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Maria Rizza/ Sicily:
I listened to the videos lesson and I agree with the idea that we Teachers have to be creative and use as many tools s possible , I sue for example Kahoot or quizlet, or I ask my students to create prezi presentation of their work, It is true that the students  get more knowledge and competences  when they can be given the opportunity to express themselves according to their attitues,  and creative resources i really appreciated what Alicia says  in this video about the teaching resources .

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Example Activities to Develop Studens' Intercultural Competence

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I teach in a primaryschool and i always use video and cartoon about their countries (i use applicazione lime lim, tablet etc)

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I teach in a primaryschool and i always use video and cartoon about their countries (i use applicazione lime lim, tablet etc)

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I am an elementary school teacher so I try to prepare my students to see the world through different points of view. in this it is useful resources that are offered by the Internet. with my class often we surf the web in search of cultural ideas of other people and discuss about traditions and ways of life.
These activities are supported by the presence of an interactive whiteboard that we use every day in our classes

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I often use videos and movies to show pupils how other people live all over the world

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I every day use YouTube and web resources to... open a window from my classroom to the world, to let the students know music, tradition and cultures from the world.

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I'm a teacher of English in primary schools. The coursebooks often mention different cultures however I usually use eTwinning to teach my pupils about multiculturalism.

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When I did my placement at a Spanish school, the teacher each week had a different protagonist of the week and they all would have a turn in order.  Each child would bring pictures or objects about their life, and would explain where they were born, where tey lived, about their family memebers, traditions, interseting facts, what their favorite sports, food are etc. And then, they would paste the pictures in a book made os stapled papers and write anything interesting, finally each student would do a little drawing in a small paper about the protaginist child, about what they liked most, about twhat they like most about the child and paste the pictures in the end of the book. I think it is a great idea to share their different cultural diversities, backrounds and experiences even when coming from different cities in the same country.

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As a kindergarten teacher i often use videos, songs, music, fairytales, traditional tales/games from other countries, puppet shows, play, role playng. etwinning projects.

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As I am a teacher of Geography and Integration Area at every moment of my classes I do moments of comparison asking students to investigate the differences. If I have students of different origin - cultural, social, religious, (...) - I ask them to share these differences and I ask others, respect to the what is presented, bearing in mind that we must demand equality when the difference discriminate, and demand the difference when equality uncharacterize.

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I am a math teacher and my students are most Portuguese, but of Muslims, Gypsies, black race Africans and whites.
Often students enter school without knowing how to speak Portuguese which hinders understanding and communication.

The activities that develop in mathematics lessons, by chance, I usually ask the musical tastes and favorite dances of each student. Also usually ask what they like to do in their free time, the favorite sport. I give students opportunity to express their interests and tastes.
Then I help students to make a statistical study on the interests of students.

The activities that the school develops usual be dances and songs of each student home region and even food characteristics of the countries where they came from.
In information tests, assessment test or other tests prepared by me I try to put images that are not stereotyped. In the pictures the children appear with all the colors and made things, the names of the boys in these tests can be Portuguese names as Muslim / Arab or English names.
Nor was heavy in the great importance of these small details in students.

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I use many games and worksheets that put my students cooperate and help each other. I use many materials from education.com or twinkl.co.uk. I adapt the materials so that the foreign students could understand and I made individual lesson planning for them.

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I thing is very helpful use pop sings in different languages also if of the same genre as pop music. we chose together the songs in languages of the foreigners coming. Is a gentle way to welcome a new student in classroom. Than we translate the song in italian language. we use you tube video. we sometimes also dance it all together.

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I often use articles of magazines, you tube, videos and movies, songs.
But I believe that the conversation between pupils already is the best resource.

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As an English teacher, I prepare lots of group and pair work activities for my students and I believe that these kinds of activities expand their horizons. Our coursebook also mention different cultures, traditions, festivities and manners.

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In my classes, I use materials from Busy Teacher.
They are rich and diverse.

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I normally ask my students for their opinion about the tools I use: my wiki,padlets, prezis...
They explain things concernig their cultures and countries.

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I use applications like educational resources, LIM, social networks, you tube etc. I try to use the tools known by the children to approach them more easily to the analysis of the proposed topics.

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As a teacher of Portuguese for speakers of other languages, I always try to adapt my resources to my students. For example, I use articles of magazines and videos of news about their countries to teach language, I select pictures of their countries, I encourage them to do research works about things or people of the different countries, etc.

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I try to adapt my resources to the class in front of me. For this, I can’t imagine a resource "perfect", that can always and in every way built examples, characters, situations, etc. that reflect the diversity of experiences of my students.

However, there are some resources best help for me. Unfortunately, one of those that my pupils preferred is no longer available. It was Bitstripsforschool. With this tool all students (even those who did not speak Italian) well yet could express themselves by creating comic.

In recent years, then, I have used the Code.org site (even in the Italian version of "”Programma il futuro”) to help students develop computational thinking. Also, I try to use peer education, or I produce the same lessons facilitated with drawings and translations.

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In my Spanish clesses, I use videos from VideoEle.com. It is a nice tool in order to understand not only cultural elements but also grammar.

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When I prepare a reading comprehension for my students, I always create stories about children and families from other English speaking countries and insert information that will strike them because of their differences: their names, what they eat, what time they have meals, what kind of a house they live in, what activities they do. However, I could also do more to expand such comprehensions to include non-English speaking countries and I could also do more to ask them what they find different, what is their 'gut' or emotional reaction to these differences and then what does their more rational brain have to say about them.

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I always use youtube (videos, songs, movies) and I propose some cooperative learning activities to enable students to interact with each other

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I teach mathematics and physics in the Italian secondary school
math speaks a universal language . It would be useful , however, that integrassi notes on the history of mathematics to highlight the importance of the contributions of different cultures to the development of mathematics .
Similar considerations can be repeated for physics, showing how the universality of natural law unites all human beings deeply

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I regularly use "Extra", a sitcom about 4 teenagers in London to teach English as a foreign language, then songs from tuneintoenglish.com, videos and movies. Internet is the most important resource since gives you actual material to teach. I've been more concerned about didactic than multiculturalism. I need your tips

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I always try to adjust my working tools to the needs of my students in their power work. I use the Internet to look for the best materials.Often  I adapt to the specific class what I find.I use the media tools. I would like  to use the etwinning projecte to give my students the opportunity to address culturally diverse enviroments.

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As ICT e teacher sometimes I propose coding activity from code.org Many student from different coutry partecipate, is a free zone were everyone can propose personal contribute as ideas. A shared space trasversal were diversity is a resource, differt ideas. Is a place were teacher can move to stimulate student on value of etherogeo group. Computer language (visual) reduce the gaps (in this case) throw gamification aproach (esempio scratch.mit.edu or code.org)

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I like planning pair works (peer learning, peer tutoring) or group works (cooperative learning). I think the best way for the students to learn is to build their knowledge actively and collaboratively.
I also use some media tools for individual learning such as edmodo, prezi and, in general, mind maps.

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Since I am not yet a teacher I do not utilize any resources as of yet, however I think there are many that can be utilized to incorporate the culturally diverse elements in a classroom. For example, one can ask the students to write a report about their heritage, family history, or favorite places that they may have visited. In this case, students may find similar stories that they have experienced and share their backgrounds to find how the differences can be interesting and fun. As a follow up exercise, students could supplement their reports by doing some research on the places and discover why they are important, find famous individuals from these places and reasons to visit these places.

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I often use resources from others book that i have at home, like teacher's book, but also youtube. 

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I often use resources from others book that i have at home, like teacher's book, but also youtube. 

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I use etwinning projects to give my students the opportunity to address culturally diverse environments.

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I always try to adapt my resources to my students and update my schedule to their needs, especially when there are foreign pupils in class. To promote intercultural competence I usually use visual aids, as pictures, short videos, films, advertising or real photos in different situations. We sit in circle, discuss and share experiences. In groups or in pairs, we prepare interviews, listen to songs or talk about festivals or food. All students give their contributions and personal ideas and create a final product to introduce the class, focusing on the value of diversity and open-mindedness.

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Among the resources I often use with my pupils there are Ted talks, especially those where speakers have overcome their "diversity" (sometimes their sense of inferiority),  have trusted themselves, connected  to others  and achieved their goals

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Here's a great bunch of activities in our classroom...pupils made them with pleasure. We used amazing digital platform for that...enjoy 'Magisto'!

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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I always try to adapt my resources to my students and update my schedule to their needs, especially when there are foreign pupils in class. To promote intercultural competence I usually use visual aids, as pictures, short videos, films, advertising or real photos in different situations. We sit in circle, discuss and share experiences. In groups or in pairs, we prepare interviews, listen to songs or talk about festivals or food. All students give their contributions and personal ideas and create a final product to introduce the class, focusing on the value of diversity and open-mindedness.

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I use a range of resources in my classroom. R.Murphy's grammar book is not one of those which I use the most (for many reasons). Nevertheless, I decided to analyse it as I know that the books from this series are favoured by many teachers in many countries.

My vote in the pole is "no, not really" - this book is not really suitable for a culturally diverse classroom as it barely incorporates any examples, characters, situations, etc. that reflect the diversity of experiences of students who come from different cultural backgrounds.

The book is likely to be aimed at adult learners as the characters hardly include any children. The choice of race, names, clothes, food, buildings, interiors, transport, musical instruments, hobbies, festivals, etc. in the images and texts suggests that the characters and situations largely refer to the European culture. Even though several countries and nationalities are mentioned, those are not enough to acknowledge or promote intercultural competence.

To be perfectly fair on the book, I must say that the edition that I worked with dates back to 2003. Let's hope that the later editions have been altered to provide for culturally diverse content. ;)

The image was created by editing the scan of the book cover.

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Often I dedicate a part of my lesson to speak with the students in circle time. There we can be all at the same level and all have the same importance. In this specific time I use animated readings that come from different countries. I use also different songs or rithms.
In every case the most beautiful moments are where we discover that the differences are not between different countries but between different people, even if they are from the same place.

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In my classroom I have worked on many eTwinning projects, which I find an excellent way to present students different cultures, languages and traditions. With our partner schools among others my preschoolers have exchanged drawings and Christmas cards, shared presentations and videos of our school and town, songs, games and our dreams.

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As a teacher of English I always ask my sts how many languages they speak and let them say something in all the languages the first lessons. In this way we underline the importance of all the languages. Every year we take part in a project about the European Day of Languages and if we have students from another country we also add his/her language to the others. We also compare schools, towns and so on. In this way everything is easier and sts are usually very interested in learning and knowing more about a new student.

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As an English teacher I’m mostly interested in involving my students in activities that are related to the culture of the target language. So, apart from the book, I use videos and pictures of everyday life, events or historical facts that students in groups compare with their own and spot the differences. In some groups there are foreign students (e.g. Albania, Romania, Bulgaria) whom I invite to talk about their cultural background and share them with their classmates. Sometimes, we even perform some customs in the classroom. So, students are overwhelmed with multicultural information, become enthusiastic and curious to learn.

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I teach Italian, history and geography. This year I have only a foreign student but in my classes I adopt the inductive method through peer learning, problem solving, learning by doing that facilitate and support cooperative learning.

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When I introduce myself to my classroom I always say that I come from another country and my mother tongue is spanish, not italian. I explain to my students the difficulties that I had to face as a immigrant when I arrived in Italy. So this is my first method: talking about ourselves and sharing experiences. Then I also promote cooperative learning by creating small and heterogeneous groups; I use google maps to see where is Spain and where are the countries my students came from.

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As a foreign language teacher, I always do my best to make sure that the students feel comfortable and familiar to each other when they work in pairs or in small groups, cooperating with each other. I think that communication and dialogue are fundamental, so that the students may be ready and open to other cultures and different pointer of view. I usually talk about traditions and festivities of other cultures. I use the book but also songs, videos and webpages.
Teaching foreign languages allows me to talk about the world we are living in and what is happening around us, so that making comparisons becomes spontaneous and natural.

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As I teach Religion in a Primary School, I have often encouraged my pupils to work in team to develop PowerPoints and then share their work with the rest of the class: they have been working for instance on holy and forbidden food in Judaism, Islam, Christianity, Hinduism, to better understand how religion influences even the way we eat and share our meals. I am lucky enough to be able to use a LIM in every class, in order to get pictures, watch videos, listen to songs with the children. The best teaching resource, though, are the children themselves: those coming from a different country or having a religion other than Catholicism are encouraged to talk to the class about it, to bring objects, symbols, even clothes that speak about their culture and share it with their friends who are all eager listeners.

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As a Computer Science teacher I use ICT tools to promote collaboration and team-building activities. Students usually are asked to perform in pairs, overcome differences while working together and aim for the same  goal. I believe that building teams in the classroom is the first step to break the ice among students and make them more accepting towards each other.
Also participating in eTwinning projects gives them another perspective of how fellow youths think, approach and develop.

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A tool that I use frequently is a website that collects the materials produced by me over the years of teaching. In recent years my materials have also begun to treat the history of other cultures as well as Italian.

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In my classes there are students from Europe, South America, Africa, Asia and India.
I use different strategies and methods:
- draw in class examples from they countries;
- produce glossary of terms;
- explain very clearly what the students are to do (the process not just the outcome);
- create small groups work in class;
- discussion groups around important content.
I think is important make esplecit the benefits of diversity and pratice good communication in the classroom.
Sharing my experience, the best method with my students is Co‑operative learning. It's a specific kind of collaborative learning in which students or participants do not simply work on unstructured tasks in pairs or small groups but work together on activities that have specific co‑operative principles built into the very structure of the tasks.

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I teach Information Technology so we use applications and progrmming languages which are developed with an english terminology. So there are not important differences among students learning them, even if they come from different countries. But if I think of textbooks, especially youngest students textbooks, they rarely reflect their different background, so often I try to integrate with web resources.

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Ido believe that eTwinning, Scientix are very good and safe platforms for school projects.

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As a Foreign Languages teacher, I am in advantage. In the classroom, I like to animate the discussion and to use the different points of view of my students after watching a video or listening to a song or making them work in groups on a particular theme.

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I try to promote cooperative work among the students so that they interact and listen to different points of view. I use resources form the Internet and also interesting materials that our educative administration provides.This is an example from http://www.educarex.es/atencion-diversidad.html

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Being a teacher of computer science, I teach different programming languages to my students. Programming languages like C ++, PHP, Javascript, ... are universal languages in the world of new technologies. They can be learned equally by all students. There is also a tool that I really like, the Google search engine. All people in the world know and know how to use. It can be used with hundreds of languages and I think it is a tool to use in class which helps eliminate differences.

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When developing the learning units on the buildings do part provides a search by the students on significant buildings or emblematic of the different countries of the world . In this case the children of foreign origin try and describe the buildings of their country of origin so that even the comrades can get to know the reality of their origin.

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I tend to use pair work and group work a lot, so whatever the teaching material might be, it is the balance among students that somehow addresses cultural diversity. I think a lot about how to mix and match students because I believe that working together is what most raises their awareness of each other's value.
I often get them to work on questions (e.g. if they have to show their understanding of a written text) or images (it might be works of art they are to describe and/or comment) and it is interesting to hear - or to elicit - different cultures' points of view on the same piece of work.

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I often try to promote cooperative learnig with small groups of students from different countries when we afford topics such us school, food, festivities, music...

We usually use videos, songs, pictures, posters, tales, maps, original documents instead of school books.

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I think eTwinng is the best tool for students and teachers to come closer together.

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Sincerely, my greatest teaching resource is "dialogue". I don't have many immigrants in my classes, but what I always do is to ask them to talk about their origins, analyze the differences with the italian school and society, show us pictures from where they come from. I teach english, so all qctiovities are carried in English (more or less of course, it depends on the students level).

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Hi, how are you?in Greek [Ya su,ti kanis?]->Γεια σου,τι κάνεις;
I often use non-verbal or easy verbal icebreaking,energizing and team-building activities or games in  multicultural classrooms and the results are amazing!There's always smile,creativity and team spirit!
http://wilderdom.com/games/MulticulturalExperientialActivities.html
http://carla.umn.edu/culture/resources/exercises.html
http://www.culturalexchange.nsw.edu.au/media-library/exchange-via-online-gaming/
http://www.icebreakers.ws/
https://insight.typepad.co.uk/40_icebreakers_for_small_groups.pdf

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Yannis Haralambous - Useful phrases in Greek

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http://www.edutopia.org/blog/preparing-cultural-diversity-resources-teachers

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last year I worked on a etwinning about different cities in Europe. It was interesting to know different places, schools, manners and cultures.
I also prepared panels with the title " lost feelings office": each student wrote the feeling he felt for his mate, Italian or foreign.
I remember, among all activities, one whose title was:" what colour are santa claus's eyes in your country?": with the students we prepare a wallpaper panel with reflection about all races in all countries in teh world

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give their hands is the solution

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I work etwinning and global projects and I have noticed that my students are very enthusiastic of being in contact with students from other countries with different cultures.

