ICC Lesson Plan

Jennifer Hirashiki

TESL 530

Intercultural Communication and Language Teaching

Fall 2013

Introduction to International Communications and Orientation

Context: All students are on their first day orientation at an international language school in Los Angeles, California. Students are

ages 16+ and will stay in the United States anywhere from two weeks to nine months. This orientation has mixed levels ranging from

A1-C2. Upon arrival, we arrange students according to level at different tables. There are two staff members in the orientation: the

School Director and the Academic Director. Students must attend this orientation class upon their arrival to get information on the

school, their time in Los Angeles, and to interact with a diverse population. Taking into consideration the cultural differences between

a student’s own culture and American culture as well and other cultures represented in the school, the following lesson is set to

prepare students to understand and identify cultural differences and communicate with those around them. Preparing students to

communicate when they are faced with differences is how they can thrive both academically and personally during this adjustment

period. Through discussion of cultural differences, we can teach students to be proud of their cultural identity and appreciate others at

the same time, removing the judgment that can be reserved for frustration when differences are observed. (Smith, 2009). This class

runs weekly (for weekly intakes) and has anywhere from ten to thirty students. Students have varying levels of education and varying

degrees of English ability. After this orientation class, students can easily succeed in their stay abroad.

Previously, students attended a lecture-based orientation and were unsatisfied with the lack of academic content. I created this

orientation this past fall to be a stand-alone or introduction orientation with a more academically sound approach. It is now used

across the US and Canada in our schools. For students who are longer term, this is the introduction to their course on International

Communications. The classes that continue from this introduction course touch on study skills, cultural adjustment, and other tools to

lead to their success. These skills can set students up for success in the classroom, which will foster successful outcomes during their

time abroad. Lack of discussion or acknowledgment of these topics can create more stress when faced with differences. The school’s

motto is “Breaking down barriers of language, geography, and culture that divide us through the study of language.” Through

education and travel, these students are able to connect, learn and grow from being abroad and learning from others.

Intercultural Communication

Students are new to a new country, culture, and lifestyle. Instead of telling students how to act and communicate with those around

them, I have chosen to use critical incidences as listening activities. The following transcribed listening examples are all based after

situations they may encounter during their time in class (American style classroom), with the roommate (American or international),

community members, or host family (American):

Roommates: (Loud music playing) A: Turn it down!

B: Why? C: I am trying to study! Classmates: (French speaking) Teacher: English only please! Student: (sigh) I am tired of students not speaking English.

Teacher: Saleh, you are 15 minutes late. I am sorry, but you are absent. Student: No! I am here- you are WRONG! Neighbor: Get out of the street please! (beep beep) Student: But this is where I like to smoke! Neighbor: Yuck Student: I am hungry! Where is my dinner?! Host Mother: Our family eats together at 6pm. It is 9pm. Where were you? Student: I was at the beach! But I am hungry now!

Through these critical incidences, we are able to discuss the encounters, the problem(s) and come up with solutions for each. By

having students work together and discuss the situations, they are actively a part of the solution process. They can hear and learn from

their group members’ perspectives on how to solve these problems, and by being the ones to discuss them, this will (hopefully) help

them to retain this knowledge if it is needed at a later time. This activity equips students with the skills for intercultural

communication in an international school, new culture, and new relationships.

Cultural Bias, Discrimination, and Stereotypes

By addressing stereotypes students gain insight and understanding to how they are seen as well as how they see others. This is crucial

in an international school that does not tolerate discrimination of any kind. This lesson plan incorporates multicultural education by

addressing dimensions of “content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowerment of

school culture.” (Wintergerst & McVeigh, 2011 p. 174) These are addressed through the use of examples from different cultures,

different teaching methods, awareness of implicit cultural assumptions, and facilitating classroom achievement (Wintergerst &

McVeigh, 2011 p. 174). Considering that students have chosen to come to one of the most diverse cities in the world (Los Angeles),

we stress the value of diversity and differences. Through discussion of stereotypes and expectations, we are able to expand on their

knowledge of this specific content. Understanding of rules, cultural traditions of the United States and interactions with Americans

(and American perceptions of the students’ actions) are addressed when discussing tips, jaywalking, legal ages for smoking and

alcohol consumption, and curfews. By abiding and understanding the reason for rules and laws, students are better equipped for their

time abroad as well as being an ambassador/ good representative of their countries and cultures.

My Ethnographic Report was done on the Vietnamese culture. Our school attracts many Vietnamese students and they have taken this

lesson. Some of the students are new to the United States and are attending the language school to improve their English ability

before starting in public school. Some of the Vietnamese students are visiting and will return to their country in a few weeks or

months.

Learning Outcomes:

After this class, students will be:

o Familiarized with the location of the school through mapping and conversing with other students.

o Able to think critically and problem solve through various cultural listening activities where they will have to find solutions.

o Able to understand the meaning of language in context through critical incidence examples. (Wintergerst &McVeigh, 2011)

o Equipped with the tools for successful communication with others through discussion.

o Sensitive to interactions with roommates. (Wintergerst &McVeigh, 2011)

o Understanding of stereotypes through discussion and brainstorming.

o Able to avoid cultural bias and stereotypes and create sensitivity to cultural differences. (Wintergerst & McVeigh, 2011)

o Aware of what makes someone a good or bad ambassador of his or her country.

o Be familiar with school rules and basic laws of the US.

o Able to apply the keys of successful English learning.

Resources and materials:

o White board markers

o Projector

o Screen

o PPT made for orientation (See appendix A,B, and C)

o Worksheets (map/listening/5 things in LA) (See appendix C)

o Ways to learn English game cards

o Tape

Timing: 1.5 to 2 hours.

Assessment: Small periodic assessments will be done throughout the lesson. At the end of each activity, comprehension checks and

discussions will ensure that everyone is on the same page and understands the materials.

Lesson Plan Procedure

Stage / Aim What you are doing and why

Interaction / Timing How is the class organized

Procedure What you are doing (in detail)

Warm up- Map info gathering

15-20 minutes T-Ss S-S T-Ss Need: Map HO and PPT slide

1. T will go over 2 questions- 1. What place do you have? I

have _________ and 2. What can you find there? You can find_________. T will model with a S.

2. Ss will be given a map of the area around the school. 3. Each student will have one place filled in on their map. 4. Ss must go around and ask each other questions about the

locations on other Ss’ maps. 5. Ss will keep interacting with other Ss to fill in all the

information on their map. 6. (T is helping students and keeping an eye on who understand

and who does not. T can assist those with lower levels.) 7. After all Ss complete their map or- 15 minutes pass- T will

display a fully completed map on the overhead and give Ss a few minutes to fill in any that were missed.

8. T and Ss will talk about the different places in the area

(Skills: Speaking/listening/writing)

Writing and planning 5 minutes Individual As a class Need: PPT Slide, and back of paper

1. Ss will turn over their paper and write down 5 things they would like to see or do in LA.

2. T will elicit some answers and give some information about ideas

3. T will present the next slides with other activities of things Ss can do in the LA area.

(Skills: Writing/speaking) Lecture on Safety 5-10 minutes

T-Ss Need: PPT slides

1. T will show slides and present information on different safety points.

(Skills: Listening/reading)

Listening on Community Standards

15 minutes Individual T-Ss S-S Need: CD, CD player, PPT slides, question sheet

1. Ss will hear dialogue #1 (See appendix A) and practice listening.

2. Ss will hear the problem and write down the problem on the worksheet.

3. T will discuss the problem and Ss will write down 3 ways to solve the problem.

4. T and Ss will discuss the problem and way to solve it. 5. This will be done for all 4 dialogues

These situations were strategically created to open dialogue on cultural differences and communication. Everyone is different, but the key to cross cultural communication is communication. (Assessment: correction and discussion as a class) (Skills: Listening/writing/speaking)

Stereotype Discussion 10 minutes Ss-Ss T-Ss Need: videos, PPT slides

1. T will elicit responses from students about different stereotypes of Americans.

2. T will talk about stereotypes and being a good ambassador of their country.

3. Ss will be shown a short video clip of an action that is

breaking the rules.

4. Ss will analyze the clip and talk to the Ss around them about what they saw in the video (or T will ask Ss what they saw)

5. T asks questions about what they would think if they saw that student was from their own country. What does the community think of people from that country?

6. Repeat with a few different videos. *By addressing stereotypes students gain insight and understanding to how they are seen as well as how they see others. Understanding of rules, cultural traditions of the US and interactions with Americans are addressed when discussing tips, jaywalking, legal ages for smoking and alcohol consumption, and curfews. By abiding and understanding the reason for rules and laws, students are better equipped for their time abroad. (Skills: listening/speaking)

Academic Information 10 minutes T-Ss S Individual Need: PPT slides, SPIN form, pictures

1. T goes over a few class slides with information about levels and classes

2. T shows pictures of Ss breaking rules in the classroom and Ss respond on what they see as shocking in the photo. (cultural classroom differences are discussed. How is a student ‘supposed’ to act in the classroom? Are there differences between their country and here?

3. Ss are shown where to find different things in the classroom 4. Ss fill out a sample SPIN form to choose their SPIN for the

week. (Skills: Listening/reading)

Cool Down Top 10 ways Game

10 minutes 2 teams Need: cards with top 10 ways

1. T introduces the board of TOP 10 WAYS TO IMPROVE YOUR ENGLISH!

2. T flips a coin to see which team goes first. 3. The first team can give an answer. If that answer is on the

board, they can guess again until they give a wrong answer.

4. When a team gives a wrong answer, the other team can guess. 5. Team with the most correct answers wins!

Top 10 ways- Speak English, go to class, participate in class, practice in the community, do your HW, make friends from other countries, try your best, have a conversation with a staff member, read, watch movies or TV (Skills: Listening/speaking)

References

Smith, D. I. (2009). Learning from the stranger: Christian faith and cultural diversity. Grand Rapids, MI: William B. Eerdmans Publishing Company.

Wintergerst, A. & McVeigh, J. (2011). Tips for teaching culture: Practical approaches to intercultural communication. White Plains,

NY: Pearson Longman.

Appendix A- Scripts

Roommates: (Loud music playing) A: Turn it down! B: Why? C: I am trying to study! Classmates: (French speaking)

Teacher says: English only please! Student says: (sigh) I am tired of students not speaking English. Class: Teacher: Saleh, you are 15 minutes late. I am sorry, but you are absent. Student: No! I am here- you are WRONG! Neighbor: Neighbor: Get out of the street please! (beep beep) Student: But this is where I like to smoke! Neighbor: Yuck HF Student: I am hungry! Where is my dinner?! Host Mother: Our family eats together at 6pm. It is 9pm. Where were you? Student: I was at the beach! But I am hungry now!

Appendix B- Slides for PPT

Appendix C- Map Worksheet

5 Things YOU want to do in LA!

1.

2.

3.

4.

5.

Listening: Dialogue 1 Who is talking? Where is this? What is the problem? What are three solutions? Dialogue 2 Who is talking? Where is this? What is the problem? What are three solutions? Dialogue 3 Who is talking? Where is this? What is the problem? What are three solutions? Dialogue 4 and 5 (If time)