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UPTC-Institutional Feedback Survey: Collaborative Strategies Feasibility Survey  for Australian Students

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UPTC-Institutional Feedback Survey: Collaborative Strategies Feasibility Survey  for Australian Students

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Please! Complete this Google Form.

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Identify and reflect on key elements of their own cultural background through the analysis and presentation of personal experiences, myths, or legends.

Compare and contrast cultural narratives from their own culture with those of the target culture to recognize similarities, differences, and underlying values.

Collaboratively create and present intercultural storytelling projects that incorporate elements from both their own and the target culture to promote empathy, mutual respect, and cultural awareness.

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Speaking Activity 8 May Rubric for Giving feedback to Colombian Students

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Speaking Activity 8 May Rubric for Giving feedback to Colombian Students

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Students will provide structured feedback to their international partners using the Speaking rubric above.

Please! Send feedback to professor Michael's Email: michael.robayo@uptc.edu.co

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After the synchronous encounter, please write a personal reflection about how this experience has influenced your understanding of other cultures and your own.

The lenght of the text depends on what you desire to communicate. You can also include a phrase that sums up your whole experience.

You do not need to include your names.

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Please watch the videos where the professors introduce themselves, talk about their countries and cities, share demographic information, and provide details about the COIL project.

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Please watch the video where the professors introduce themselves, talk about their countries and cities, share demographic information, and provide details about the COIL project.

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Angela Milena Rodriguez

Michael Robayo

Diego Nitola

Lauren Stephenson

Boris Handal

Kathie Ardzejewska

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Participate in the activities and the live session.

Your professors will send the certificate to your email addresses.

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"Video en español: Comenzando con Padlet"

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"Video en español: Comenzando con Padlet"

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Antes de comenzar, familiarízate con Padlet, nuestra plataforma colaborativa para compartir historias.

Todo nuestro material se encuentra en Padlet o es accesible a través de enlaces disponibles dentro del mismo. Si necesitas ayuda para usar Padlet, por favor mira el video de arriba (haz clic en el video y luego en el cuadrado en la esquina inferior derecha para expandirlo). Recuerda que puedes ampliar las publicaciones para facilitar la lectura pasando el cursor sobre ellas y haciendo clic en los tres puntos en la esquina superior derecha de cada publicación.

Cada semana hay temas o actividades que debes completar. Las publicaciones resaltadas en amarillo o naranja incluyen actividades a las que debes responder. Por lo tanto, necesitarás estar en contacto regular con tus profesores durante este taller. Sacarás mucho más provecho de esta experiencia si participas de forma activa y constante, e interactúas con tus compañeros de ambos países, así que te animamos a mantenerte al día lo mejor posible.

Al finalizar la semana 2, deberías tener una historia basada en un mito, leyenda u otra historia personal para tu colaboración COIL. Recuerda leer cuidadosamente y comentar las publicaciones de tus compañeros.

Si tienes preguntas generales en cualquier momento, publícalas en la columna Write your doubts (Escribe tus dudas) desplazándote completamente hacia la derecha.

Comencemos con los tutoriales y las presentaciones, luego avanza una columna a la derecha para revisar el Padlet y el flujo del curso, y después dirígete a las columnas etiquetadas como Semana 1 para comenzar a trabajar.

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Grammar Rubrics (scroll down to see the rubric for spoken texts)

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Grammar Rubrics (scroll down to see the rubric for spoken texts)

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https://www.canva.com/design/DAGlUFfPdnE/Twg4uOFhqVAOkSOos_dPmg/edit?utm_content=DAGlUFfPdnE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Poster Científico Llamativo Periódico Vintage Marrón

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https://www.canva.com/design/DAGlULBRS-Q/AjtYph0l62THqfsw-ojCPA/edit?utm_content=DAGlULBRS-Q&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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https://www.canva.com/design/DAGlf_rFM84/Mr_FtoqUgDR9MyDN4eK4cA/edit?utm_content=DAGlf_rFM84&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Angel Porras ICEBREAKER

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Hoja de Vida Con Poca Experiencia Sencillo Blanco y Negro (1)

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This is my icebraker presentation

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https://www.canva.com/design/DAGlgI_gVIw/vtlH_JqM7eIr5VSFZAAKRw/edit?ui=eyJBIjp7fX0

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https://www.canva.com/design/DAGlxCj4C8U/m0zSLk19RO72yN8n4CmK9A/edit?utm_content=DAGlxCj4C8U&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Documento A4 Cartel Actividades Infantiles Ilustrado Papel Rasgado Colorido

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Documento A4 biografía personal orgánico minimalista marron y beis

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Analyze cultural elements embedded in personal stories to better understand how values, traditions, and beliefs are communicated across cultures.

