ICIS Newsletter

ICIS News, Volume 8:1 (March 2010)

by User Not Found | 10/26/2011
In This Issue...
Leadership Updates Message From the Chair

Dear ICIS Members and Friends,

The 2010 TESOL convention is almost upon us and I couldn’t be more excited!  What better way is there to welcome the spring than to learn an array of new and interesting things, see old friends, meet new ones,  and discuss work and research with top colleagues from around the world?!

For many of us, the weather will be warming up from several months of winter cold, and it will be a treat to be able to spend some time outdoors around beautiful Boston.  TESOL has arranged for a number of Greater Boston and regional tours (starting on Tuesday, March 23), including trips to historic sites, scenic sites, museums, and culinary tours, all offered at low rates.  I hope new visitors to the city—especially from outside the United States—can take advantage of this great opportunity to discover the rich heritage and beautiful scenery of this historical city and other parts of New England.

Thanks to the wonderful abstracts submitted by you, our members and friends, the conference has an impressive selection of IC-related sessions.  The full list of ICIS-related sessions is presented in this newsletter; you can also use the TESOL online itinerary planner tool (see link below) to choose which sessions to attend, and print your own itinerary.

In addition to the regular sessions, I would like to invite you to the ICIS Open Meeting (Thursday, March 25, 5–7 pm). For those of you who have not attended before, the ICIS Open Meeting is the annual IS meeting, open to all members, during which multiple issues of importance to the IS are discussed.  Although there are additional “closed” meetings held at the convention involving ISs (e.g., the IS Steering Committee meetings, the IS Planning Meeting), the Open Meeting is the most important meeting for us to shape the activities of the IS over the next year (and for the next convention).  With that in mind, I sincerely hope you can join us to share your thoughts, opinions, and suggestions!  Following ICIS tradition, members will go out afterward to share a meal and relax.  Everyone is welcome.

Below please find some dates and links that might be of interest regarding the conference.  If anyone has any specific questions, please feel free to contact me at any time.  Hope to see you in Boston!

Sincerely,
Joshua Borden
Chair, ICIS
jsborden@hotmail.com

CONVENTION LINKS

Convention Website
http://www.tesol.org/s_tesol/convention2010/

Convention Registration
http://www.tesol.org/s_tesol/convention2010/registration.asp

Convention Itinerary Planner
http://precis.preciscentral.com/utils/ip/FindPresentation.asp?EventID=c042f4db&bhcp=1

CONVENTION SCHEDULE

Tuesday, March 23
• Pre-Convention Institutes
• Tours (Available Tuesday–Saturday)

Wednesday, March 24
• Educational Visits
• Graduate Student Forum
• Doctoral Forum
• Opening Plenary (5:30 pm)

Thursday, March 25
• Sessions Begin
• ICIS Primary InterSection (10 am)
• ICIS Open Meeting (5 pm)

Friday, March 26
• Sessions
• ICIS Academic Session (1 pm)

Saturday, March 27
• Closing Plenary
• Sessions End
• Post-Convention Institutes

 



Announcements ICIS Sessions at TESOL 2010

Intercultural Communication
TESOL 2010 • Boston, MA

CC = Boston Convention Center

Date

Time

Session /Presenter(s)

Tues.

Mar 23

9:00am - 4:00pm

Preconvention Institute

IC Strategies for TESOL Professionals. Chia-Ying Pan

Wed.

Mar 24

10:00am - 11:15am

CC 159 (K-12 Dream Day)

Examining the Language-Culture Bottleneck Impacting Immigrant Families' Engagement at School.Janet M. Smith et al.

Thurs.

Mar 25

7:30am-8:15am

CC 157B

Creating Effective Conversation Groups for Language and Intercultural Exchange. Carol Clark & Gayle Nelson

7:30am-8:15am

CC 156C

Creating Global Ambassadors Through an International Club. Gulnora Isaeva & Karen Lodhia

10:00am - 10:45am

CC 157B

A Father’s Story: Misplacement of Immigrant Children Into ESL Classes. Willisa Roland & Abdul-Qadir Wiswall

10:00am- 11:45am

CC 105

InterSection (ICIS & MWIS)

Material Writing for Intercultural Communicative Competence in a Globalized World.Fumiko Kurihara,Kristin Johannsen, Andrea DeCapua, Minh Nguyen, Gayle Nelson

10:00am- 11:45am

CC 151 A

InterSection (PAIS & ICIS)

International/Intercultural Perspectives on Leadership.Fernando Fleurquin, Joshua Borden, Andy Curtis, Nahida Al Assi

10:00am- 11:45am

CC 101

InterSection (ALIS & ICIS)

From Conversation Analysis to Language Learning. Donna Fujimoto, Noel Houck, David Olsher, Hansun Waring, Jean Wong

11:00am -11:45am

CC 157B

Collectivism Meets Individualism: Techniques for a Linked Intercultural Communication Class. Martha Iancu

1:00pm – 1:45pm

Westin–Paine

Re-Imagining Disabilities/Diversity Awareness in English Learners. Sarah Barnhardt & Chester Gates

1:00pm – 1:45pm

CC 157B

Vietnamese Students Exploring Culture Through the Film Million Dollar Baby. Le Truong

2:00pm – 2:45pm

CC 157B

Reducing Discrimination. Elisabeth Gareis & Piper McNulty

3:00pm – 3:45pm

CC 157B

Concrete Strategies to Build an Intercultural ESOL Practice.

Geoff Lawrence

3:00pm – 3:45pm

CC 158

Reducing Language-Based Social Isolation on Campus: A Transdisciplinary Collaboration. Melodie Hull & Erin Aasland-Hall

3:00pm – 3:45pm

CC 109B

Unearthing Tacit Politeness (and Rudeness) in ESL Communication Classes. Mary Jeannot & Ayuko Momono

5:00pm –

7:00pm

[Room TBA]

ICIS Open Business Meeting– All Welcome

Fri.

Mar 26

10:00am - 10:45am

CC 157C

Willingness to Communicate and Peripheral Participation in Intercultural Communication. Donglan Zhang & Lawrence Jun Zhang

11:00am -11:45am

CC 157C

Understanding the Cultural Dimensions of Gulf Arab Students. Kira Litvin

12:30pm – 1:45pm

CC 210A(Poster Session)

Native-Speaking Partners as Group Work Resources.Tom Schroeder

1:00pm – 1:45pm

CC 157C

Addressing the Cultural Dissonance of ELLs With Limited Formal Education. Andrea DeCapua & Helaine Marshall

1:00pm – 3:45pm

CC 212

*Academic Session*

World Englishes: (Multi)Cultural Implications Toward English Language Learning and Teaching. Andrew Kirkpatrick, Ee Ling Low, Rani Rubdy, Patrick Moran,

T. Ruanni F. Tupasin, Farzad Sharifian (read in absentia)

2:00pm – 2:45pm

CC 209

Adaptation to the American University: A Curriculum for International Freshmen. Jane Desnouee &Timothy Bonner

2:00pm – 2:45pm

CC 157C

It's a Two-Way Street: Afghan Students, American College Campus. Jory Oulhiad & Melissa Holmes

3:00pm – 3:45pm

CC 157C

Active, Nonverbal Participation: East Asian Students in U.S. Classrooms. Soonhyang Kim & Tim Micek

3:00pm – 4:30pm

CC 210B

Luminary Session

Re-Imagining Culture in TESOL.Ulla Connor & William Eggington

4:00pm – 4:45pm

Westin Grand Ballroom E

Language, Culture, and Digital Stories in ESL Instruction. Heather Linville, Beverly Bickel, Polina Vinogradova

4:00pm – 4:45pm

CC 157C

Rethinking Notions of Culture: Activities for ESL/EFL Classrooms. Andrea DeCapua & Joanna Labov

Sat.

Mar 27

7:30 am - 8:15 am

CC 158

Outsiders in a Land of In-Groups: Intercultural Competence in China.Tasha Bleistein & Joni Strohm

7:30 AM - 8:15 am

Westin Grand Ballroom C

Re-Imagining ELT in the Age of Obama. Mary Romney

7:30 AM - 8:15 am

Westin Grand Ballroom C

Why Do We Need Intercultural Rhetoric? Ulla Connor

10:00am - 10:45am

CC 208

Rethinking Respect: Understanding Respectful Communication in Adult ESL Classroom Contexts. Mark Van Ness

11:00am -11:45am

CC 208

Developing Intercultural Communicative Competence in Japanese EFL Learners Through Tasks. Fumiko Kurihara

12:30pm – 1:45pm

CC 210A (Poster Session)

Beyond Good Intentions: Increasing Professionalism Among Volunteer EFL Teachers.Margreta Arendt

12:30pm – 1:45pm

CC 210A (Poster Session)

Language and Lunch: L2 Conversation and Culture Outside the Classroom. Lawrence Lawson & Karen Hamilton

12:30pm – 1:45pm

CC 210A (Poster Session)

Did You Get My Message? Culture's Impact on Communication. Kate Parkinson

2:00pm – 2:45pm

CC 161

The Development of EIL in the Current International ELT Textbooks. Jeeyoung Shin, Zohreh Eslami, Wen-Chun Chen

3:00pm – 3:45pm

CC 158

Teachers as Intercultural Leaders: An Initiative for K-12 Practitioners. Carla Chamberlin-Quinlisk

4:00pm – 4:45pm

CC 210 B

The Intercultural in Action: An EFL Teachers Meeting in China. Duff Johnston


TESOL 2010 Academic Session: Sneak Peek

ICIS is honored to welcome distinguished scholars from around the world to come speak at our Academic Session. This cutting-edge session investigates how research on World Englishes can contribute to the field of intercultural communication and the implications for English language teaching.

World Englishes involves studies of new varieties of English in lands not traditionally thought of as native English, but which have relatively recently become Anglophone counties/regions (e.g., India, Singapore, Malaysia, Philippines, Nigeria), usually as a result of a historical relationship with English-speaking countries.

As unique, distinguishable varieties of English emerge as a native language in such contexts, the field is in a leading position to explore how local cultures might influence the ways in which English is used at the personal, societal, and official levels.

The panelists discuss this topic in relation to their individual expertise, based on their specific research and personal experience. Please join us for this fascinating discussion given by international leaders in the field.

TESOL ICIS 2010 Academic Session
World Englishes: (Multi)Cultural Implications Toward 
English Language Learning & Teaching

Andy Kirkpatrick
(Hong Kong Institute of Education)
The ASEAN English Circle: Developing a Culturally Sensitive and Practical Regional Language Policy

LOW Ee Ling 
(National Institute of Education, Singapore)
Sounding Local and Going Global: Implications for Language Teaching and Learning

Rani Rubdi
(National Institute of Education, Singapore)
Transculturality and the Art and Power of Cultural Adaptation

Pat Moran
(SIT Graduate Institute)
Focus on the Teacher

T. Ruanni F. Tupas
(National University of Singapore)
Intercultural Negotiations in Multilingual Classrooms

Farzad Sharifian*
(Monash University)
Cultural Conceptualizations in WE: Implications for Intercultural Communication and ELT
(*read for Professor Sharifian in his absence)



Articles and Information Book Review: One Classroom, Many Worlds

Clayton, J. B. (2003). One Classroom, Many Worlds: Teaching and Learning in the Cross-Cultural Classroom. Portsmouth, NH: Heinemann (pp. 188)

Reviewed by Diana Trebing, Saginaw Valley State University
dtrebing@svsu.edu

In One Classroom, Many Worlds, Jacklyn Blake Clayton sheds light on how intercultural communication plays a role in education because classrooms are becoming more culturally and linguistically diverse. She discusses how culture, more so than language acquisition, can lead to challenges and misunderstandings in cross-cultural classrooms. By combining intercultural theory and practice in each chapter, Clayton guides the reader through different building blocks of culture and illustrates how they affect classroom behavior. She argues that understanding these dimensions of culture is key for both teachers and students in order to affirm one another. This affirmation of different cultures will, in return, lead to more meaningful interactions in cross-cultural classrooms and thus empower teachers and students alike.

