations Vl 29, (pp.137-163) doi:10.1016/j.ijintrel.2004.04.001
Communication in the Real World (2013) 8.4 Intercultural Communication Competence online edition published under a creative common license by University of Minnesota Press, accessible at: https://open.lib.umn.edu/communication/chapter/8-4-intercultural-communication-competence/
Dessy Utami. (2014). Teaching English articles by using field trip technique to the eighth grade students, E-Journal of English Language Teaching Society (ELTS). Vol.2 No.4 2014
Geertz, Clifford (1973) The Interpretation of Cultures. Basic Books Inc, (pp 126-131)
Hoang Duc Doan (2020) A Study on the Application of Field Trips in English Teaching in Vietnam: Effectiveness and Solutions. In The Asian Conference on Education & International Development 2020 Official Conference Proceedings https://papers.iafor.org/wp-content/uploads/papers/aceid2020/ACEID2020_56893.pdf (accessed 6/5/22)
NoorAileen, Ibrahim, Mohamad, S,Thuraiya M., Nur Ain Ismail, P. Dhayapari a/p Perumal, Azurawati Zaidi, Siti Maryam Ali Yasin (2015) <i>The Importance of Implementing Collaborative Learning in the English as a Second Language (ESL) Classroom in Malaysia</i>. Procedia Economics and Finance, Elsevier
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. In W. A. Renandya, & Handoyo, P. (Eds.), English language teaching today (pp. 97-110).
Spitzberg, Brian H. (1997) A Model of Intercultural Communication Competence. In Intercultural Communication: A Reader Samovar L, & Porter, R.(Eds.), (pp 375-387) https://www.researchgate.net/publication/284260601_A_model_of_intercultural_communication_competence
|3:45-4:10 Breakout Room 1|
|A portfolio based on the concept of cultural heritage
Cecilia Silva (Tohoku University)
This work focuses on the concept of cultural heritage, and describes a project accomplished by students of Spanish as a foreign language (CEFR levels A1/A2). The first part refers to the theoretical framework and the methodology. We are using a combination of two models, one of them is the Cultural heritage Cycle (Thurley, 2005) which consists of four actions, understanding, value, caring and enjoyment, and seeks to explain how human beings incorporate culture in their lives. The other model is Five Dimensions of Culture (Moran, 2001:24), which contains five elements: Products, Practices, Communities, Perspectives, Persons, and helps the students to organize the contents of their topics. Together with the application of these models we are exploring the concepts of cultural heritage and identity. In the second part we describe activities and students’ accomplishments (N=23) using structures of levels A1 and A2 to describe elements of their cultural heritage.
 Moran, P. (2001). Teaching Culture. Perspectives in Practice. Boston, MA: Heinle.
 Thurley, S. (2005). What is cultural heritage? Available in https://www.jcccnc.org/