The video below shows the steps to make linopot, a traditional Kadazandusun-Murut dish. It is made by teachers of SK Kebayau to introduce traditional food of Sabah to their partner school in Japan.
Is this video a culturally responsive teaching material? Why or why not?
How can you make it better or more suitable for your students?
Can the video be used to teach any topic or section in the current Malaysian CEFR-aligned textbooks?
Share your lesson ideas on this Talkwall. You are encouraged to discuss and give constructive comments and feedback on each other's ideas.
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
GOING DIGITAL ELT
Going Digital ELT Home Page
Going Digital ELT Blog