Apply active listening skills in cross-cultural interactions to demonstrate respect, empathy, and effective communication.

Create meaningful connections with peers from diverse backgrounds through the sharing and discussion of personal and cultural narratives.

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Article about myths and legends in Colombia

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Article about myths and legends in Colombia

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Colombia’s myths and legends that tell our story

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Some ghost stories have become so entrenched in the national psyche they are known countrywide, frightening young children and keeping errant spouses in their place. Most of these tales are passed from generation to generation. Here are five of our favourite Colombian Myths and Legends:

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Infografía Técnicas de Aprendizaje Divertido Azul y Verde

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The Australian Outback's best myths and legends

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The Australian Outback's best myths and legends

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The Australian outback is home to as many tall stories and fallacies as it is feral camels (more than a million, at last count). But which are true, and which are merely folklore? AT rates these as its top five from the myths and legends vault. By Craig Roberts
1. The Bunyip: Don't stray too close to the billabong

Unfamiliar to the sights an alien environment, early European settlers quickly took to the idea of a Bunyip being a new creature waiting to be discovered, and set out on foolish attempts to find one in the hope of fame and riches. To various local Aboriginal tribes, this wasn't the case; the Bunyip was a malevolent force that lurked at the bottom of creeks and billabongs, ready to devour anyone silly enough to wander down at the wrong time. (At least this was the line used on wayward children.)

Like any good folkloric tale, the Bunyip legend has been fuelled by unsubstantiated sightings and incompatible facts. Bunyips have been reported to have horse's manes, dog faces, flippers, fangs, tusks, one eye, two eyes, shaggy fur, short hair, horns, and to be variously as big as a horse and as small as a dog. All very confusing. What we know for certain is that this is one myth that has been embraced by Indigenous and non-Indigenous Australians alike.

Did you know?

Some say the legend of the Bunyip stems from Aboriginal ancestral memories of the Diprotodon australis, a three-tonne, bear-like creature that was the biggest marsupial in existence - before it became extinct around 40,000 years ago.

2. Drop Bears: If attacked, take two Panadol and prepare for certain death

We all know the joke; we've all pulled the punch line. Usually on some newly arrived tourist, terrified of a country filled with man-eating sharks, killer crocs and venomous snakes. So what's the harm to add one more? Even better, why not take our fluffiest, and thus cutest, creature, the snuggleriffic koala, and turn him into a remorseless widow-maker with a taste for the sweet, sweet tang of human flesh?

For those who don't know the details, get up to speed here and remember a few basics, in case anyone with an accent asks: Drop Bears are related to koalas, although they're slightly darker with blood-dripping fangs, and they hunt at night.

Did you know?

Here at AT we have no ethical qualms whatsoever in suggesting to British backpackers that vegemite smeared liberally on the face is the only effective deterrent for Drop Bears.

3. The Great Inland Sea: BYO rowboat

Given that every other continent worth its salt has a huge and intricate internal river system, early European settlers theorised thatAustraliamust surely have one too. And since Australian rivers flowed inland, the question rang out: where was all this water being stored? There must be a giant Mediterranean-sized sea in the deep, dark interior.

This presumption was so great that it gave birth to dozens of failed expeditions intoAustralia's red centre on fruitless searches for water - none more foolhardy than that mounted by Charles Sturt, who departed civilisation with 15 men and a boat.

Sturt became trapped for six months near Milparinka, NSW, and got as far the Simpson Desert before giving up, broken, in temperatures so hot that the party's lead fell from their pencils, and scurvy blackened skin fell from their mouths.

Not to worry, though. The search continues to this day, but far underground. Speculators are eternally drilling in the hope of finding anotherGreatArtesianBasinthat could allow the desert to flourish with flowing water for generations to come.

Did you know?

