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Interculturality is a work in progress for me. I have been inspired by the work that my colleagues have done to incorporate this concept in their lessons. I plan to spend some time during the summer to make this a more integral part of next year's instruction.

I would like to share with you 2 resources that I have used for speakers:

http://www.norcalpca.org/mission.cfm

http://www.projectplaysoccer.org

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Interculturality driven lessons definitely raise students' engagement and motivation!

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I really enjoyed developing an IPA focused on the environment.  I think it could be a useful tool for students here to examine their own practices and to make comparisons with students in other countries.

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So far, I have started with the exploration of products such as public transportation when getting around in a city. However, I have learned that interculturturality is quite motivating for student since they constantly reflect on their own culture as they learn the culture of the target lenguage.

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Interculturality is the key to student motivation! I have learned that if culture is the fuel that drives our lessons, then the language will naturally follow. The question is not "what language do I want my students to learn and what culture comes with it?" but "what culture do I want my students to learn and what language do they need to know to talk about it?"

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This school year, I myself have been more aware of the importance of interculturality, leading to planning more lessons to compare & contrast products/practice, hoping my students obtain new perspectives in different cultures. Some examples are: teenagers' worries and source of stresses in US and Jpn, how they release their stress, small scale dream house here and there, seasonal activities, etc.

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I did not know about interculturality before I came this workshop. I feel like I need to learn more about American Culture to make a lesson of interculturality.

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I believe curiosity helps make a strong connection between their learning and development of interculturality. Because of their cultural differences, learning becomes more personal level. Throughout the intercultural process, student can find another identity.

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I have learned that I am definitely still learning. Spending time finding the authentic materials to inspire students to engage themselves more deeply in their learning is a great expectation that does not come easy. Thanks to all of you for the great ideas. I hope to slowly integrate all of them as the situation permits.

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I didn't know the word, Interculturality a year ago, but now, it's something I think a lot when planning my lessons. It's something I want to focus on for next year's teaching, starting with level 1 unit 1.

I loved the idea of using padlet to present the whole unit/lesson as a glance, filled with culture rich material.  I think that will be a really motivating hook for the students as they begin a new unit/lesson.

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I have integrated a few things that have made a huge difference: authentic resources, OSEE and comparing and contrasting activities. Also the Kind part of TALK for formative assessments has really helped guide what I need to teach for Interpersonal activities. Moving forward, I would like to more intentionally integrate these tools, along with other tools, into each unit.

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Interculturality can be both "correct" and "incorrect."

Being able to identify specific points of cultural differences is important, but perhaps it is not so pertinent for all of my students to understand them correctly in one go. Much like how interculturality continues to grow within us as we gain more and more experience in life, I think we need to allow our learners time to feel, poke at, and digest. I feel like I just described a toddler's first encounter with broccoli.

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Interculturality is, in my classroom, a work in progress, and a goal to which I aspire, Developing thematic units, assessments, and resources to benefit vertical alignment within my department and collaboratively with individual teachers serve as critical first steps in the path toward more effective teaching and learning. Once everything is in place in terms of curriculum, alignment, and assessment, proper attention can be paid to interculturality. Since thematic units will include ample space for cultural themes, especially for Heritage Speaker classes, there will be ample place for interculturality. Oh, and a note to my district. Please, please, please get us Chromebooks. We've been trained at MBWLP with tech and need this important resource (we love Math and Science, but hey, World Language rocks, and we do more to support ELs and ELD than any other department) :)

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Since I am new to the concept of Interculturality, I am still working on integrating ICC into my units with more intention and opportunity for student reflection.  One of my challenges is finding ways to have students compare cultural products and practices from the target culture to their own.  I have been inspired by all of your ideas and hope to implement them in to my classes next year.  Summer planning, anyone?