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What I enjoyed most of the intercultural course was realizing that I can train my students to be ethnographers so they are always comparing and contrasting language contexts with their L1. I have made it a standard practice in my classroom that they write an ethnographic reflection after exploring how the language is used on our digital safaris. My art students are starting to pay more attention to the context of the situation at hand and beginning to experiment with "what if it happened at X instead?" I also have begun using the graded reader library more frequently in class. The illustrations were created by Japanese artists, so my students are beginning to make observations about how the words are displayed on the page as well as the images.
I have also incorporated the cultural autobiography into my courses. I like knowing my student's background and who they are inside, plus it is excellent source materials for classroom research. This method will help me see the changes in my student as they grow at art school, but it will also help me see trends in my student population now and in the future.
These activities have students exploring stereotypes and new situations, creating advertisements, and roleplaying at a restaurant.
Observing a Native speaker instructor was very enlightening for how they included culture in their lesson.
Interviews with a UK-born Korean citizen raised in the Middle East. Exploration of what it means to be a "3rd Culture Kid."
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