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When I prepare the working material for my students really I like expand in fields not closely related, p. eg. linking Julius Caesar to Amartya Sen or Claude Levi-Strauss. Expanding horizons: this is somewhat my motto.

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On the web I find plenty of resources through youtube, pinterest, ....
https://www.teachingenglish.org.uk/article/a-multicultural-society
and even special Facebook pages dedicated to kids learning English.

As a language teacher I welcome any initiative regarding other culture so that children may be open to relationship outside their environment.

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As a special education teacher I usually do individual therapies. Besides it's part of my job to visit other schools, kindergartens where are some children with special educational needs are learning. During these visits I make an opportunity for the students to try how is life for a disabled kid through different activities, like trying how to make a sandwich with only one arm, get dressed with one of your hands not working properly or how to use a wheelchair in daily life. These practices are not worksheets or textbooks, but good tools for making them experience diversity. Adapting it to cultural diversity I can imagine days where the students listen to folk music, dress in folk clothing and try how is it to be like a person from another country.

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Marilia-Portugal
My school is not a multicultural one, however I always to approach subjects related to multiculturalism.
Here there  are links with a lesson plan:
https://www.teachingenglish.org.uk/article/multicultural-uk

https://www.teachingenglish.org.uk/article/a-multicultural-society

http://discoverhumanrights.org/uploads/human_rights_in_u_s_grades_k-2_2.pdf

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Although many of us may maintain that we use didactic materials that agree with the principles of intercultural education, I think that this seldom is the case. The reason for this is not but the character of the educational systems. Countries whose systems are bureaucratic and nationalistic do not promote teachers' autonomy in the school. As a result of this teachers stick to national identity, centrally produced textbooks and the national culture and do not really care about using resources that consider other students' cultures.

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The nature of my specialization doesn't allow me to use any special resources apart from the terminology in English language. However, via internet we use to search for websites that can make our lessons more interesting.

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Last 3 years in etwinning projects I work on children rights,  democracy, different paths but common democratic values. In project I've used developmental bibliotherapy and process drama. Using books with main characters that face different problems in their lives and come from different counties, we research the habits, way of life and problems they are facing. Also, in projects my students work with their peers from different countries and it helps a lot to understand differences and similarities .

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I'm thinking about the textbook I use and...no, it don't absolutely reflect cultural diversity. No mention of others' festivities, traditions, even name or...skin. I'll try to integrate with other resources: booklets, posters, padlets etc.

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The action and approaches can be crucial in promoting respect for diversity and mutual understanding both in schools and in society. I wonder how can social cohesion be strengthened in the context of cultural diversity through sports?

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in my class i have two children from different countries. i think that a good method would be to share and compare traditions. in primary school, for exaple, the christmas period is great to compare ways of living in different countries

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I teach English and on the web I find lots of materials rich in references to my students background. I use videos and I make comparisons between different cultures. Sometimes we cook typical dishes of a country. My Moroccan student and I once cooked CousCous and served it to the class and other teachers. Of course this is not enough...

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Like Clara, the textbook I use sometimes shows people with different names and from different countries now living in the UK, but I don't think it is enough.
Maybe, to make it more intercultural, I should integrate the book with videos or websites showing real people living in different countries...

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Our English book shows people coming from different countries and uses typical original names. But I'm not sure this can be considered enough
Unfortunately I haven’t got  a lot of teaching resources in my school, but I’m trying to use new technology in order to go through this problem.

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We use the links are contained below to help our students at orthodox theology lesson to understand diversity inside the problem of refugees in Kalymnos, and Greece explaining our students that diversity is a gift by God who respects our freedom, rights, willnesses.

