# data[].attributes.body
Os alunos serão capazes de compreender e identificar os diferentes elementos da diversidade cultural, incluindo língua, religião, costumes, arte e gastronomia.

# data[].attributes.body
O que significa diversidade cultural e por que é importante?

# data[].attributes.attachment_link.title
Why is Cultural Diversity Important in today's world?

# data[].attributes.body
Explique os conceitos de diversidade cultural e seus elementos principais: língua, religião, costumes, arte e gastronomia. Dê exemplos de diferentes culturas ao redor do mundo.

# data[].attributes.body
Divida a turma em grupos e peça para cada grupo pesquisar sobre uma cultura diferente. Eles devem identificar e apresentar elementos como língua, religião, costumes, arte e gastronomia dessa cultura. Utilize o Padlet para as apresentações.

# data[].attributes.attachment_link.readable_text
A well-designed and comprehensive presentation is important in getting your point across or sharing new information with your audience. It is critical to outline what you would like to say, provide sufficient information accompanied by visuals and storytelling, all while leaving an emotional impact. MURAL can be used to make presentations interactive, and allow you to invite your audience in and engage with them in new ways.

Start by brainstorming solo or with a group. Solidify your topic and dive deep into the potential points and supporting information you would like to include. Define who your audience will be and how you would like to engage them throughout your presentation.

Next, prioritize the points and moments for collaboration so you can make sure to include your most impactful content and get rid of the "fluff".

An important part of presenting is the story arc that you develop to best deliver your content. Use the story arcs in the Craft a Powerful Presentation template by IDEO U to discover what story will best get your point across. Will you start with the problem and then provide your solution? Or vice versa? It's up to you.

Once you have your story arc decided on, quickly outline your presentation and use color to differentiate the content delivery moments and moments of collaboration. Now that you have created the basic outline it should be easy to start building out your final presentation.

Use the presentation elements provided to build out your presentation. If you would prefer to build out slides in a different platform, you can do so and import them as images into the MURAL and then intersperse the collaboration areas throughout the presentation.

Before you present, make sure to use the outline to hide the brainstorm and presentation elements sections to give your mural a clean look. Then invite your audience in, share with them how they will be participating, and deliver a unique and memorable presentation.

Watch Felicia's walkthrough of the template below:

# data[].attributes.attachment_link.title
Collaborative presentation template | Mural

# data[].attributes.attachment_link.description
Brainstorm, build, and deliver an engaging presentation.

# data[].attributes.body
Peça aos alunos que escolham um elemento de uma cultura que seja diferente da sua própria e escrevam um parágrafo sobre sua importância cultural.

# data[].attributes.attachment_link.readable_text
This article provides an introduction to the 5 elements of culture and how they can inspire your next language lesson. Read on to find out more.

"In language education, the broader definition of CULTURE as adopted by sociologists and anthropologists (and now, a wider range of social sciences) has become more relevant since the advent of communicative language teaching. This is again premised on the assumptions that language belongs to a specific community which can be differentiated from others."

For many language educators and language learners, culture is inextricably linked to language. The Common European Framework of Reference for Languages (CEFR) has also recognised the importance of culture as part of its framework, especially in the context of " plurilingualism and pluriculturalism ". Yet, what is culture? What are the elements of culture?

Take for example the phrases that follow: "To throw a brick to attract jade"; "playing music to a cow"; "adding feet when drawing a snake". Do these phrases sound ridiculous? They probably do, in isolation and out of context. For Chinese speakers, however, they would quickly ring a bell as these are just literal translations of three commonly used Chinese idioms, namely:

"抛砖引玉" (pronounced pāo zhuān yǐn yù): denotes the attempt to use inferior things (usually referring to preliminary ideas or half-baked suggestions) to induce better or more valuable ones (e.g. better ideas, more effective suggestions)

"对牛弹琴" (pronounced duì niú tán qín): usually used in a derogatory manner, and refers to situations where one preaches to deaf ears, cast pearls before the swine, offering a treat to an unappreciative audience or providing too much of something (e.g. knowledge) beyond the comprehension of the receiving parties

"画蛇添足" (pronounced huà shé tiān zú): to ruin something by adding something superfluous; to do something additional when it is totally unnecessary

No doubt, a part of culture in language teaching involves the teaching of idioms - since idioms are commonly used fixed expressions that can be applied in many contexts. Furthermore, idioms embody elements of the target culture in related to the language. But beyond this scope, what about culture can or should be taught? How does that relate to the language per se? Before moving to these questions, let's first answer the question: What is culture?

