International Education 吳芳蕙 (Judy) judywufanghui@hotmail.com 新北市英語輔導員 江翠國中外師窗口 University of Durham (England) EdD 湖北中藥大學中醫針灸系 University of Ulster ( N.I) TESOL

Outline Introduction What is international education? Some materials and activities iEARN projects 5. Conclusion To explore what ‘culture’ and ‘intercultural communication’ (IC) mean (why, what, and how) 2. To discuss how we can use materials and activities to develop our Ss’ IC 3. To share practical activities to help ss 4. To discuss our own choices and activities

Inter and cross 國際素養 國際教育目標 國家認同 全球競合力 全球責任感 beyond

合作 empower expose express expand 表達 探究 explore

Cultural Differences (1) HSBC Culture differences ( 6:42) 1. Time, feet and gesture ( America vs Japan, Thailand, Greece) 2. Parking ( Germany vs France) 3. Personal space (Europe) 4. Wrong flowers ( Italy) 5. Winning ( America vs Japan) 6. Eating ( English vs Chinese) 7. Washing machine ( India) (2) The Differences between West & East

Know, Want to know, Learned(KWL) Student: Topic: Date K (What I know already) W (What I want to know) L (What I have learned) Teacher’s comment:

Knowledge of products and practices Attitudes of curiosity and openness Intercultural Communicative Competence Byram (1997) Skills of interpreting and relating documents Skills of discovery and interaction Critical Cultural Awareness

Contextualization of the development of intercultural competence previous experience experiences beyond the class language proficiency confidence motivation: needs & interests opportunities to interact intercultural sensitivity Learner

Integrating IC Is Is not Developing critical thinking skills Equipping ss with IC knowledge, skills and values Showing how IC is part of everyday life Understanding how we relate to each other as human beings 　 Not too difficult for ss to understand Not mostly about other places and people Not telling people what to think and do Not an extra topic to fit into the English curriculum

Intercultural knowledge and language awareness Questions for class discussion

Interacting: first stage Teachers: present tasks or scenarios appropriate to the class support scenarios with appropriate models of language avoid stereotyped or generalised scenarios and models promote participation of all learners. Students: view, read and listen to the texts and language models that support the scenario undertake tasks and discussions to build comprehension, language proficiency and awareness, and cultural knowledge attempt performances of the scenario.

Noticing Class activity Questions for discussion Students: engage in pair / group / class discussions to analyse interpersonal interactions in the scenario express themselves in both English and the LOTE where possible Teachers: ask guiding questions provide additional resources and language models if necessary encourage students to notice forms, processes, strategies, hierarchies, and responses to language choices. listen to and build upon student responses. What is happening here? What is being said? What do you see? What do you think? Is this surprising or confusing? Is there something you don’t understand? What would you expect to happen? How would you feel in this situation?

Comparing Class activity Questions for discussion Students: compare cultural similarities and differences use their personal experience of diverse cultures to inform discussion discuss the range of values, beliefs and practices that exist within the target culture, as well as within the cultures ‘owned’ by class members question stereotypes and generalisations express themselves in both English and the LOTE where possible Acknowledge the opinions of classmates Teachers: create opportunities for students to discuss values, beliefs and practices with members of the LOTE-speaking community ask guiding questions listen to and build upon student responses Show respect for diversity of views in the classroom. How is this similar to what you would think, say and do? How is this different from what you would think, say and do? Can there be different perspectives on this situation? How do you expect people from other cultures to respond to this situation? Does everyone from the other culture respond in the same way?

Reflecting Class activity Questions for discussion Students: analyse how language reflects culture think about how responses to a scenario vary depending on the individual’s cultural beliefs and social position consider the effects of migration and travel on cultural perspectives identify general cultural patterns that flow across specific settings and times discuss how language use varies depending on the position and relationship of the speakers/ writer/ reader reflect on their own roles as language users, and how others would respond to their language choices present examples in the LOTE to demonstrate their language awareness describe some of their present understanding about culture (their own and the LOTE culture), and compare this with previously held views Teachers: promote reflection on linguistic and cultural concepts. create a multi-perspective, intercultural space for engaging with cultures, without students abandoning their first culture. How did/would you react to this situation? How did/would you interpret the writer/speaker’s meaning? Was the meaning different from what you expected? Why did you interpret this situation in this way? Which influences can you identify in this situation: culture? age? gender? social position? economic status? Does everyone from a culture always act in the same way? What kind of language would you use in this situation? What would the consequences of your language choice/response/reaction be? What are possible reasons why others respond in the way they do? Would you now have a new way of looking at the situation? Would you respond differently if in future you found yourself in this situation?

