Cultural bridge

04. 04. 2017.

Lecturers
Students

Teacher Education

Autonomous learning
Classroom Context

Slovakian

Slovakian

B2

Video

Vocabulary

Listening
Speaking

This teaching resource is available on a website of the education and consultancy company Cultural Bridge which was founded to help individuals, teams and whole organizations dealing with the difficulties of intercultural encounters. They want to bring the topic of diversity and inclusion, cultural and emotional intelligence, intercultural competence and global skills closer to a wider audience. There are materials, videos and other types of resources about cultural, emotional intelligence and intercultural competence. The content is produced by highly qualified professionals who are lecturers. Most of the exercises can be beneficial for even those who do not want to go deep into the vocabulary of intercultural competence and multiple intelligences.

On the website and in the video there is the definition of CQ (cultural intelligence) and the pillars of the theory. The concept of CQ comprises three critical elements necessary for effective intercultural interaction: cognitive, motivational, and behavioural, an overall set of skills. The video and the teaching activities are ideal both for practising and assessing the special concepts of social, emotional and cultural intelligences and the technical vocabulary associated to them. The vocabulary is pre-taught; then the discussion activity can be used for deepening the knowledge about multiple intelligences and their importance in learning and teaching children. 3 of these intelligences will be integrated into the lesson plans of the microteaching in the methodology lessons.

Lead-in activity/warmer: brainstorm the need/importance of CQ (Cultural intelligence). Elicit some known vocabulary that students will also listen to in the video. Step 1: Pre-listening activity. Tell the students they are going to listen to the video on the topic you were discussing previously (multiple intelligences; cultural, social, emotional intelligences). Ask questions about the intelligences and elicit the information they can recall concerning these topics. The video will allow students to recognise and practise vocabulary, in addition to practising their listening and speaking skills. Students do the preparation task first. Step 2: Listening activity. Students listen to the video and solve tasks 1 and 2 (comprehension questions). Make sure students can hear the video with no interferences and allow the students to repeat the exercise at least twice. Step 3: Post-listening. Students then give feedback on their answers. At the same time, students answer the questions about multiple intelligences; cultural, social, emotional intelligences again according to what they heard. Step 4: Divide the class in groups of 4 and each group has a discussion on different kinds of cultural situations students/learners have experienced in their lives or they have to change their strategy in their cultural, social, emotional intelligences because their current one is no longer effective. Every student has to come up with 1 personal situation. While sharing these situations, students have to use vocabulary introduced and practised during the class (e.g. pre-listening and listening activities).