This teaching resource is available on a website of a well-known international organization for researchers, lecturers and university students (https://www.researchgate.net/search). There are publications about a wide range of academic fields, e.g. pedagogy and teacher-training; cultural, emotional intelligence and intercultural competence. The content is produced by highly qualified professionals who are researchers, university lecturers. The article was written by Eva Reid. The aim of this study was to find out how intercultural education is integrated into foreign language learning, the cultural contents in the national curriculum and English language teachers´ abilities to develop the intercultural communicative competences of their learners.
Lead-in activity/warmer: brainstorm the need/importance of multiple intelligences and especially CQ (Cultural intelligence) in teaching ESL. Elicit some known vocabulary that students will also read in the article.
Step 1: Pre-reading activity. Tell the students that as a homework they are going to read 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 article will allow students to recognise and practise vocabulary, in addition to practising their reading and speaking skills. Students do the preparation task first at home.
Step 2: Reading activity. Students read the article as a homework and solve tasks 3 and 4 (comprehension questions).
Step 3: Post-reading activity. In class students 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 have read.
Step 4: Divide the class in groups of 3 and each group has 2 topics concerning multiple intelligences. The 1st person in each group will sum up the part of the article about their 2 topics. The 2nd person will show activities and the 3rd std will ask comprehension questions. In the lesson they sit in a circle and practice the topics by listening to each other and answering the questions.
Capacity to match the needs of lecturers and students
The provided tangible improvements
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 article 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 article is on a high level therefore to the thorough understanding students have to know the accurate vocabulary. Since the abstract and the article in English is 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 article is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The article can be easily accessed by its key words on the website of Research Gate: https://www.researchgate.net/search
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