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For learning  the social context is fundamental. Helped by a more competent person the child can improve and achieve its optimum level. When the tutor is his equal there are several benefits. There is a greater closeness of cognitive mode, among children the same age using a similar strategy to learn. Missing then "the authority" of the teacher and this helps the baby to be more open in disclosing to his companion its shortcomings. Comes in the aspect of trust, reduces conflict, it improves communication.

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In my lessons generally I use lots of comparisons about cultural differences. my students are very interesting to discover others traditions, habits and recipes of different countries.

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I chose the page of the Italian book that I used this morning. It hasn’t really examples that reflect cultural diversity, but in the book there are a lot of texts from all over the world. It could be a richness.

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I use some videos the cultural differences and try to explain them with actual situations.

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I usually try to focus on diveristy  when new cultures are considered during the lessons. Songs, books and videos are a great help to new ideas.

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In my lessons I make a lot of comparisons with the help of students. I invite them to research materials, pictures....about their culture in order to the topic that we are dealing. Frequently I use peer to peer methods.

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I teach in a primary school and

my students participate in lots of projects : eTwinning, Erasmus + and international projects. They haven't any problems with students from other countries. They accept diversities and they know they can learn from other diverities. Even if my students are very young (6 years) they know they can live together in peace.

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I make comparison between Italy and other countries, but sometimes I find it "scholastic", stereotyped. I would like to teach the cultural diversity in a natural way. I would like my students learned to accept the other and to live with him in a spontaneous way. I hope to find ideas in this course

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How are you? I'm Triantafyllia from Greece. I In this seminar I hope we can find ideas to promote understanding and integrating pupils who have different cultural backgrounds

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For the purpose of the specific activity I've chosen the official textbook I use in the second year of secondary school "Think Teen II". The heading of the very first unit is 'Unity in Diversity'. So, early in the school year, there is a range of reading and listening activities (eg. 'the way we look', 'a child's life in...), project work on culture entitled "Joined in our Differences". It is up to the teacher to exploit this material depending on the classroom intercultural synthesis. This is not an easy thing to do since children of migrant families are usually self-conscious and hesitant.

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My teaching resourses
During my lessons I always make connections and comparisons betweeen Italian traditions and other cultures. I use different resources: videos, songs, textbook. Students are very interesting and partecipate actively making their own contribution.

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What I really like doing during my lessons is making comparisons between the thought language and the ones children already know, as students or as natives. In this way, the lesson turns into a kind of flipped classroom and students feel really involved in it.

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As a EAL teacher, I do not have a very big room to get to know students' culture through cooking classes or dressing up in different countries' clothes, however, I try to get my students to bring photos of their home countries, family, food to school for a Show and Tell activity in which students talk about the pictures they bring and share information about their culture with others. I also try to use authentic materials such as newspaper fragments or Youtube videos and songs to integrate culture into my lessons.

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In my school there is a big attention on the language, so we have language courses for every level of difficulties. We also organize activities on different habits, such as fashion styles, marriage and religious traditions, cooking recipes, …

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I like use peer to peer methods in order to change the students' positions and improve discussion from other point of view.

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In our school we use a calender where different festivities and holidays. We explain those festivities to all the students and we try that students who celebrate those holidays can explain their meanings

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I usually use resources like songs, YouTube videos, movies, images, to incorporate cultural diversities into my lessons in order to raise the curiosity of my students and improve their awareness. Last year, for example, I gave my English students some lessons on American Geography using geographical maps, pictures and videoclips. I also think that bringing new technologies inside the classroom is “using” a language which is natural and spontaneous to the youngsters.

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One way is to research the life stories of students and work with familiar objects of students.

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Being an ELT gives me the opportunity to use songs, videos and materials that reflect a different culture. But I always tend to plan my lessons in a way that they promote interculturalism especially paying attention to important dates such as different holidays.

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In the school I used to work as I a principal we organized with the teachers speeches, broadcasting programs on the radio, events at school about racism and xenophobia, excursions to churches and mosques, and days of exchanging sweets for Xmas and Bayrams.​

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In my lessons I often use songs, videos, readings that reflect interculturality. I start with this resources in order to make students think about the existence of different cultures.

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last year, At my school, we started to take part in etwinning projects.These projects make our students more familiar with different cultures.they pay attention to new cultures .So, they feel more happy to be aware of cultural diversity and common sense