Presentation at TESOL 2013 Annual Convention
EV Fair Classics
CALL Interest Section Special Events
March 20-23, 2013
Dallas, Texas, USA
Culture Integration in Action: Technology and Models Solutions
Presenter: Lyra Riabov
Associate Professor
School of Arts &Sciences
Southern New Hampshire University
E-mail: l.riabov@snhu.edu
Website:
http://it.snhu.edu/riabovlyra2/Combined%20Class%20Project.htm
The presenter will demonstrate the web-based students’ projects based on the innovative culture exchange
models for integration of domestic and international students on campus. The project includes combined
classes of ESL and domestic students who discuss cultural topics and are engaged in cultural activities.
Students use the Internet, “Smart Boards”, Google Earth, Skype, Audacity and then script, record and create
podcasts which are posted in the iTunes through the course Blackboard. Students also use PowerPoint, the
Blackboard Discussion Forum and record podcasts for the reflection on their experience.
Culture Integration Models
Model 1
Undergraduate Day students and International students meet during one class period. Partners (or groups)
are arranged ahead of time. The overriding goals of the class are to integrate students, to begin the process of
cross-cultural exchanges and to break down stereotypes. When asked what they wanted to get out of the
experience, Undergraduate Day students typically respond:
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To make connections between Undergraduate Day students and international students through
discovering similarities and differences
To learn about the cultures and daily experiences of the international students – at their home
countries and here at SNHU
To learn how available technology can facilitate exchanges and connections between students.
To achieve those goals domestic students research their partner’s country and prepare for an interview
session during class time. The parameters of the interview questions are determined by the professor, but may
include course specific questions along with more open and/or personal inquiries. For example, educational
technology students included questions on International students’ use of digital tools and education students
asked questions about the educational system, technology in the classroom, or cultural practices of students’
homeland.
When the class meets the format is a mix of teacher directed discussion to start, small group interviewing and
whole group debriefing to conclude. During the session, interview pairs use Google Earth on an interactive
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white board to show where each one lives in the world. Assessment of the experience follows through written
and verbal reflection. Students record their reflections in a podcast posted to iTunesU.
Model 2
Students are combined for a total of two classes during an eight week period. The first session is the same as
Model 1. The second class is devoted to minipresentations using PowerPoint. These are “small talks” using
four or five slides to capture the results of the experience. The PowerPoint presentations can be done jointly or
separately by Undergrad Day and International students. For examples, visit Lyra’s website (link below).
The oral presentation includes verbal explanation and reflection of what students learned about culture and
specifically about one another. In addition, students write reflection papers assessing if the pre-determined
goals have been met, engage in a Blackboard Discussion Board forum, and/or record a podcast of their
reflection. Asking students to reflect on the experience evokes strong feelings of camaraderie with the
International Students and provides an effective model for promoting reflective practice.
Model 3
Model 3 is three class sessions; it expands on Model 2 by adding a class in between the initial interview
(session 1) and presentation day (session 3). For session 2, classes meet in order to more intimately and
comprehensively share traditions and cultural traditions. This session can be held in the classroom or in
another setting. For example, one semester we had our classes meet in a large conference room on campus –
a very conducive setting for mingling. Students decide what they want to share. For example, during a fall
exchange, domestic students typically bring pumpkins to carve and other fall related activities. The
International Students usually bring traditional dress, as well as items highlighting cultural and historical
information, visuals and music from their home country.
As an alternative to PowerPoint, we have our combined classes create Podcasts. Each team, comprised of
domestic and international students, interviews each other, then writes and produces a podcast. We use the
theme of current issues facing domestic and international students in order to engage the two classes in the
joint project. Students discover commonalities, as well as differences between their own culture and those of
their international peers on campus. Students also reflect on the experience and record that reflection in a
podcast.
For examples of student podcasts, visit Lyra’s website (link below).
Lyra Riabov’s: Combined classes website:
http://it.snhu.edu/riabovlyra2/Combined%20Class%20Project.htm
Presentation at TESOL 2013 EV Fairs Classics Website:
http://it.snhu.edu/riabovlyra2/TESOL%20EV%20FAIR%20Classic%202013.htm
This project is a collaboration of two professors of Southern New Hampshire University Lyra Riabov
(l.riabov@snhu.edu ) and Audrey Rogers ( a.rogers@snhu.edu )
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