Social+and+Cross-cultural+skills

**Students as adept language learners understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts.**
 * 10. Social and Cross-Cultural Skills**

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Add your examples here. Please follow the format of the examples above. Place each example in the correct proficiency level and make sure to indicate which mode(s) the example is in.

zip code || Level, Language || Novice Proficiency Range Example || Intermediate Proficiency Range Example || Advanced Proficiency Range Example || Recommended Tools and Resources || OR the simulations are written about Americain dos and don'ts and exchanged with a collaborating class in the target culture. (interpersonal, interpretive, presentational) ||  || (interpersonal, interpretative, presentational). || Students carry out Internet correspondence and Skype calls with students of their own ageg group in a target language country. Students compare activities in which they participate, their schools and their family life. Students report back to the class in the target language. (interpersonal, interpretative, presentational). ||  || (recently retired) || Batavia, Ohio 45103 || French, Spanish, German and other languages - advanced level ||   ||   || Students of multiple languages read a common piece of literature in translation to whatever the target language being studied. The students then come together to discuss the literature (and relevant cultural themes and connections with other disciplines) with the purpose of learning to view a common literary piece or cultural theme from multiple cultural perspectives. For example, French, Spanish and German students might read Erik Orsenna's "Grammar is a sweet gentle song" and talk about universal themes (education, music, language and grammar and their connections to culture) from multiple perspectives (French, German and Spanish cultural perspective). Students might share lullabies from the different languages, ways in which education is viewed, etc. || Books or films that have been widely translated in a variety of languages are necessary to creating similar cross language and discipline units. Teachers must work closely with one another to develop curriculum. We read the Orsenna book with a Spanish class from another school and state. Here is my wiki page with some sources and information brought out for the French students (actual study sheets are not included, as they are part of a curriculum I am working on), who located lullabies to share with the Spanish students, worked with poetry and words, branched out into famous shipwrecks and learned from Spanish students some information about piracy, Spanish gold treasures, etc. My students also learned that Henri Salvador (a character in the book) had a connection with Spanish, i.e. the bossa nova style of music.) http://madameshackelford.wikispaces.com/La+Grammaire+est+une+chanson+douce || -Internet website for creating cartoons. || (interpretive, presentational) || Students collaborate to create a wiki reporting on a recent important news event in the TL country, focusing on what surprised or interested them about the cultural response. Students locate a blogger in the country who is blogging about the event, contact him/her, share the wiki, and ask for opinions on their cultural evaluations. (interpretive, interpersonal, presentational) || Partner school or other native-speaker resource; Internet; Digital videocamera; Access to wikispaces.com or pbwiki.com, e.g. ||
 * Name || E-mail || School || City, State,
 * Sarah Shackelford || knote@fuse.net || Clermont Northeastern(recently retired) || Batavia, Ohio 45103 || French - all levels || Students demonstrate gestures, table manners, greetings and leave takings (etc) via short, rehearsed skits to be presented to the student body during National French week. (presentational) || Students write and illustrate a digitized "French Etiquette" brochure or pamphlet and/or create a vodcast about this subject to be passed along to novice French students. || After elaborate role play in a commercial simulation game such as Bafa Bafa to help deepen understanding of cultural concepts, students work together in groups to create their own simulation games concerning French culture dos and dont's, which are then played by the whole class and/or other French classes within the school
 * Emily Serafa Manschot || VayaAzul@aol.com || Northville High School (recently retired); University of Michigan/Dearborn || Northville, MI 48168; Dearborn,MI 48128 || Spanish, all levels; teacher education || Students ask for and give basic directions in a city where the target language is spoken. Students write skits giving and asking for directions. (interpersonal) || Using the Internet, students participate in a "walking tour" of the city. Students "shop" for clothing on the website of a department store, using the "currency" of the target language country, and explain to their classmates the items they bought and why they bought them. Students "visit" art museums in the country of their target language culture and give a guided tour of the art works to "tourists" (their classmates)
 * Sarah Shackelford || knote@fuse.net || Clermont Northeastern HS
 * Sarah Shackelford || knote@fuse.net || Clermont Northeastern HS
 * Thomas A. Coleman || tcoleman@herricks.org || Herricks Middle School || Albertson, NY 11507 || French - beginners || Students learned appropriate greetings and gestures in Francophone countries, but primarily in France. Students practiced these greetings in class activities and also created a cartoon using a website to show how people would use those greetings. (Written and Interpersonal) ||  ||   || -Online videos of greetings in Francophone countrires.
 * Sara-Elizabeth Cottrell || cottrellse@gmail.com || Whitefield Academy || Louisville, KY 40229 || Any || Students diagram and report their families' eating times and habits to come up with a conjunction of what is culturally "normal" for them as a class. Compare with heritage speakers in the school or community, a partner school, or alternatively, an internet investigation. Relate to the transition from morning to afternoon to evening/night, school attendance times, and work times. (interpersonal, presentational) || Students investigate McDonald's websites in TL countries and compare them to their own experiences at McDonald's to find cultural differences. Email/video chat differences with students in TL country to discuss differences. Students create and video a commercial promoting the TL country McDonald's specifically as it is different from US McDonald's.
 * Rosa Beach || rbeach@hcs.k12.ca.us || Horizon Charter Schools || Roseville, CA || All languages || Make a family album or power point presentation about your family and ancestors. Share it with the class. Talk about their language(s) or background, personal tastes and places they have lived. (Interpersonal, presentational) || Compare differences or find similarities of origin in family background and places your family has lived with other students. Also share your family history and family names. (Interpretive, interpersonal) || Students will conduct research online on their family ancestors and family names. They might gain (more) awareness of their family history and cultures. Based on their research, students will present to the class their findings. (interpretive, interpersonal, presentational) || Online search or related links.

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[] || Make sure to include concrete and hands-on activities such as cooking, music, crafts and games. Students will learn to listen, respect and respond open- mindedly to different ideas and values. At this level, sessions will be shorter and time will be provided to prepare questions and vocabulary. Rehearsing is highly recommended so students feel more confident before the "tertulia" session. Students will collaborate in groups to organize the sessions. Include field trips to museums, restaurants, as needed. || Collaborate with speakers of the target language(foreign exchange, heritage students) to create a conversation series throughout the school year in a "tertulia" format where students in the classroom decide on discussion topics to explore not only culture differences but also universals. Make sure to include concrete and hands-on activities such as cooking, music, crafts and games.Students will learn to listen, respect and respond open- mindedly to different ideas and values. Provide time to research topics and prepare questions. Students will collaborate in groups to organize the sessions. Include field trips to museums, restaurants, as needed. || Collaborate with speakers of the target language(foreign exchange, heritage students) to create a conversation series throughout the school year in a "tertulia" format where students in the classroom decide on discussion topics to explore not only culture differences but also universals. Include hands-on activities such as movies, cooking, art and music. Students will learn to listen, respect and respond open- mindedly to different ideas and values. At this level students are responsible for leading discussions, providing with resources and organizing field trips. || Partnership with international club, ESL program Online resources as needed: google search engine, google maps, etc. ||
 * Isabel Espino de Valdivia || idevaldivia@gmail.com || Pittsburgh Allderdice High School || Pittsburgh-PA || All languages || Collaborate with speakers of the target language(foreign exchange, heritage students) to create a conversation series throughout the school year in a "tertulia" format where students in the classroom will explore topics not only on culture differences but also universals.