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ILTAC Online Seminar funded by LCNAU and the University of Melbourne        (Asia Institute, School of Languages and Linguistics)

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ILTAC Online Seminar funded by LCNAU and the University of Melbourne        (Asia Institute, School of Languages and Linguistics)

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Title:Teaching, learning and assessment of language/s learning within an intercultural orientation

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ILTAC Online Seminar Scarino and Kohler FINAL 19.9.20

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ILTAC Online Seminar Scarino and Kohler Handout

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Presenters: Assoc Prof Angela Scrino and Dr Michelle Kohler (University of South Australia)
Facilitated by Dr Etsuko Toyoda (Asia Institute) and Ms Diane de Saint Leger (School of Languages and Linguistics)

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How do you see the changing world of your students? 
How do you react/respond? 

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How do you see your work in (a) language/s teaching and learning and (b) researching language/s teaching and learning?

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How do you understand these shifts?

How do you conceptualise the nexus between language and culture in your work?

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How do these goals match those of your program?

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1.What are some of your own experiences of developing and assessing intercultural language learning?

2.What are the principles that characterize your work?

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Question for Michelle on teaching diverse groups of students

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Question for Michelle on teaching diverse groups of students

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Michelle, I enjoyed your description of the task of providing advice to an Indonesian family moving to Australia. But I wonder if you have yet had to adapt this for students in your cohort whose own experience of Australian culture is very limited (newly arrived international student; expat returning home for uni education; or even - see below - overseas student, overseas). The position of being an outsider has both advantages and disadvantages, of course. But that point has to be carefully. Anyway, wondering if you had any tips.

(In this New Normal, I find myself unable even to rely on the standard and not particularly intercultural beginners' tasks : "Explain how to get from campus to the centre of town" "Recommend your favourite restaurant in Brisbane" - when some students have never been here.)

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Do you think the term “intercultural” depicts what we seek? Intercultural learning is about interactions between people from different backgrounds and experiences not only in cultural, but in any aspect. The term inter- culture is misleading. It can be misinterpreted by lay people that it is learning about two national cultures. Also in intercultural learning, learners need to learn to reflect not only about intercultural situations but also about one’s own culture and others and self, in other words,  intracultural, interpersonal and intrapersonal reflections.   Posted by Etsuko

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Do you think the term “intercultural” depicts what we seek? Intercultural learning is about interactions between people from different backgrounds and experiences not only in cultural, but in any aspect. The term inter- culture is misleading. It can be misinterpreted by lay people that it is learning about two national cultures. Also in intercultural learning, learners need to learn to reflect not only about intercultural situations but also about one’s own culture and others and self, in other words,  intracultural, interpersonal and intrapersonal reflections.   Posted by Etsuko

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Questions for Angela and Michelle [and for participants] sent last and this week, thanks from Judith Thomas:

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Questions for Angela and Michelle [and for participants] sent last and this week, thanks from Judith Thomas:

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1. Should there be compulsory prerequisites, such as units for learning about the theory of culture and its values, for language preservice teachers to study at universities before entering their various educational destinations?

2. Would student profile descriptors ( together with the relevant assessment variables) best reflect their immersion; understandings; connections and 'decentering' as regards to the particular language cultures in question?

3.  For Michelle please:

Why are the weightings for the assessment breakdown : 25% comprehension ; 50% cohesion and 25% reflection and explanation in Slide 20 if that could be made available please?

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I understand reflection and reflexivity are the core of intercultural understanding. However, the ability to reflect on situations and oneself will differ depending on the student’s prior life experience. Those who have more experiences can relate the current situation to their past experiences, and they can reflect better because they have more food for thought. Teachers need to assess students’ progress or improvement rather than how well they reflect. But it is a difficult task because it takes a while for teachers to understand where students stand. Often teachers are required to assess students before they fully grasp students’ circumstances. How can we make sure that we assess students fairly? Posted by Etsuko