HOW :Some ideas Oral Activities circle time, role play, drama, cooperative games, songs, storytelling ICT activities tele & video conferencing /skype Writing activties wall displays, web pages Thinking skills activities mysteries, ranking cross-curricular links music, dance school linking projects Choices

How : Using Photos Why What *stimulate ss to respond questions *build ss’ background knowledge *create interest *develop visual literacy *expose ss to people and places globally *help ss understand and respect difference *start with familiar places (e.g. families in Taiwan use good quality images set context give accurate information encourage ss to personalize make links to ss’ own lives / experiences

How: using realia Why What *interesting and enjoyable *brings cultures alive *develops observation skills encourages further research (internet) *develops respect and care for other people’s things *From ss’ own countries or other countries *Show and tell

Lesson Plan ideas Lesson Plan IC Theme / Aims 2. Looking at our names Importance of not calling people unkind names 3. All in a day Similarities and differences between people around the world 4. Look what I can do! Feeling positively about ourselves 5. Exploring family Similarities and differences between families 6. Our friends and us Exploring how friends care for each other 9. Our dreams Planning for the future 10. The futures tree Caring for the environment Lesson Plans from Oxfam Education For teachers: www.oxfam.org.uk/education/resources For ss: www.oxfam.org.uk/coolplanet/kidsweb

HOW ?using photos/ PPT Why What to develop ss’ understanding and openness towards others who are different exposing YLs to authentic materials observing photos and asking questions questioning the context in texts / photos comparing similarities and differences with Hong Kong researching on the internet participating in exchanges Some Questions : What can we see in the photo/ slide? What does this tell us about _____? Can you think of other people who do _______ ? Other example English Slang Harry Potter exposing YLs to authentic materials e.g. using children’s literature, DVDs and online resources observing photos and asking questions questioning the context in texts / photos (YLs tend to think what they see is the ‘truth’) personalising by comparing similarities and differences with life in China researching on the internet and producing displays and projects participating in exchanges – finding YL e-pals

HOW ?--- Games China Schools Pack, BBC: 5 fun activities counting classroom games playground games leisure time Beijing Olympics & London 2012!

Learn Culture through Dance Zumba Youtube

HOW Lesson Plans: Your World, My World ss love learning from other ss Looking at other ss’ lives & reflecting on own lives and world around them Children from different countries Themes: myself, caring and sharing, helping others, friendship, responsibility…..etc

Textbooks related融入課程設計(What) 檢視教科書中可以延伸的相關議 文化歷史 夜市文化 食物 碳足跡 Food mile 地理環境

FACTORS DETERMINING FOOD CULTURE Geography and climate Human & natural resources Culture / lifestyle Economic conditions Techniques / Know how / Recipes Religion, customs & habits

FRENCH & INDIAN FOOD CULTURES FRENCH FOOD CULTURE INDIAN FOOD CULTURE Respect of tradition Wine tasting, passion for cheese Culture of tea, blending of spices Variety of regional cuisines Various ingredients and preparation techniques following local sourcing with fresh ingredients AOCs (controlled term of origin) are French certification granted to certain French geographical indications for agricultural products (wine, cheese, vegetables…) to protect them from falsification and attest of their authenticity and origin. These labels guaranty the quality and production standards of the selected products. To combat adulteration and falsification the tea board of India administers the Darjeeling certification mark & logo. Darjeeling Tea is cultivated, grown, produced, manufactured and processed in tea gardens in a selection of estates in the district of Darjeeling. Baguette is a staple food in France Breads are staple foods in India Anise based liquor as a refreshing drink during summers Anise is used as a mouth freshener at the end of meals. Cultural Differences Video

Critical Questions about FOOD What do our attitude to food tell us about ourselves and our society? Why are there so many food diets across the globe? Why do we use our hands / fork & knives / chopsticks to eat? Why do we take 2, 3, 5 meals a day? => Food culture is the set of rules that naturally regulates the consumer’s relationship to food.

Field Trips 2008-09 : Korean ss came to New Taipei 2009-10:Taiwanese ss went to Korea 2010-11: Taiwanese & Korean ss went to the UK 2011-12: Taiwanese went to Vietnam 2012-13: Taiwanese & UK visit ( Huilian vs Cumbria) (6) 2013-14: To be continued

4 Steps to Run the Project country/ school Goal / mutual benefits Time frame/ size ( how long, how big) Step 2 Match the purpose Use the project templates or worksheets Step 3 Set up the schedule / topic/ forms Email/ poster/ ppt/ blog/ facebook/ skype/ parcel/ oral presentation/ video clips Step 4 Student reflection

Platforms for Cooperation (1) E-pals (2) iEARN + training Webinar (3) British Council (4)中小學國際教育網站 (5) BBC world class