The Great Inland Sea inspired several books on the subject, none more ridiculous than Thomas J Maslen's The Friend of Australia, which managed to contain maps, detailed advice on navigating the sea and rivers and local knowledge of the interior, despite the fact that the author never, EVER set foot on Australian soil.

4. Jandamarra: Che of the outback?

In the 1890s, while working for police in the southern Kimberleys, Jandamarra, an Aboriginal from the Bunuba tribe, helped capture a large group of his own people. But, upon seeing their suffering, Jandamarra rebelled, shot a trooper, freed the captives and stole some guns. The story of an Aboriginal bounty hunter gunning down a white trooper raised local fevers, and soon Jandamarra became the most wanted man in theKimberley.

For nearly three years, Jandamarra lead police and outraged posses of bounty hunters on wild goose chases throughout theKimberley. His hit and run guerrilla raids were the first time European tactics and guns were used against whites, and it was signal that he and his people would not go quietly; they would defend themselves and their lands. His extensive knowledge of the local landscape allowed him to "disappear" at will and helped fuel rumours that he may not have been human at all.

When Jandamarra couldn't be caught, the police brought in Micki, an Indigenous tracker from an opposing tribe. With skills equal to Jandamarra's, Micki did what was seemingly impossible for white troopers: he unravelled Jandamarra's bush tricks, tracked him down and shot him dead at his Tunnel Creek hideout. Micki, the Indigenous tracker, had killed the Indigenous resistance.

Did you know?

In the end, Jandamarra's body was decapitated and the head sent toEnglandto be displayed as a trophy.

5. Lasseter's Reef: the Holy Grail of lost gold mines

Just before the turn of the 20th Century, 17-year-old Harold Lasseter set out on foot fromAlice Springsto the WA goldfields to make his fortune. And somewhere along the way he claims to have done so. Only problem was he couldn't remember where he left it. Thus began the legend of Lasseter's Reef, a supposed 14-mile long, gold-rich Quartz-Ironstone outcrop somewhere west ofAlice.

Since then, many have wandered into the desert with visions of uncovering its vast riches. Lasseter himself died some 30 years later on just such a journey, in 1931. Many have wasted countless hours, their own fortunes and their sanity on the basis of a kid's tale. Some have claimed to have already found it - Lutz Frankenfeld, founder of the Alice Springs Beer Can Regatta, reckons he did so back in 1994 and is just waiting to form a joint venture with the right mining company.

More recently, in Nov '08, a Mutijulu Elder - who recalls caring for Lasseter out in the desert before he perished - also passed away, severing what could be the final link to the lost reef of gold.

Did you know?

Facing bankruptcy, the South Australian Government funded Lasseter's last expedition, not because they thought he was right, but in hopes that the subsequent gold fever would see many of the unemployed leave Adelaide.

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5 Interesting Australian Myths and Legends

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The Australian outback is home to as many tall stories and fallacies as it is feral camels (more than a million, at last count). But which are true, and which are merely folklore? AT rates these as its top five from the myths and legends vault.

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The top five customs and traditions in Colombian culture

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Colombian culture is a blend of its many and varied roots and there are many aspects to its customs and traditions that are unique to its shores, and which captivate the thousands of visitors who travel to Colombia every year.

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Australia's Lifestyle and Culture - Tourism Australia

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From laid-back attitudes to a love of nature, the Australian way of life is one of a kind. Delve into the fundamentals of the Aussie lifestyle.

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How to Prepare a Short Storytelling (2 Minutes)

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How to Prepare a Short Storytelling (2 Minutes)

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1️⃣ Choose a Myth or Legend

In groups pick one myth or legend or another story from your country, culture, or region, that is representative to you.

2️⃣ Structure Your Story

Beginning: Introduce the setting and main characters.

Middle: Describe the main event or conflict.

End: Share the lesson or outcome.

3️⃣ Make It Engaging

Use simple and clear language.

Add emotions and expressions.

Use gestures or visuals if possible.

4️⃣ Practice!

Say it out loud and time yourself.

Adjust to keep it under 2 minutes.

🚀 Ready to share your story!

Activity supported by Narrative Theory (Bruner, 1991).