"CULTURE is one of the two or three most complicated words in the English language. This is so partly because of its intricate historical development, in several European languages, but mainly because it has now come to be used for important concepts in several distinct intellectual disciplines and in several distinct and incompatible systems of thought."
Williams, 2015

The way of life, including knowledge, customs, norms, laws and beliefs, which characterizes a particular society or social group. (Giddens & Sutton, 2017)

is what we make, what we do and what we think. (Hasty, Lewis & Snipes, 2022)

is the ways of thinking, the ways of acting, and the material objects that together form a people's way of life. (Macionis, 2012, 2017)

In general, a distinction is made between and NON-MATERIAL CULTURE. MATERIAL CULTURE is culture manifested in material forms, such that culture is represented through tangible objects (e.g. jewellery, ornaments, furniture, paintings, tools) or anything that we can touch and see. Some might tend to think that only those objects found in museums or academic institutions are then considered as MATERIAL CULTURE. However, MATERIAL CULTURE can include all the tangible stuff we find in our modern everyday life, including the mobile devices we are using, our own house and furniture, the clothes we wear the food we eat, and the cutlery we use.

MATERIAL CULTURE does not exist in a categorically different realm from NON-MATERIAL CULTURE. Both are very much inter-related, as MATERIAL CULTURE are physical embodiment of NON-MATERIAL CULTURE (e.g. ethnic clothings reflecting values of the community in identifying different social roles, credit cards reflecting the financial culture); and the ecosystem of MATERIAL CULTURE is inter-weaved with NON-MATERIAL CULTURE (e.g. school buildings and instructional materials in relation to school processes and instructional approaches).

Join our mailing list!

Receive insights and EXCLUSIVE resources on language education in a monthly newsletter, fresh into your inbox. No Fees, No Spam, so No Worries!

"Only humans, it is often argued, are capable of creating and transmitting culture and we are able to do this because we create and use SYMBOLS. Humans possess a symbolising capacity which is the basis of our cultural being."
Williams, 2015

Language educators can rejoice (or be very concerned) that Language is one of the most important symbolising systems within a community. It is a mammoth collection of , articulated through the different components of the language system. In fact, one of the earliest canonical conceptions of language is that it is a system of signs and deeper understanding can only be reaching by studying how the "signifiers" relate to the "signified" ( Saussure, 2011). In that sense, to simply learn a language is already a process of learning about the target culture.

Notwithstanding that, if we do accept that are "products of some human enterprise" ( Burkette, 2015), then we should also recognise that can be non-material. Otherwise, how do we regard entities such as a virtual product (e.g. NFT art) or a string of sounds in the context of music and language?

An important part of cultural learning in language education is to have better understanding of in the target culture. We cannot take for granted that can be easily comprehended, since the symbolising philosophy can differ from one community to another. The earlier example of the idioms illustrates this issue. In fact, members from one community can sometimes find it difficult to appreciate the in another, due to all forms of barriers and biases. We have no lack of examples, especially on social media, of how tourists experience culture shocks when they see the types of food been eaten in a foreign country.

Join our mailing list!

Receive insights and EXCLUSIVE resources on language education in a monthly newsletter, fresh into your inbox. No Fees, No Spam, so No Worries!

Underpinning are then , which denote the ideas and concepts or assumptions about the world the community hold to be true. Based on such , the are then forged to reflect those . So, in communities where monetary wealth is valued, the about monetary wealth can be that monetary wealth solves many problems and facilitates many opportunities; and is thus the crux to ultimate happiness. Now, you might disagree with these (i.e. you do not hold these notions about monetary wealth to be true), but communities which generally value monetary wealth may agree with them.

Sometimes, there can be dissonance between the explicit and implicit and - one set belongs to the ideal culture, while the other is the actual or practised culture. An example is marital monogamy. In societies where it is valued, there are also held that marital monogamy provides stability and gender equality. Yet, there can still be a fair, if not high, level of infidelity. Where dissonance is observed between explicit and implicit and , languaging experiences which also develop critical thinking can be facilitated.

and can also be inherently embedded within language, where the appreciation of those and will then enable one to be more sensitive to the audience and communicative contexts requiring the use of certain language forms. For example, within Chinese cultures, family relations are highly valued and are generally believed to be fundamental to social organisation (e.g. messy family relations can lead to messy other social relations). As such, there are many artefacts which reflect these and that requires sensitivity to be used in native-like ways (e.g. idioms and fixed expressions asserting the and , extensive range of referential terms to address family members in different contexts) .

Similar to values and beliefs, there are that be inherently embedded within language. In that sense, the use of that specific language can be assessed to be inaccurate when those are not followed. Classic examples are languages with extensive honorific systems, such as Japanese and Korean. In using these languages, vocabulary, verb conjugation and noun inflection are to be decided based on your relationship with your interlocutors - your relative genders, ages, social statuses and degree of intimacy.

Unsurprisingly, is one very important element of culture (if not the most important!). Taking reference from the definitions of language, has an indispensable role in the generational and spatial transmission of culture. I have also presented how culture is encoded within throughout this article in the earlier elements. It is with the faculty of that culture can become complex, so much so that cultural understanding becomes critical in the proper understanding of any .

In relation to culture, has the ability to influence our perception of reality. This is the underpinning argument of the Sapir-Whorf Hypothesis, or Linguistic Relativity. This was a hypothesis proposed by linguists Edward Sapir and Benjamin Whorf in the 1920s, though there are scholars who think that the term "Sapir-Whorf Hypothesis" is a misnomer since both Sapir and Whorf never co-authored any work or stated these ideas in the form of a formal hypothesis.