Some Great Examples in Taiwan Kindergarten Cats http://tw.myblog.yahoo.com/cats-education/article?mid=1783 Elementary Schools 1. Caroline (iEARN) Annie (iEARN) Taiwan and Germany Qwiki http://playpcesor.blogspot.com/2011/04/qwiki.html 3. Cindy Junior High Schools 1. Chere (iEARN)Chere Lin: http://www.chere.idv.tw/ -->教學逍遙遊 --> My School, Your School 2. 蘇信滿老師 (iEARN) 林彥良老師 Eric ( CCOC) 呂佳玲 Leo and Fortuna Senior High School task-based lesson plans  http://www.etweb.fju.edu.tw/culture/

How: Story Mike Lockett Taiwanese folk stories, videos 桃園縣認識世界 繪本閱讀 : ex. Henry‘s freedom box 水瓶面面 facebook Great online materials from the British Council Teaching English website: www.teachingenglish.org.uk/try/resources/books/equalopportunities-diversity-handbook 國際新聞讀報站 Chimamanda Adichie: The danger of a single story Tim Sheppard‘s Storytelling Links for Storytellers Probably the biggest collection of storytelling resources on the web, annotated and categorised for easy reference

1. What is iEARN? I earn ?

iEARN means International Education and Resource Network -- Make a difference in the world (1988) -- Learning with the world, not just about it

Why do we need iEARN PBL now? It answers the questions of our worry and concerns Do we really help our students see the world in a better way? Tell me and I'll forget; show me and I may remember; involve me and I'll understand.” http://www.p21.org/

How to find the projects? Choose the projects you like Age / Language / Subject Type your Username / Password

Framework of iEARN Projects Math Environment Technology Science Social Science Humanities Language Arts Creative Arts iEARN Projects

II. iEARN Projects II-1. Holiday Card Exchange II-2. Teddy Bear Project II-3. One Day in the Life II-4. International Intercultural Mural Exchange II-5. Daffodils and Tulips Project II-6. Finding Solutions to Hunger II-7. Magical Moments around the World II-8. Talking about Kite II-9. My hero II-10 Voyage II-11 NDYS II-12 GYSD 臺灣師大 陳慧娟（2011）

II-1 Holiday Card Exchange Teacher's Name of school: Postal Address of school: Country: Grade: Age of students involved: Number of students involved: Date when you finish school prior to December 31:   Date when you return to school after January 1:      Email: Holiday Card Exchange分配表 「iEARN跨國合作專題」融入學科教學課程的方式 一、跨國合作專題融入英語教學模式包括：運用多元媒體呈現教材、使用網路蒐集資料、   運用多元媒體呈現教材；使用網路蒐集資料；透過教學簡報引導學生學習並記錄於   學習單；請學生製作賀卡小書；進行視訊；學生發表學習成果等八種模式。 二、英語領域教師應具備相關資訊科技能力，更重要是規劃及設計跨國專題融入教學的   資訊素養。

II-1. Holiday Card Exchange Goal: exchange of holiday greetings Who: Homeroom Ts, Art Ts, Computer Ts & English Ts Subjects involved: English, Art, Social Studies

II-2. Teddy Bear Project Goal: exchange of culture Who: Homeroom Ts & English Ts Subjects involved: Language, ICT

Teddy Bear 找尋合作對象 準備熊、日記 與相機 學生分組 時段分配 歡迎國外的熊 寄出熊 日記寫作 (可省略) 為外國熊寫日記 準備紀念品或卡片 將熊與日記寄回 分享熊在 國外的日記

II-3. One Day in the Life Goal: cross-cultural comparisons Who: Homeroom Ts & English Ts Subjects involved: language, life, ICT

II-3. Dumplings in the World (11.11.11)

II-4. International Intercultural Mural Exchange (IIME) Goal: global cooperation Who: Homeroom Ts, Social Studies Ts, Art Ts & English Ts Subjects involved: language, social studies

II-5. Daffodils and Tulips Project Goal: global awareness Who: Science Ts, Math Ts & English Ts Subjects involved: science, math, life, language

II-6. Finding Solutions to Hunger Goal: global responsibilities Who: Homeroom Ts, Social Studies Ts English Ts Subjects involved: social studies, life

II-7. Magical Moments around the World Goal: global coexistence, compassion & care Who: Homeroom Ts, Computer Ts & English Ts Subjects involved: language, ICT

II-8 Talking Kites Around the World https://collaborate.iearn.org/space-2/group-95 2014/03/21 Let’s do it together

II-9 My Hero Project Summary MY HERO is an interdisciplinary, online, interactive Web site that celebrates the best of humanity through essays, artwork, audio, drama, and short films. Description MY HERO invites students of all ages to publish essays and submit multimedia online about their heroes. The project seeks to promote cultural awareness, activism and understanding through global storytelling that honors the heroes in our families, the community and the world.  