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Welcome Video AUSTRALIA: Lauren Stephenson

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Welcome Video AUSTRALIA: Lauren Stephenson

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Myths, Legends and other stories Exchange (Storytelling Preparation and Presentation)

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Myths, Legends and other stories Exchange (Storytelling Preparation and Presentation)

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By 2nd May activity before the live session on 8th May

Objective:

Students from Colombia and Australia will explore and share myths, legends or stories from their cultures, using their mobile phones by recording and emailing them to boris.handal@nd.edu.au by Wednesday 2nd May.

Instructions for three activities:

1️ Prepare a video (Compulsory: Five groups will be set up in class)

Choose a myth, legend, or story from your country.

Create a short video (max. 2 minutes, verbal only) using your mobile phone.

Email the video to boris.handal@nd.edu.au

2️ Interact & Explore (voluntary - individual)

Watch and/or read two myths or legends from the other country through Padlet.

Comment on the Cultural Significance of the story in 100 words (Click the “+” symbol above).

3️ Prepare for Storytelling (Compulsory: in Groups of five on 8th May)

One group will be selected to present their myth/legend/story for 2-minutes, on 8th May.

📌 Goal: Build cultural awareness and practice storytelling before the live session! 🚀

Activity based on (Vygotsky, 1978) Sociocultural Theory.

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Myths, Legends and other stories Exchange (Storytelling Preparation and Presentation)

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Myths, Legends and other stories Exchange (Storytelling Preparation and Presentation)

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By 6th May activity before the live session on 8th May

Objective:

Students from Colombia and Australia will explore and share myths, legends or other stories from their cultures, by recording and upload them into padlet.

Instructions for three activities:

1️ Prepare a video (Compulsory: Five groups will be set up in class)

Choose a myth, legend, or story from your country.

Create a short video (max. 2 minutes, verbal only) using your mobile phone.

Post it on Padlet.

2️ Interact & Explore (voluntary - individual)

Watch and/or read two myths or legends from the other country through Padlet.

Comment on the Cultural Significance of the story in 100 words (Click the “+” symbol above).

3️ Prepare for Storytelling (Compulsory: in Groups of five on 8th May)

One group will be selected to present their myth/legend/story for 2-minutes, on 7th May.

📌 Goal: Build cultural awareness and practice storytelling before the live session! 🚀

Activity based on (Vygotsky, 1978) Sociocultural Theory.

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Hello everyone, my name's Aanchal and I'm so excited to meet with all of you! 😊

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Zara, Brianne, and Sophie - Aboriginal Dreamtime Stories- Myth & Narrative of "The Dream Time Story of the Rainbow Serpent"

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Zara, Brianne, and Sophie - Aboriginal Dreamtime Stories- Myth & Narrative of "The Dream Time Story of the Rainbow Serpent"

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Legend of "La Pata Sola" - Nathalia Puentes

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Legend of "La Pata Sola" - Nathalia Puentes

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Presentación de creación literaria y contemporánea fantasía

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Synchronous Encounter Bridging Cultures: "Exploring Intercultural Understanding Through Storytellin - 2025/05/07 19:04 GMT-05:00 - Recording

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 ICE BREAKER: GETTING TO KNOW EACH OTHER 

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 ICE BREAKER: GETTING TO KNOW EACH OTHER 

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📌 Instructions:
1️⃣ Post in your country’s column:

Your name, a fun fact about you.

A cultural tradition, custom, or famous place (with an image, video, or GIF).

2️⃣ Interact!

Comment on at least two posts from the other country.

Ask a question or share something similar/different from your culture.

🎯 Goal: Get to know each other and discover cultural connections! 🚀

Activity based on Intercultural Communicative Competence (ICC) Theory (Byram, 1997).

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The Headless Monk of St. Augustine´s. Presented by Silvia Guio, Gustavo Jimenez & Juan Caceres

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Juan Camilo Alfonso

Mayra Alejandra Ojeda

https://www.canva.com/design/DAGmZ2W1Xc0/z7VrFN-uWktNUaL8PICkVQ/edit?utm_content=DAGmZ2W1Xc0&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Keyner Sigua

Adela Viveros

Ana Carmona

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 ICE BREAKER: GETTING TO KNOW EACH OTHER

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 ICE BREAKER: GETTING TO KNOW EACH OTHER

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📌 Instructions:
1️⃣ Post in your country’s column:

Your name, a fun fact about you.

A cultural tradition, custom, or famous place (with an image, video, or GIF).

2️⃣ Interact!

Comment on at least two posts from the other country.