Beyond having a good sense of the elements, there are many issues that need to be explored with regard to CULTURE and language learning: inter-cultural considerations, common pitfalls, etc. I hope to revisit this again someday, with refreshed content to support all of us.

Thank you for reading! If you like what you are reading, do subscribe to our mailing list to receive updated resources and tips for language educators. Please also feel free to provide us any feedback or suggestions on content that you would like covered.

References

Andresen, J.T., & Carter, P.M. (2016). Languages in the World: How History, Culture, and Politics Shape Language. Chichester UK: Wiley Blackwell.

Atkinson, B. (2007). TESOL and Culture. Language Policy, 33(4), 625-654.

Barker, C. (2012). Cultural Studies: Theory and Practice. London UK: Sage Publications Ltd.

Burkette, A.P. (2015). Language and Material Culture. Philadelphia USA: John Benjamins Publishing Company.

Byram, M., & Grundy, P. (2003). Introduction: Context and Culture in Language Teaching and Learning. In Byram, M., & Grundy, P. (Eds.), Context and Culture in Language Teaching and Learning (pp. 1 - 3). Clevedon UK: Multilingual Matters Ltd.

Conerly, T.R., Holmes, K., & Tamang, A.L. (2021). Introduction to Sociology 3e. Houston USA: Rice University Open Stax. Retrieved from: https://openstax.org/details/books/introduction-sociology-3e.

Elgar, A.G. (2018). Culture Through Literature in Foreign Language Teaching. In Arabski, J., & Wojtaszek, A. (Eds.), Aspects of Culture in Second Language Acquisition and Foreign Language Learning (pp. 139 - 150). Heidelberg, Germany: Springer.

Eriksen, T.H. (2017). What is Anthropology?. London UK: Pluto Press.

Giddens, A., & Sutton, P.W. (2017). Essential Concepts in Sociology. Cambridge UK: Polity Press.

Hasty, J., Lewis, D.G., & Snipes, M.M. (2022). Introduction to Anthropology. Houston USA: Rice University Open Stax. Retrieved from: https://openstax.org/details/books/introduction-anthropology.

Holme, R. (2003). Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of Language. In Byram, M., & Grundy, P. (Eds.), Context and Culture in Language Teaching and Learning (pp. 18 - 31). Clevedon UK: Multilingual Matters Ltd.

House, J. (2007). What Is an 'Intercultural Speaker'?. In Alcón Soler, E., & Safont Jordà, M.P. (Eds.), Intercultural Language Use and Language Learning (pp. 7 - 22). Dordrecht, Netherlands: Springer.

Kecskes, I. (2015). Language, Culture, and Context. In Sharifian, F. (Ed), The Routledge Handbook of Language and Culture (pp. 113 - 128). Abingdon UK: Routledge.

Kramsch, C. (2003). From Practice to Theory and Back Again. In Byram, M., & Grundy, P. (Eds.), Context and Culture in Language Teaching and Learning (pp. 4 - 17). Clevedon UK: Multilingual Matters Ltd.

Kramsch, C. (2015). Language and Culture in Second Language Learning. In Sharifian, F. (Ed), The Routledge Handbook of Language and Culture (pp. 403 - 416). Abingdon UK: Routledge.

Kroeber, A., & Kluckhohn, C. (1952). Culture: A Critical Review of Concepts and Definitions. Cambridge USA: Harvard University Press.

Leavitt, J. (2015). Linguistic Relativity: Precursors and Transformations. In Sharifian, F. (Ed), The Routledge Handbook of Language and Culture (pp. 18 - 30). Abingdon UK: Routledge.

Longhurst, B., Smith, G., Bagnall, G., Crawford, G., Ogborn, M., Baldwin, E., & McCracken, S. (2008). Introducing Cultural Studies. Harlow UK: Pearson Education Ltd.

Macionis, J.J. (2012). Sociology (Fourteenth Edition). Upper Saddle River USA: Pearson Education.

Macionis, J.J. (2017). Society: The Basics (Fourteenth Edition). Hoboken USA: Pearson Education.

Niżegorodcew, T. (2018). Understanding Culture Through a Lingua Franca. In Arabski, J., & Wojtaszek, A. (Eds.), Aspects of Culture in Second Language Acquisition and Foreign Language Learning (pp. 7 - 20). Heidelberg, Germany: Springer.

Oswell, D. (2006). Culture and Society: An Introduction to Cultural Studies. London UK: Sage Publications Ltd.

Otwinowska-Kasztelanic, A. (2018). Understanding Culture Through a Lingua Franca. In Arabski, J., & Wojtaszek, A. (Eds.), Aspects of Culture in Second Language Acquisition and Foreign Language Learning (pp. 35 - 48). Heidelberg, Germany: Springer.

Piasecka, L. (2018). Sensitizing Foreign Language Learners to Cultural Diversity Through Developing Intercultural Communicative Competence. In Arabski, J., & Wojtaszek, A. (Eds.), Aspects of Culture in Second Language Acquisition and Foreign Language Learning (pp. 21 - 34). Heidelberg, Germany: Springer.