國際面向八項概念 全球公民資質（Global　citizenship）－獲取成為有認識、積極負責的全球公民必要觀念和機構的知識、技能和了解。 社會正義（Social justice）－了解社會正義的重要性，它係永續發展和改善人們福祉中的一項要素。 永續發展（Sustainable development）－了解維持及改善生活品質但不損害留給未來世代星球的需要。 人權（Human rights）－了解人權，特別是聯合國兒童權利協定。 衝突解決（Conflict resolution）－認識衝突如何是發展的一種障礙以及為什麼需要解決之道和促進和諧。 多樣性（Diversity）－了解尊重差異並將這些類推到我們一般的人文關懷。 相互依存（Interdependence）－了解人們、地域、經濟及環境如何密切有關及所發生的事情影響全球。 價值與認知（Values and perceptions）－發展對世界其他地區形象的批判性評價及欣賞這些形象對人們態度和價值之影響。 資料來源： Developing the global dimension in the school curriculum (DfES, 2005) 51

討論 我的學生適合甚麼專案? 專案進行中如何評量?

國際化教學可運用網站 議題討論與世界同步 Time for kids http://www.timeforkids.com/TFK/ 適合小學 Weekly Reader Feature Zone http://www.weeklyreader.com/subcategory/74 National Geographic Kids News http://news.nationalgeographic.com/kids/ Education place current event http://www.eduplace.com/ss/current/ Source watch http://www.sourcewatch.org/index.php?title=SourceWatch Voice of America http://www.voanews.com/english/news/ Lesson plan http://www.teach-nology.com/ 懂更懂英文學習網 http://dgdel.nchu.edu.tw/index1.php

彰化縣國際教育全球資訊網 CIEN 彰化縣國際教育暨英語教學資源中心 http://www.youtube.com/watch?v=M_cmDHtOHV0 中小學國際教育資訊網 (教育部設置) 美國資料中心 Info USA Follow Me to 瓜地馬拉：馬雅文化之旅 http://followme.pts.org.tw/index.aspx 部落格 http://www.wretch.cc/blog/Kids4ever888 Global Voices全球之聲 http://zh.globalvoicesonline.org FB  https://www.facebook.com/globalvoiceszh?sk=wall

國家地理 http://kids.nationalgeographic.com/kids/places/ ONE DAY ON EARTH PROJECT 融入DAILY ROUTINE, CULTURE UNDERSTANDING, GEOGRAPHY等主題教學.2011年的SPECIAL DAY 為11月11日http://archive.onedayonearth.org/index.php/videos 世界各國國歌mp3下載~http://www.national-anthems.net/ National Anthems www.national-anthems.net Multicultural Education http://www.coedu.usf.edu/culture/index.htm Multicultural Education through Miniatures -- International children's stories, activities, and culture Multicultural Education through Miniatures is a website designed for children and teachers. It contains stories, activities, and pictures of handcrafted figures from all over the world. Students are encouraged to use the photos and information in their school reports Jessie Tung分享的: 關於國家的教學資源 : 為iEARN的PROJECT之一,每年會選擇一天做為SPECIAL DAY,各國的學生會以影像等媒體記錄當天的大小事.點地圖進去可看到2010年10月10日當天世界各地的記錄.上傳除有影像外皆有簡短的英文圖說,很適合 National anthems in mp3 of countries and territories. All files here are in mp3 format, you can find here for download instrumental national anthems, vocal Vocal anthems, download mp3 透過各國型態的人偶來進行多元文化教學的資源網站,有遊戲可玩,還有聽國歌猜國家

Make a difference http://www.rainbowkids.com/HTMLFiles.aspx?page=KidsActivities 雖然是關於收養小孩的網站,但是也做了一些相關的文化認識~只是這裡介紹的國家就不是一般常見的大國居多,似乎跟收送養小孩子有關的國家... Adoption Cultures Alive! Free Kid's Coloring Pages, Maps, Cultural Learning Center for adoptees

學校國際化可用平台 全球學校夥伴關http://www.dfid.gov.uk/ 英國文化協會「教室連結」http://163.27.96.2/htm/ccoc/howto.html AJET 網路英語教學社群 http://ajds.nsysu.edu.tw/ 高中職國際交流資訊網 http://www.exchange.edu.tw/Web/Index.asp 網上媒合國內外欲交流學校 台北縣新住民網http://www.new-inhabitants.tpc.gov.tw/web/Home?command=display&page=flash 多語 From 99年中小學國際教育知能研習分享