Ask a question or share something similar/different from your culture.

🎯 Goal: Get to know each other and discover cultural connections! 🚀

Activity based on Intercultural Communicative Competence (ICC) Theory (Byram, 1997).

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Legend of " El hombre caimán" - Camilo Avila 

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Legend of " El hombre caimán" - Camilo Avila 

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The Mohan

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This is the myth about La Llorona, hope you like it :)

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This is the story of the myth of La madre o te, a natural spirit who protects the forest. It is popular in the jungles and rainforest of Colombia. this is the story of la madremonte, a popular myth that tells the sstsory of a nature guardian. in the jungles and reinforest of Colombia.

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"Legend of the Sombreron" - Paula Arenas

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"Legend of the Sombreron" - Paula Arenas

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UPTC-Institutional Feedback Survey: Collaborative Strategies Feasibility Survey  for Colombian Students

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UPTC-Institutional Feedback Survey: Collaborative Strategies Feasibility Survey  for Colombian Students

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Please! Complete this Google Form.

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Hi! My name is Brianna, and I am a student at Notre Dame. When I'm not at university or at work, I love spending my free time with friends and family!

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Hi my name is Zara and I am studying Primary Education at the University of Notre Dame. I am in my second year of study. I work as a swimming teacher and play AFL. I enjoy travelling and love going to the beach with family and friends.

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COIL Online Meeting Agenda: Storytelling Myths Legends, and Other Stories + Meeting Link

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COIL Online Meeting Agenda: Storytelling Myths Legends, and Other Stories + Meeting Link

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Link of the session:

Vínculo de la reunión

meet.google.com/nrw-ybdz-zry

Unirse por teléfono

(CO) +57 604 6090839
PIN: 171996447

1.      Greetings & Introduction of Agenda (5 minutes)

o    Brief welcome and overview of the session's objectives.

2.      Ice Breaker: "Let's continue the Story!" (10 minutes)

o    Participants collaboratively complete a story.

3.      The Importance of storytelling (4 minutes)

o    How story telling shape cultural identity and values in both countries.

4.      Storytelling Session ( 10 minutes)

o    Two selected groups (one from Australia and one from Colombia) will share a myth, legend or other stories from their country.

o    Students take notes on:

§  Main characters

§  Setting

§  Main events

§  Moral or lesson of the story

§  Cultural values reflected

a. What is the main conflict in the story?

b. How does the myth or story explain a natural or social phenomenon?

c. What cultural values are represented?

5.      Breakout Rooms (6 groups): Intercultural Discussion & Reflection from the videos published in Padlet. ( 20 minutes)

Instruction: Reflect on the following questions bearing in mind the stories that you watched in Padlet or the stories presented on the online meeting, what you understood or/and commented.

Discussion Questions:

a. What did I learn from Colombia/Australia through the stories that I read or watched?

b. What was the apsect that caught my attention the most from the sories that I read or watched?

c. What values do they promote?

d. Why do you think myths are important in preserving cultural identity?

6.      Socialization of the activity. (10 minutes)

7.      Farewell!

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Real-time meetings by Google. Using your browser, share your video, desktop, and presentations with teammates and customers.

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The entire activity was great. Interacting with people from another culture, who speak another language, can be challenging, but it's a great opportunity to discover ourselves and learn.

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This experience forced me to prepare my pronunciation more, taking into account that it was very difficult for me. I liked it because it was educational and it is a fun way to learn about very different cultures like the Australian one.

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I found the program very interesting, getting to know other cultures, a language other than Spanish, and the classmates were very generous and participative, explaining what their culture is like, something very different from what it is here in Colombia.

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The experience of a virtual course with Australian students transcended learning English. The interaction revealed similarities in human warmth but also cultural contrasts in pace of life and values. This exchange acted as a mirror for both cultures, strengthening my Colombian identity by explaining it and expanding my worldview by learning about the Australian one. Learning English was enhanced by the need to communicate, adapting my ear to different accents. One example was discussing family celebrations, highlighting cultural differences linked to the seasons. Learning that speaking English involves understanding the cultural context and appreciating global diversity. It was an enriching intercultural journey fueled by communicating in English.

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I really enjoyed the experience. I hope to have more phone calls with colleagues from other countries in the future. It requires you to try speaking English and working on your listening skills. It was very interesting to learn about their culture and see our differences. It's very interesting and beautiful.