Sardar, Z., & Van Loon, B. (2012). Introducing Cultural Studies: A Graphic Guide. London UK: Icon Books Ltd.

Saussure, F.D. (2011). Course in General Linguistics. New York USA: Columbia University Press.

Wierzbicka, A. (2015). Language and Cultural Scripts. In Sharifian, F. (Ed), The Routledge Handbook of Language and Culture (pp. 339 - 356). Abingdon UK: Routledge.

Williams, R. (1958). Culture and Society: 1780 - 1950. New York USA: Columbia University Press.

Williams, R. (2015). Keywords: A Vocabulary of Culture and Society. New York USA: Oxford University Press.

Stanlaw, J.M., Adachi, N., & Salzmann, Z. (2018). Language, Culture, and Society: An Introduction to Linguistic Anthropology. New York USA: Routledge.

# data[].attributes.attachment_link.title
What is Culture? 5 elements of culture that can inspire and kickstart your next language lesson

# data[].attributes.attachment_link.description
This article provides an introduction to the 5 elements of culture and how they can inspire your next language lesson. Read on to find out more.

# data[].attributes.body
Para alunos que precisam de apoio, ofereça um artigo simplificado sobre diversidade cultural para leitura. Para alunos que precisam de um desafio, peça que elaborem uma pequena pesquisa sobre como a globalização impacta a diversidade cultural.

# data[].attributes.attachment_link.readable_text
The concept of globalization has been widely debated in recent years, referring to the increasing interconnectedness of the world through trade, travel, and technology.
While globalization has brought many benefits such as economic growth, it has also led to the erosion of cultural identity. This paper will explore the impact of globalization on cultural identity and examine how it has affected different regions of the world. The analysis draws on a range of scholarly articles, books, as well as reports to provide a comprehensive understanding of the issue. It is also important to highlight the various factors that have contributed to the erosion of said cultural identity and suggest ways to preserve it in the face of globalization.

Globalization is a phenomenon that has transformed the world in many ways. It has been a significant force in shaping the world we live in today. It has made it easier for people to travel, communicate and do business across borders.

The process of globalization has also led to the spread of Western culture, including popular music, movies, and fashion, which has in turn eroded the cultural identities of many societies. The increasing interconnectedness of people, economies, and cultures has brought about numerous changes, including the erosion of cultural boundaries and the emergence of a global culture.

The literature on globalization and cultural identity is vast, and various scholars have explored the topic from different perspectives. According to Giddens (1990), globalization has brought about a disembedding of social relations, resulting in the erosion of local cultural identities. He argues that as people become more interconnected, they begin to identify more with global culture than with local culture.

Similarly, Appadurai (1996) argues that globalization has led to the emergence of a global cultural economy, where cultural products are produced and consumed globally. He suggests that this has resulted in a homogenization of culture, where people consume the same cultural products regardless of their location. This has led to a loss of cultural diversity and a weakening of local cultural identities.

Globalization and its Impact on Cultural Identity:

Globalization has significantly impacted cultural identity by homogenizing diverse cultural expressions into a single global culture, particularly in a popular culture dominated by Western forms. This has marginalized local cultures, eroded traditional cultural expressions, and commodified culture. Technology, such as the internet and social media, has further contributed to the erosion of cultural identity by diffusing cultural expressions and creating a global culture.

Cultural commodification and the spread of technology have also contributed to the erosion of cultural identity. This has marginalized local cultures and eroded traditional expressions. Furthermore, globalization has commodified culture, leading to the loss of cultural significance. Technology has also contributed to cultural erosion by enabling global access to cultural expressions and the creation of a global culture. Despite bringing economic growth, globalization has resulted in the erosion of cultural identity.

Factors Contributing to the Erosion of Cultural Identity:

Several factors have contributed to the erosion of cultural identity. One of the main factors is the dominance of Western culture in the global market. Western countries have been able to dominate the global market because of their economic and military power. This has led to the spread of Western cultural forms, which has in turn led to the erosion of cultural identity. Indeed, the spread of globalization has led to the homogenization of culture. The expansion of Western cultural forms has been facilitated by the globalization of the market, which has led to the creation of a single global culture. This has made it difficult for local cultures to compete, and they have been marginalized as a result.

Governments can support local cultural industries such as music, film, and art, by providing subsidies and protecting them from foreign competition. This can help to create jobs, promote local talent as well as preserve an authentic local cultural expression.

Governments can aid local cultural industries, including music, film, and art, by providing financial assistance and shielding them from foreign competition. This approach can lead to job creation, the advancement of local talent, and the protection of genuine local cultural expression.

Moreover, it is essential to appreciate and recognize cultural distinctions instead of attempting to standardize cultures. Rather than imposing a single global culture, attempts should be made to celebrate and safeguard cultural diversity through intercultural dialogue that facilitates the sharing of experiences and learning from one another.

To sum up, globalization has had a significant impact on cultural identity, which has resulted in the decline of conventional cultural expressions and the emergence of a uniform global culture. This has been facilitated by the predominance of Western culture in the global market, cultural homogenization, and the spread of technology. Nonetheless, there are ways to maintain cultural diversity, such as promoting cultural education and awareness, supporting local cultural industries, and valuing cultural differences. By doing so, we can ensure that cultural diversity flourishes in the face of globalization.
References:

1. Tomlinson, J. (2017). Globalization and Culture. The International Encyclopedia of Anthropology, 1-8.

2. UNESCO. (2013). Cultural Diversity and Globalization. Retrieved from https://en.unesco.org/themes/cultural-diversity-and-globalization

Jihane Ziyan

1. Hannerz, U. (1996). Transnational Connections: Culture, People, Places. Routledge.

2. Naficy, H. (1996). The making of exile cultures: Iranian television in Los Angeles. The University of Minnesota Press.

3. Sen, A. (2006). Identity and Violence: The Illusion of Destiny. WW Norton & Company.

# data[].attributes.attachment_link.title
Globalization and its Impact on Cultural Identity: An Analysis

# data[].attributes.attachment_link.description
The concept of globalization has been widely debated in recent years, referring to the increasing interconnectedness of the world through trade, travel, and technology. While globalization has...

# data[].attributes.body
Durante as atividades em grupo, observe a participação e as contribuições de cada aluno.

# data[].attributes.attachment_link.title
Five Formative Assessment Strategies - An overview

# data[].attributes.body
Prepare um quiz com perguntas sobre os elementos da diversidade cultural discutidos na aula.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.readable_text
1) Which continent is the most linguistically diverse in the world? a) Europe b) Africa c) Asia d) North America 2) The conical hat is the symbol of which country? a) Japanese b) India c) Vietnam d) Sri Lanka 3) 3. Pinatas is a popular tradition in Mexican, and is commonly used as a fun game at birthday parties. a) True b) False 4) .... are cultural icons of Switzerland. a) Skiing and Swiss chocolate b) Mountaineering and Swiss cheese c) Punctuality and Swiss Army knives d) All are correct 5) Which is Spanish tradition at New Year? a) Throwing white flowers into the ocean b) Eat 12 grapes at midnight c) Sing "Auld Lang Syne" d) Slurping some soba noodle 6) White Nights Festival is an annual summer festival of which country? a) Italy b) France c) Russia d) Spain 7) Which country of this national flag? a) A. Nepal b) B. Tunisia c) C. Albania d) D. Suriname 8) Baju Krung is a traditional custom of which country? a) Indonesia b) Cambodia c) Malaysia d) India 9) Toshikoshi Soba is the traditional food on New Year Eve of which country? a) Korea b) Japan c) China d) Australia 10) Dancing with the dead is a traditional culture of which country? a) India b) Egypt c) Venezuela d) Madagascar 11) In what country is it considered a compliment to slurp loudly while eating soup? a) Iceland b) Japan c) Russia d) Colombia 12) In Italy, mums and roses are the favored flowers to take when invited to dinner. a) True b) False 13) In which country would showing up half an hour late for an invitation be considered rude? a) Greece b) Panama c) Switzerland d) Guinea 14) In India, you are invited to a friend's house to share a meal of rice and curry. What is the best way to eat? a) Using a spoon b) Using your left hand only c) Using your right hand only d) Using both hands 15) In which country would you expect to see students knock on their desks after a particularly good lecture or presentation? a) Brazil b) Uganda c) Thailand d) Germany

# data[].attributes.attachment_link.description
1) Which continent is the most linguistically diverse in the world? a) Europe b) Africa c) Asia d) North America 2) The conical hat is the symbol of which country? a) Japanese b) India c) Vietnam d) Sri Lanka 3) 3. Pinatas is a popular tradition in Mexican, and is commonly used as a fun game at birthday parties.

# data[].attributes.body
Promova uma discussão final onde os alunos possam compartilhar o que aprenderam sobre diversas culturas e como isso pode ser aplicado em suas vidas.

# data[].attributes.body
Peça aos alunos que escrevam uma coisa nova que aprenderam sobre diversidade cultural e entreguem ao sair da aula.

# data[].attributes.attachment_link.readable_text
To get the most out of the exit ticket process, questions should:

Be short

Where possible be open ended.

Linked to the learning intentions (and success criteria) of the lesson.

Focus on skill(s) or concept(s) being taught.

Allow students to demonstrate understanding.

Challenge students to synthesise what they have learned.

Not be surface level questions (i.e. factual).

Not be yes/or no answer.

Prompt reflection.

Use clean specific language that is not vague or ambiguous.

Avoid passive and negative wording will enforce "I can't" attitudes with no actionable way forward.

When starting to use exit tickets it is a good idea to use structured questions to support students in becoming familiar with the process. These can then be adjusted over time to be more open-ended in nature.

Exit tickets can use a variety of question types, for example, some questions might involve a rating scale, another might be more open-ended asking students to write their specific concerns or ideas or reflection. Another might ask a student to respond to a specific questions or prompt. It is a good idea, therefore, to model the exit tickets to your class and show them how to complete the different types of questions that might be asked.

