Courses: Intercultural Communication, Conflict and Communication, Interpersonal Communication. Objectives: After completing this single-class activity, students should be able to (1) differentiate between the avowed versus ascribed dimensions of cultural identity construction; (2) articulate the contested nature of cultural identity, including how…

Discusses the notions and concepts presented in "Le Petit Nicholas." Examines (1) how Goscinny presents his assimilation and understanding of French life to French children and adults and (2) how the books can be used as an introduction to French civilization at the intermediate level. (EKN)

Explores the philosophy behind Haiku and discusses 11 characteristics basic to this form of poetry to help teachers better understand it. (HTH)

Suggests foreign language teachers can use comparison of physical life in the relevant country with that in the United States as way to sharpen understanding of other cultures and encourage participation in foreign study programs. Uses Germany as an example. (Author/BK)

Today's classroom is a rainbow of cultures, traditions, and languages. In Hmong culture, parents think of a teacher as an authority figure who understands student needs, knows what would help students learn to excel academically, and understands how to teach students to become productive individuals. In this article, the author presents some…

By viewing approximately two dozen Japanese television commercials, secondary students enrolled in an area studies course about Japan were able to generate tones and impressions reflecting many important experiences of the Japanese society that the course would later explore in more detail. The introductory lesson was very successful. (RM)

Presents an introductory activity for a unit on the People's Republic of China. Students identify the country through four sets of clues about China's cultural characteristics, such as, where in the world would you find books being printed for Ghana schools, barefoot doctors, and Peonybrand toilet paper. (Author/KC)

The teaching of culture in second-language instruction is discussed from the perspective that cultural instruction should focus less on specific cultural traits or differences and more generally on the ability to exchange ideas about cultural experience. (MSE)

This paper presents ways in which critical thinking can be taught in a communication studies class using cultural studies. The understanding of culture provided by E. Hall (who stressed the importance of self-reflexivity) and R. Williams (whose theory of culture involves relations between elements in a whole way of life) is useful to communication…

Discusses the use of "Le Petit Nicholas" as an intermediate French reading text. Provides ideas for exercises and teaching techniques that can be used with the book. (EKN)

This publication contains learning activities which can be used in secondary social studies classes to teach about African, Latin American, and Western European cultures. The activities, developed by teachers in a summer institute, are self contained. The information provided for each activity includes a focal idea, type of activity, title,…

Described are some disruptive "games" Black students play which lead to fighting. It is suggested that these games are played so students can gain status with their peers. If the teacher recognizes these games and can learn how to terminate them, some discipline problems can be prevented or eliminated. (KC)

Presents an instructional resource on Haitian art and provides historical information on Haiti. Features four artists: (1) Hector Hyppolite; (2) Edouard Duval-Carrie; (3) Paul Claude Gardere; and (4) Bien-Aime Sylvain. Includes background information on each artist, learning activities, and reproductions of their artwork. (CMK)

Differences in the attitudes, social organization, thought patterns, interpersonal distance, time sense, nonverbal communication, and human factors of different cultures can pose communication problems. Since Saudi Arabians generally do not score well on tests of English as a second language, reading at only about the fourth grade level, technical…

Examines the cultural assumptions about what makes an effective team member. Argues that educators typically design collaborative projects and evaluate student participants by using a Western mode of how people should behave in groups. Suggests pedagogical strategies to prepare students for collaborating with students from many cultures. (RS)