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Welcome Video Australia Kathie Ardzejewska

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Welcome Video Australia Kathie Ardzejewska

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It was a truly interesting and fun space to create. It's incredible how we can become disconnected or fail to see the particularities of our own culture and customs.

During the activity, I was able to observe and realize how necessary it is to have a sense of belonging to what's ours. As Professor Lauren said, we are all stories and are made of them. Likewise, we can get to know each other even more through what we have to say.

Even though we were shy and didn't interact much, I was deeply impressed by the reflection an Australian student made about how much we were connected to our culture and roots. And how important that was since they, for example, didn't know their native communities. So, as a reflection and learning experience, I take away how much the exercise works for both understanding other cultures and our own.

I can only be grateful for the interaction, however brief it was, and look forward to learning more about our culture and history.

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"English Video: Getting Started with Padlet"

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"English Video: Getting Started with Padlet"

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Before we begin, familiarize yourself with Padlet - our collaborative platform for sharing stories.

All of our materials are here in Padlet, or accessible as links from this Padlet.  If you need tips for using Padlet, please see the video above ( click the video and then click the square in the bottom right to expand it). Remember that you can expand posts to make them easier to read by hovering over a post and clicking on the three dots in the upper right of the post.

There are topics or activities to complete each week. Posts that are highlighted in yellow/orange include activities that you need to respond to.  You will therefore need to be in touch with your professors regularly during this workshop. You will get much more from this workshop if you contribute regularly and engage with your classmates from both countries, so we encourage you to keep up to date as best you can.

By the end of week 2, you should have a storytelling based on a myth, legend or another personal story for your COIL Collaboration: Remember to read carefully and commnent your classmates posts.
Please ask any general questions you have, anytime, by posting them in the Write your doubts section column (scroll all the way to the right).

Let's start with tutorials and introductions and then move one column to the right to review the padlet and flow, and then to the columns labeled Week 1 to start working.

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I found this activity quite interesting and enjoyable, it was challenging but it taught me a lot, it made me evaluate my limitations in speaking and listening and allowed me to become more interested in developing these skills. The cultural exchange was an amazing experience that left me very excited and wanting more.

Learning about Australia's culture, its food, its history, its special dates and sharing with its natives is something I will always treasure and for which I am immensely grateful.

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This cultural exchange was incredible. It was an opportunity to interact with people from another country and learn about their culture, their traditions and their particular way of looking at life. I was able to see that we are similar in many ways and that the interaction with people of other nationalities through stories and narratives allows us to explore what makes us human and overcomes linguistic and cultural differences.

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Students will be involved in an intercultural experience by analyzing and sharing their personal stories, myth or legend stories to foster a deeper understanding of the target culture.

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1. Cultural Awareness Recognize and respect different cultural norms and practices. Be open to learning about diverse perspectives. 2. Effective Communication Use clear and simple language to avoi

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Baker, W. (2022). Intercultural and transcultural awareness in language teaching. Cambridge University Press.

Baker, W. (2024). Intercultural communication. ELT Journal, 78(2), 212-215.

Bruner, J. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1-21. https://doi.org/10.1086/448619

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.

Byram, M. (2021). Teaching and assessing intercultural communicative competence (2nd ed.).

Holliday, A. (2013). Understanding intercultural communication. Routledge.Multilingual Matters.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

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After the synchronous encounter, please write a personal reflection about how this experience has influenced your understanding of other cultures and your own.

The lenght of the text depends on what you desire to communicate. You can also include a phrase that sums up your whole experience.

You do not need to include your names.

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Hello and welcome!

In this video, we would like to warmly welcome both Australian and Colombian students from The University of Notre Dame in Australia and Universidad Pedagógica y Tecnológica de Colombia to our COIL project course titled:

"Bridging Cultures: Exploring Intercultural Understanding Through Storytelling."

This collaborative experience aims to foster intercultural understanding through the sharing of personal stories. It will provide a meaningful opportunity for students from both countries to engage with each other's cultural perspectives, practice the target language, and communicate short narratives through storytelling—focusing on myths, legends, or other traditional stories.

We’re excited to begin this journey with you.

Welcome to the project!

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COIL WELCOME! "Bridging Cultures: "Exploring Intercultural Understanding Through Storytelling"