A. Look Back

What do these terms mean to you?

• target culture
• source culture
• other culture

What is/are the most interesting thing(s) you learn from Unit 1?

• Does it change the way you see yourself as an ESL teacher?
• Does it affect the way you teach your students?

​Bonus Question: Here is another page from a Malaysian CEFR-aligned  textbook. How would you incorporate ICC in lesson activities for this section of the textbook?

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B. Reflect on Classroom Practices

Share a brief reflection on a lesson you conducted recently.

• Did you integrate principles of ICC in the lesson?
• Why or why not?

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How do you plan to make the lesson better in future?

​Don't forget to share your lesson activities/photos/videos on the Telegram group!

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Navigation

Culture in ELT (CiELT) Home Page
​
The CiELT Online Module
0.1 - Overview
0.2 - Structure of the Module

UNIT 1: Intercultural Communicative Competence (ICC)
1.1 - What is Intercultural Communicative Competence (ICC)?
1.2 - Connecting the Dots: 'Towns and Cities - London Guide'
1.3 - Live Session: ICC and Malaysian CEFR-aligned  ESL Curriculum 
1.4 - Putting it into Practice: Task for Unit 1

UNIT 2: Culturally Responsive Pedagogy (CRP)
2.1 - Review of Unit 1
2.2 - What is Culturally Responsive Pedagogy (CRP)? 
2.3 - Connecting the Dots: 'How to Make Linopot'
2.4 - Live Session: Applying CRP and ICC in the ESL Classroom 
2.5 - Putting it into Practice: Task for Unit 2

​​UNIT 3: Indigenous Knowledge System (IWK) and Indigenous Pedagogy (IP)
3.1 - Review of Unit 2​
3.2 - What is Indigenous Knowledge System (IWK) and Indigenous Pedagogy (IP)?
3.3 - Connecting the Dots: Integrating Indigenous Cultures into English Language Teaching
3.4 - Live Session: Integrating the Orang Asli Culture into ESL Activities and Projects 
3.5 - Putting it into Practice: Task for Unit 3

UNIT 4: Review of Unit 1 to 3
4.1 - Revisiting CRP, ICC, and IWK
4.2 - Live Session: Integrating Kadazandusun/Bajau Cultures into ELT in Rural Sabahan Classrooms 

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Classroom Materials

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