# data[].attributes.attachment_link.title
35 Exit Tickets Ideas & Examples | Ziplet

# data[].attributes.attachment_link.description
To get the most out of the exit ticket process, questions should: Be short Where possible be open ended. Linked to the learning intentions (and success criteria) of the lesson. Focus on skill(s) or concept(s) being taught. Allow students to demonstrate understanding. Challenge students to synthesise what they have learned.

# data[].attributes.body
Os alunos devem entrevistar um membro da família ou amigo de uma cultura diferente e escrever um resumo sobre os elementos culturais discutidos.

# data[].attributes.attachment_link.readable_text
For both employers and job seekers, diversity, equity, and inclusion (DEI) are more important than ever. As the former head of people at two quickly growing startups and the cofounder of a nationally recognized workplace inclusion strategy firm, I've seen firsthand how questions of DEI are being centered in the hiring process for all roles. Employers want the competitive advantage provided by a team that reflects the diversity of their customers and brings a wide variety of viewpoints to the table. They also need candidates who will help rather than hinder their efforts to foster a welcoming and supportive environment-no matter what the job.

Consumers are also starting to hold companies accountable for insensitive statements and biased blunders. Companies want employees who will represent them well and demonstrate cultural competency. With those goals and concerns in mind, interviewers are starting to ask all candidates about their thoughts on diversity, equity, and inclusion in the workplace.

That means if you're looking for a job these days, it's no longer sufficient to only prepare for the traditional common interview questions and role-specific questions about your skills and background in digital marketing or customer service, for example. From my experience in the hiring world, I advise all job seekers (regardless of the role you're applying for) to also expect interview questions about diversity and inclusion.

To help you succeed in the hiring process with an inclusive company, I've put together this list of DEI questions you may be asked along with advice on how to answer them and sample answers to help you as you craft your own.

1. Please Share With Us What Diversity, Equity, and Inclusion Mean to You and Why They're Important.

2. In Your Opinion, What Is the Most Challenging Aspect of Working in a Diverse Environment?

3. What Is Your Approach to Understanding the Perspectives of Colleagues From Different Backgrounds?

4. How Would You Handle a Situation Where a Colleague Was Being Culturally Insensitive, Sexist, Racist, or Homophobic?

5. How Would You Advocate for Diversity, Equity, and Inclusion With Colleagues Who Don't Understand its Importance?

6. Tell Me About a Time When You Advocated for Diversity and Inclusion in the Workplace.

7. Can You Give Me an Example of How You Make Your Direct Reports Feel a Sense of Inclusion, Belonging, and Equity on a Daily Basis?

8. What Steps Will You Take to Eliminate Bias From Your Hiring Process?

Diversity, equity, and inclusion have much broader meanings than most people assume. Employers want to know that you not only grasp the true meaning of each term, but that you also find merit in each of these concepts and share a commitment to fostering them in the workplace.

How to Answer

If you really want to score points with the interviewer, make sure you address how each term-diversity, equity, and inclusion-has its own distinct definition and importance to you. Acknowledge that diversity doesn't just refer to race and gender, but also encompasses categories such as age, sexual orientation, religion, military service, people with disabilities, and other traits and experiences that are reflected in a company's workforce.

Ultimately, you want to make it clear to your future employer that you not only have a clear understanding of what diversity, equity, and inclusion mean, but also that you're a champion for those concepts. Beyond that, your relationship to DEI is just that: yours. So don't be afraid to find your own language to talk about how and why it's important to you.

Your answer might sound something like this:
"Diversity, equity, and inclusion are three very important topics to me. I believe that diversity means representation across a wide range of traits, backgrounds, and experiences. When we can connect and engage with coworkers with different perspectives than our own, we can more successfully achieve our overall goals. Inclusion refers to a sense of belonging in any environment. For a company to really achieve the benefits of diversity, it has to work to be inclusive in recruiting, hiring, retention, and promotions. Employees in inclusive workplaces feel more comfortable sharing their unique ideas and perspectives because they can sense that their differences are genuinely respected and appreciated. "Finally, equity is important for making sure that every employee's voice is included in the decision-making process, that everyone feels fairly compensated for their work, and that everyone has access to the same opportunities. It's very important to me that everyone I work with feels safe, accepted, and valued and has an equal opportunity to grow and succeed. Together, the values of diversity, equity, and inclusion help create a workplace culture that drives the business forward."
When a hiring manager asks this question, they're looking for an answer that lets them know you're aware of the challenges that can arise in diverse environments, but that you're capable of appropriately addressing those challenges. While you can bring up a relevant experience if you have one, be aware that your interviewer is not opening the floor for a vent session.

How to Answer

This question can trip candidates up. You certainly don't want to stick your foot in your mouth or ramble about a time you struggled to connect with a colleague of a different gender or religion. When you're coming up with an answer to this question, go beyond just answering it at face value. You'll want to dig deeper to show that you not only recognize some of the challenges, but that you also have thought through ways to overcome the challenges. Most importantly, keep your answer positive.

That might sound like:
"Diverse teams drive innovative solutions precisely because they can be challenging. By bringing diverse perspectives to the table, you get more ideas, but also more people pointing out holes in ideas. The debate that can come with differing perspectives pushes everyone to think and work harder. That is one of the most challenging aspects of working in a diverse environment, but it's a challenge I embrace. For example, if I notice that we've gotten to a solution fairly easily but that we haven't heard from someone on the team, I'll ask that person to weigh in on the solution. I've found that on many occasions, inviting someone into the conversation might mean we're debating an issue longer, but it also means that we end up with a stronger solution."
Thriving in a diverse work environment is easier said than done. Research suggests that working on diverse teams produces stronger outcomes because the diversity of perspectives can actually make the process harder. It requires teamwork and a good deal of effort to create the type of connection and understanding across differences that will result in positive business outcomes. The goal of this type of question is to determine how active you will be in building a bridge of understanding between your colleagues and yourself.

How to Answer
"Whether it's my supervisor, report, or peer, I take the time to get to know everyone I'm working with on a personal basis. Ideally, this takes the form of a scheduled lunch or coffee. However, I also find times like passing each other in the hallway or breakroom to quickly connect on a personal level. I like to know what matters to people outside of work, what drives their engagement at work, the values they hold and why. In my experience, this builds a relationship that helps instill a level of trust. When differences of opinion arise, that level of trust we've already established makes it easier to understand one another and work through conflict."
Getting to know and understand someone should be an effort that starts well before decision-making time. Only when you've put in the work to get to know your coworkers beyond your nine-to-five projects can you really understand them in a meaningful way. You'll want to answer this question in a way that shows you recognize the power of relationship building.

So you might say:

Employers want to know how active you'll be in creating an inclusive environment. It is not enough that you won't make insensitive remarks yourself. Most companies are looking for employees who will actively stand up against biased remarks and actions.

How to Answer

In answering this question, you'll want to demonstrate your willingness to take action. Your interviewer wants to see that you won't be a passive bystander in the event of a sexist, racist, homophobic, or otherwise problematic situation. Likewise, they'll want to see that you won't overstep or ignore company protocol in your response.
"If the incident is actively taking place, I view it as my job to interrupt the bias, regardless of who is making the insensitive remark or action. I would directly call out that the insensitive statement or action does not reflect the company's values or my own, and that I want it to stop. I might say, 'We don't talk like that around here. Please don't say that around me again." If I heard about an incident secondhand, I would inform the company's human resources team so they are aware of the issue and can address it based on the company's anti-discrimination policies."
If you've experienced a similar situation before, whether in the workplace or elsewhere, this would be a good time to share a personal story. Otherwise, you can respond with an answer outlining what you would do if the situation was happening in front of you, as well as what you would do if you heard about the situation after the fact.

You could say something like:

Unfortunately, there are still some people who do not understand the importance of workplace diversity, equity, and inclusion. Your interviewer may ask you this question because such people are present in the organization you're seeking to join and they want to know how you would respond.

How to Answer

In answering this question, it's often helpful to talk about how you could lean on data. People who don't naturally grasp the personal benefits of working in a diverse, equitable, and inclusive environment might be more convinced by the "business case" and how these values are proven to affect the company's bottom line. So you might tell your interviewer you'd cite McKinsey research that found that companies in the top quarter for racial and ethnic diversity are 35% more likely to see financial returns above the median for their industry than their less diverse peers. Or that you'd share a 2018 study by Harvard Business Review that showed that companies with higher-than-average diversity had 19% higher innovation revenues.

But you may also want to mention that you'd tailor your methods based on the values and motivations of the person you're attempting to persuade. With some people, specific stories or case studies might land better than broad data, for example.
"If I encountered colleagues who are still unaware of the importance of diversity, equity, and inclusion, the first step I'd take would be to present them with facts. There's so much research available touting the financial benefits companies reap when they have a commitment to diversity, equity, and inclusion. Of course, I understand that some people may be aware of this research, but still unconvinced. If that were the case, I'd gently but firmly push them to recognize that while diversity might be uncomfortable, it's worth seeking out a diverse team in order to push ourselves to think beyond our own experiences and assumptions. "I would translate all of that to what it could mean for our own company in particular scenarios. For example, if we were struggling to bring in new audiences within certain demographics, I might mention that a more diverse and inclusive internal team-where people from those demographics have a real voice in discussions about which products are made and how-could help us achieve our goals."
If you have already had to convince someone about the importance of workplace diversity, equity, and inclusion, now is a great time to demonstrate your experience and confidence in doing so by sharing that story.

So you might answer with something like:

Interviews almost always include a question or two designed to gauge how you're likely to behave in practice based on what you've done in the past, and this one is specifically intended to assess your ability to translate your values and beliefs into action.

How to Answer

When you hear "tell us about a time when" or any similar request for a real-life example of how you've handled an issue in the past, it's time to implement the STAR method. The STAR method gives you a way to provide a fitting example in a straightforward, compelling manner. STAR stands for:

Situation: Set the scene and give any background needed.

