Intercultural Evidence

The intercultural class was an eye-opener for me. I won't lie; it was one of the most challenging classes, but it taught me to view culture not merely as the fifth element in foreign language education but as an integrated part of all language elements. This class prompted me to reflect on and reshape my teaching methods.

First and foremost, I would like to share the Intercultural Investigation Project.

The Intercultural Investigation Project is developed throughout the entire semester, and it analyzes individuals who have been exposed to two or more different languages and cultures. In this case, I chose to focus on my daughter, who moved to the USA from Mexico at the age of 7. The project highlights her process of interculturalism. 

The theme of Intercultural Project 1 is bullfights. However, in these activities, the students will engage in a debate about the advantages and disadvantages of this practice. It is essential to emphasize that students do not get to choose sides; the sides are assigned to them. I have previously conducted this activity, and it is fascinating to observe the results and witness the students' thought processes.

The rationale behind this project is to encourage students to delve into a controversial cultural topic, such as bullfights, and explore diverse perspectives. By assigning sides rather than letting students pick, they are challenged to think critically and objectively, gaining insights into cultural attitudes and values. This approach fosters a deeper understanding of intercultural dynamics and encourages students to develop open-mindedness and respect for different viewpoints. Moreover, this activity provides an opportunity for language practice, public speaking skills, and active engagement in a meaningful cultural context. Through this project, students can enhance their intercultural competencies and develop a broader appreciation for cultural diversity.

The following document is the handout for the teacher and students

The second project focuses on house chores and how these household obligations vary across different cultures. Students will compare the division of house chores among various cultures and then contrast it with a graph representing house chores in Mexico. They will need to analyze and reflect on the findings. Finally, they will participate in a role-play where they act as college roommates and discuss how to divide their chores.

The purpose of this project is to foster an appreciation for cultural diversity and intercultural differences in the context of household responsibilities. By examining and comparing various cultural practices, students will gain insight into the values and norms that influence chore distribution in different societies. The role-play exercise provides a practical and engaging way for students to apply their understanding of cultural perspectives in a real-life scenario. This project encourages critical thinking, empathy, and effective communication skills, essential aspects of intercultural competence. Through this exploration, students will not only deepen their understanding of cultural practices but also develop greater intercultural sensitivity and adaptability.

The following document is the handout for the teacher and students: