What have we been doing ? Intercultural inquiry. It is the heart of ICLL, can be done in

class, in small ways, integrated in rich language learning, even with all the

challenges and demands of learning Chinese.

FYI Autobiography of intercultural encounters- in use in European classrooms

to analyse cultural encounters

The working principles of an intercultural approach ?

• Step back, critique pre-existing modes of Chinese teaching which rest on Chinese pedagogic values, while retaining respect

• Find ways to bring Chinese pedagogy into line with contemporary Australian teaching/ learning expectations, to the extent it’s possible, while still achieving effective learning

• Include the kids and their life practice: festivals, homes, meals, schools, families.

• Compare China and Australia. Both places are diverse, multiple, cant be essentialised =>

• Go beyond comparisons - explore the reasons why (comparisons can just lead to stereotypes)

• You don’t have to know all the answers, you can take the position of learner

How do we understand it?

Active construction

Task oriented, interpreting ; interactive questioning ; refers back to prior knowledge; includes graphics, visuals, etc

Making connections

Builds on prior knowledge; connects lang with rest of curriculum; connecting texts and contexts; encourages kids to explain

Social interaction

Facilitate interaction between kids; includes talk as part of tasks; invite discussion (rather than telling) ;make comparisons; build accuracy, fluency shift from descriptive to conceptual (big picture)

Reflection

Critical reflection on values, attitudes, beliefsMultiple perspective, non-judgemental

Responsibility

Personal goals; engaging with difference; mutual responsibility

How can we apply these ideas in practice?

• 4 ways : • critique your textbooks and materials• Ask enquiry questions• Design tasks (not just exercises)• Value the extra learning, include in

assessment where possible .

1. Critique the books, materials• See sample chapters provided. In groups, discuss: • What pedagogical approach is taken ?• What role does the learner have ?• Is the language usable in dialogue, in communication? • Can it be performed?• What aspects of culture (visible and invisible ) are mentioned? Could be

explored? • Is there any connection with Australian learner’s life? • What could you do to interculturalise the text and the tasks, or how you use

it? • What if you don’t use a textbook??? What do you use? How would you

answer the questions above, in relation to the materials you compile and use?

• 10 minutes: write notes- appoint a spokesperson- feedback

2. Inclusive intercultural questions

• What do you do? How would you feel? • What do you do that’s different, or similar? • Compared to what you would say / how you

would act - what’s missing here ? • Is there an interesting story behind this idiom,

these characters? What does it show perhaps about Chinese values? Don’t tell - ask !! Let kids use some deductive thinking!! Why do you think …?

Varying the dialogue pattern in class• I: what’s this? • R: the Great Wall• E: yes, good----------------------------------------------I: Spring Festival is really big. Do you know what Chinese people do ?R they do…. R: they do ….R its like Christmas? …R I saw on the TV where they….R my dad told me ….E: that’s right, so is it the same or different, to how your family celebrates? R my family is Muslim so we have Ramadan and then Eid and my mum gets all these cakes…. E: so special food and family get-togthers are… When I was little we always….

asking enquiry questions about visual images?

• Don’t tell; ask!• What do you see? What are they doing? • What’s in the background? Is it similar or

different to what you might expect? What does it mean or imply?

3. Designing tasks• A task puts simple language structures and vocabulary into

active meaningful use: ALL guidelines (1991) SLRW• Interview, survey, roleplay QA• Pair work AB (problem solve)• Write postcard: 3 sentences about holiday• listen / watch- summarise, answer qns• Solo or group oral presentation with PPT slides• Diary entries- what I did on weekend• language rich game ( running dictation) • Learn a song and perform• Draw and describe (map, person etc)• make a poster (use Glogster, other ICTs) about family, school

etc

Design a task

• In pairs, quickly design a task for each of the 6 topic areas

• feedback

Getting Australian perspective in ?

• Explaining your family / home / daily routine to Chinese guest

• Explaining your school to Chinese friend • ROLE PLAY or a list of difference: Chinese

visitor/ Australian kid - Chinese perceptions of what is weird about Australia

• (all involve background knowledge of what the Chinese guest is expecting)

4 Assessing this valuable learning

• An outcome = knowledge, understanding, skills, values and attitudes (Board of Studies, NSW 2003)

• Recording new knowledge (discoveries about culture, behaviour, etiquette, values) (e.g Pearson Jinbu workbook, or make your own)

• creating tasks where it can be used, displayed (e.g. etiquette, choice of language to show relationships, typical behaviours, etc)

• An extra marking criteria: demonstrates intercultural knowledge (etiquette, appropriate language, body language) in performances, SLRW, interpretation of text..

• Include variety of formative assessment and consider nature of evidence of learning

Irina Braun (International Grammar school) says:

• I measure intercultural learning, not so much by what language they are using, but sometimes by the language they are not using.

• E.g not translating an idea from English direct into Spanish. • (assessing speaking / writing) I am listening (or reading) for

the use of idiom and “real” sounding Spanish, for attempting to include little typical scenarios like being offered more food, resisting, offering again. Or the guest trying to depart, but being persuaded to stay longer.

• These little details represent a lot of knowledge, they make a big difference…. (Teacher, I. Braun, 2009)

Break

Use of music and rhythm in Chinese teaching

• Jian Lian Liang

Design a unit of Chinese intercultural language learning

• Take a topic• What are the interesting intercultural questions / concepts / critical

thinking around this topic that can be explored? Make these concrete learning outcomes, alongside your language learning outcomes.

• What are the interesting features of how language is used in this topic, that reveal hidden culture/ values/ history?

• What opportunities can I create for kids to use and perform language?• Can I integrate use of authentic visual resources which will give

opportunity for intercultural content? • Fill in the program skeleton, with questions, ideas, tasks, as much as you

can brainstorm !!! (plan available on our wiki) • do on laptops, save onto USB, please upload onto http://

chineseinoz.wikispaces.com

HOMEWORK AND THANKYOU ‘S• Thanks to all for contributions, for participating in surveys, for

volunteering for interviews. • Thanks to Jianlian Liang for her contributions • Please do post- course survey on survey monkey. Robyn will send link.

https://www.surveymonkey.com/s/X7HBWDQ

• If you have been replaced by casual in your school today: Please send official school invoice for cost of casual replacement. It MUST reach Robyn by 16 December.

• Robyn is interested in how you will process and use the ideas from today. If you have 15 minutes free, please volunteer to do live or phone interview with Robyn 0431896039, robyn.moloney@mq.edu.au

• Please contribute your draft unit of work, and any other resources you would like to share, to our shared wiki space http://chineseinoz.wikispaces.com

Xiexie nimen!!

Zai jian!!