Clayton begins her reader-friendly book with a general discussion on culture, focusing on implicit aspects such as values, attitudes, opinions, because they are more difficult to grasp. She defines culture as not only pervasive, shared, learned, dynamic, and often unknown to us, but also as the root of our identity. Clayton ends Chapter 1 with a discussion on ethnocentrism and stereotyping and gives suggestions on how to overcome these two barriers in cross-cultural classrooms.

Chapter 2 focuses on different cultural socialization processes. By using the collectivistic/individualistic paradigm and applying Jaime Wurzel’s notions on family orientations and child rearing values, Clayton illustrates how family socialization influences a student’s classroom behavior. She further discusses the concept of colorblindness and describes how being colorblind is a disservice to the student, as this concept neglects diversity.

In Chapter 3 the author utilizes Kluckhohn and Strodtbeck’s cognitive framework for value orientations in order to illustrate the importance of values in our cultural upbringing. Clayton relates the five value orientations (i.e., human nature, relationship between humans and nature, time orientation, preferred personality, and relationship between humans) to the classroom and clearly shows where different values can lead to misunderstandings between students and teachers.

Clayton devotes Chapter 4 to a discussion on learning preferences. After explaining cognitive, affective, and physiological aspects of learning, she focuses on two major theoretical approaches to learning styles—the field sensitivity/field-independence paradigm and Gardner’s theory of multiple intelligences. Through carefully analyzing these two approaches, Clayton illustrates how a mismatch between a teacher’s and students’ culturally influenced learning preferences can be challenging, especially in the context of assessment.

In Chapters 5 and 6, the author discusses the role of verbal and nonverbal communication in cross-cultural situations. Different communication styles such as direct/indirect, elaborate/succinct, personal/contextual, and instrumental/affective varieties along with a cultural upbringing in collectivistic/individualistic and/or high and low context cultures influence how a student communicates in the classroom. Clayton also addresses the influence of culture on writing styles. In Chapter 6, she points to the importance of nonverbal communication. Nonverbal codes such as eye contact, facial expressions, touching, posture, and gestures as well as attitudes toward silence, space, and time vary across cultures. She advocates that teachers need to be aware of these differences in order to appropriately interpret their students’ behavior.

Chapter 7 moves away from specific aspects of culture and deals with the acculturation process of immigrant students in the United States. Clayton carefully describes the challenges that these students face when entering the U.S. educational system. Among these are academic (e.g., learning a new language), social (e.g., making friends), and structural (e.g., adjusting to new daily schedules) issues. The author notes that the students’ acculturation process can end in either one of four categories—integration, assimilation, separation, and marginalization. She further provides suggestions on how to effectively ease the acculturation process for immigrant students.

In the next chapter, Clayton describes how the dominant culture of a society influences classroom behavior. Characteristics which are generally valued in U.S. classrooms include, for example, individualism, student-centered teaching and learning, competitiveness, and parents’ involvement in their child’s education. Again, Clayton notes how these values can cause challenges for linguistic and ethnic minority parents and gives ideas on how to overcome the challenges.

In her last chapter, Clayton envisions her own view of multicultural education. In her vision, multiculturalism is a process of imagining all possibilities for allstudents regardless of their ethnic, racial, or linguistic backgrounds. Instead of only focusing on holidays and ethnic foods and arts, multicultural education should be omnipresent and pervasive in all subjects and classrooms at all times. Thus, it can lead to effective cross-cultural communication and social justice for all.

As a whole, One Classroom, Many Worlds opens the reader’s mind to cultural influences in the classroom. Jacklyn Blake Clayton effectively combines student and teacher’s narratives, personal examples, and theory in order to give voice to culturally diverse students. The author begins each chapter with a proverb and cultural incident related to each chapter’s content. Throughout the book, she refers back to these opening vignettes and illustrates how understanding different aspects of culture can help teachers, students, and parents in similar situations. In this context, her “Try This!” and “Journal Time” activities and prompts are worth mentioning, as they further promote understanding and application of the book’s content. Another strength of this book is Clayton’s own bicultural and bilingual upbringing in Turkey and the United States, as it provides her with useful insights into different cultures and acculturation processes.

A minor shortcoming of this book is Clayton’s casual discussion of colorblindness. In other words, in Chapter 2, Clayton carefully reviews how cultural socialization processes have an effect on students in the classroom. Among these are family structures, relationships, collectivism/individualism, and personal characteristics. She also states that, despite the numerous cultural differences in students, many teachers suggest that all children laugh, cry, and behave in the same way and thus subscribe to a form of colorblindness. Although there are similarities among children, Clayton states that this form of colorblindness “presumes that all children have come from the same background with the same assumptions and privileges, as well as skills and needs, that they have the same understanding of the ground rules of the dominant culture. Being colorblind denies the very identity of people who are not brought up the same way as we were; it taps into our subconscious ethnocentrism” (pp. 44–45). Although I agree with Clayton’s understanding of colorblindness, I would have appreciated a more detailed discussion of this concept, as readers who are not familiar with the concept of colorblindness might be confused with or could even reject her brief discussion on this topic because they were taught that all children, no matter their background, need to be treated in exactly the same way. Since the notion of colorblindness is controversial, a more detailed discussion would definitely have strengthened Clayton’s arguments.

In conclusion, One Classroom, Many Worlds is a book which provides detailed insights into other cultures. The book is worthwhile reading for pre- and in-service teachers and for students in education, cultural and ethnic studies, and ESL/EFL-related disciplines. Because it is very accessible and reader-friendly, the book is especially useful for readers with little or no prior knowledge in intercultural communication. Readers will especially appreciate Jacklyn Blake Clayton’s clear synthesis of intercultural concepts along with the numerous suggestions of how these intercultural concepts can be applied to any teaching situation in which a reader might find him or herself.

Diana Trebing is an assistant professor in the Department of Communication at Saginaw Valley State University, Michigan, in the United States. Her research and teaching interests focus on intercultural communication.


Intercultural Communication Journals and Other Resources

In response to a member’s request for more IC-related venues, please find a partial list of journals, associations, and publishers that specialize in intercultural communication. Please excuse any omissions. Our ignorance also prevents us from compiling a comprehensive IC-related event list, but each of the associations has events, some of which are available online.

IC JOURNALS

Intercultural Pragmatics (De Gruyter)
http://www.degruyter.de/journals/intcultpragm/detailEn.cfm

Journal of International and Intercultural Communication (Taylor & Francis)
http://www.tandf.co.uk/journals/journal.asp?issn=1751-3057

Journal of Intercultural Communication (IMMI - Online)
http://www.immi.se/intercultural/

Journal of Intercultural Communication Research (Taylor & Francis)
http://www.tandf.co.uk/journals/rjic

Journal of Intercultural Studies (Taylor & Francis)
http://www.tandf.co.uk/journals/titles/07256868.asp

Journal of Multilingual and Multicultural Development (Taylor & Francis)
http://www.tandf.co.uk/journals/0143-4632

Language and Intercultural Communication (Taylor & Francis)
http://www.tandf.co.uk/journals/1470-8477

Language, Culture and Curriculum (Taylor & Francis)
http://www.tandf.co.uk/journals/0790-8318

IC ASSOCIATIONS

International Association for Languages and Intercultural Communication (IALIC)
http://www3.unileon.es/grupos/ialic/

International Communication Association
(Intercultural Communication & Intergroup Communication Interest Groups)
http://www.icahdq.org/

Society for International Education, Training and Research (SIETAR)
http://www.sietar.org/

TESOL—Intercultural Communication Interest Section
http://www.tesol.org

World Communication Association
http://wcaweb.org/

IC PUBLISHERS

Intercultural Press
http://www.interculturalpress.com/store/pc/home.asp


Newsletter Announcement

We hope you enjoyed our preconvention issue and encourage you to submit articles, teaching tips, and book reviews related to ICIS issues for our upcoming spring/summer issue that will be announced after the Convention.

Hope to see you in Boston!

Geoff Lawrence, ICIS Newsletter Editor
gpjlawrence@gmail.com