Task: Explain what you were responsible for in that situation.

Action: Describe the steps you took.

Result: Talk about the outcomes of those steps and what you learned.

"In a previous role, I served as office manager for a fast-growing tech startup. I was one of the only women in a company full of men. We were moving into a larger office and had the opportunity to name the conference rooms. It was my job to oversee many of the logistics of the move, including naming these rooms. I wanted to create a democratic process, so I invited the rest of the team to provide name suggestions around a theme of famous innovators throughout history. However, the vast majority of suggestions I received were for male innovators (and most of them white). I knew from a diversity and inclusion workshop I'd attended that having most conference rooms named after men could be a subtle turn off for female candidates, and I knew that we needed to attract more women. I shared this context with our team when I asked for another round of suggestions and while I was met with some grumbles, we ultimately were able to work together and create conference room names that everyone loved. I always felt better showing female candidates around the office after that and we were able to slowly increase the number of women at the startup."
Don't worry if you don't have some grandiose story about making sweeping changes at an organization. Your interviewer will want to know how you bring the principles of diversity, equity, and inclusion into decisions and actions large and small.

An answer could sound like:

Inclusion is such an important value for all employees to embrace and champion, but perhaps especially for those in management and leadership roles who can set the tone for others. Employers want to know that you won't be just a passive bystander, but will proactively help make the work environment a friendlier place where everyone feels encouraged to contribute and feels positive about their opportunities for growth, regardless of their background.

How to Answer
"I believe strongly in ensuring that all members of my team feel capable of success. One way this shows up is in the way I run meetings. I always strive to send out an agenda in advance and welcome additions to the agenda before the meeting begins. This ensures that everyone is able to voice their ideas and concerns, even if they don't naturally feel comfortable speaking up or don't do their best thinking on the spot. In the meeting itself, I'm mindful of who is speaking up and whose ideas are getting heard. When necessary, I'll redirect the conversation to make sure that each person is included in the process and feels good about next steps."
This question gives you an opportunity to really show how you'll shine in your role as a leader. Share an example of how you made others feel included in your current or previous position. Your answer to this question should highlight a specific way that you embraced and uplifted team members with different backgrounds and demonstrate how you helped make them feel welcomed.

This could show up in many different ways-how you run one-on-ones or team meetings, how you hand out work assignments, how you respond when reports need flexibility in their schedules, even how you handle informal daily interactions. Choose an example that feels true to you. You might say:

Regardless of our own backgrounds, we all have subconscious biases. If we're not careful, they can negatively affect how we interact with others. For those in positions to hire others, these subconscious biases can come out in subtle ways, such as feeling that a candidate "isn't a good fit," though you can't quite put your finger on why or why not. Employers want to know that you're aware that you may have biases and that you've thought through what steps you'll take to proactively avoid them when looking for new team members.

How to Answer
"We all know by now that biases are all around us. Unfortunately, they can get in the way of even the most well-intentioned hiring team. In order to minimize bias in my hiring process, I begin by ensuring that the job opening gets broadcast to as many diverse networks as possible. This helps bring in a diverse range of candidates from the start. Then, I make sure to focus on each candidate's skills and abilities. To the extent possible, I ignore gaps in their career history, which might reflect time off to care for children and disadvantage women. I also ignore college pedigree, which is typically unrelated to performance but can disadvantage people of color. Finally, I use a structured interview process where I make sure to ask every candidate the same questions so that I'm able to evaluate them on the same set of criteria. "In my last role, using these strategies over the course of several years allowed me to grow the most diverse department in the organization and it really boosted our creativity and performance as a team. We simply did better work with more backgrounds and perspectives represented, exceeding our goals every quarter. Other hiring managers started asking about what I was doing differently in the hiring process and I was more than happy to share what had worked for me and brainstorm additional ways to eliminate biases in hiring across the company."
The first step to solving any problem is admitting that the problem exists. Your future employer will appreciate your self-awareness and vulnerability when you answer this question honestly. Most importantly, though, they will appreciate hearing about the actual steps you'll take to get rid of biases. If you have an example you can cite from how you've overcome your own biases in the past, now is an excellent time to share it.

A good answer might sound like:

Kelli Newman Mason is a nationally recognized diversity and inclusion leader who has served as Head of People at two venture-backed startups and a co-founder of Paradigm, a leading workplace inclusion strategy firm. Kelli now devotes her time to advancing racial justice as a partner at Notley, an Austin-based social impact firm. She is a graduate of Rice University, cum laude, and Stanford Law School.

More from Kelli Newman Mason

# data[].attributes.attachment_link.title
8 Interview Questions on Diversity and Inclusion

# data[].attributes.attachment_link.description
For both employers and job seekers, diversity, equity, and inclusion (DEI) are more important than ever. As the former head of people at two quickly growing startups and the cofounder of a nationally recognized workplace inclusion strategy firm, I've seen firsthand how questions of DEI are being centered in the hiring process for all roles.

# data[].attributes.body
Indique um artigo ou livro online gratuito sobre diversidade cultural para os alunos lerem e comentarem na próxima aula.