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Cultural bridge

Date of Publication

04. 04. 2017.

Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





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.

Case study

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).


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The video matches the psychological and communicative needs of students and lecturers, it is creative and informative for both of them
Since during the lesson a bulk of technical vocabulary on the topics of Intercultural Communication and methodology is being practiced, it provides considerable and tangible improvements for the students.
The interesting and beneficial topics of Intercultural Communication and Teacher Education can motivate the students to learn about their future profession
Since this topic (CQ, MI) is relatively new, its introduction to Teacher Education is an innovative idea and can happen in different creative ways.The technical and professional language in the video is on a high level therefore to the thorough understanding students have to know the accurate vocabulary. Since the description and implementation in English are available, it can be easily applied for several other language projects in different countries.
Monitoring students’ and students’ own progress is not challenging because assessment can be aimed at the vocabulary or the topic itself.It is possible to adopt the contents to students’ needs and level of language knowledge.The video is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The video can be easily accessed by its key words on the internet
Website of the Teaching Source: