ICIS Newsletter

ICIS News, Volume 6:2 (August 2008)

by User Not Found | 10/26/2011
In This Issue...
  • Leadership Updates
    • Letter from the Chair
    • Notes from the Editor
    • Notes from the Past Chair
  • Articles
    • Walkabout--A Language and Cultural Awareness Activity
    • Designing Curriculum Within, Between, and Beyond Cultures: Part Two
  • Announcements
    • Call for Manuscripts
  • Community News
    • ICIS Steering Committee 2008-2009

Leadership Updates Letter from the Chair

Diana Trebing, Saginaw Valley State University, University Center, Michigan, dtrebing@svsu.edu

Dear ICIS Members,

These summer months have been a very active time for the ICIS so far. June 2 was the deadline for proposal submissions for next year’s TESOL convention. This year, we received 98 proposals covering a wide variety of topics from presenters from all over the world. The major portion of the proposal review process is complete, and I want to thank all of the proposal readers who put their time and effort into this process. Without your help and dedication, the ICIS would not be able to contribute to next year’s TESOL convention!

Within the next few weeks, TESOL will let each interest section know how many proposals will be accepted. Check the ICIS Web Area in the coming months and watch for our next newsletter, which will include more specific information on the Academic Session and InterSections the ICIS will be sponsoring next year along with the individual sessions that have been accepted.

On behalf of the steering committee, I also want to remind you that this is your newsletter so please take advantage of the opportunity to submit your work. For example, you could submit excerpts of previously published papers, summaries of professional events you attended, interviews with scholars, book reviews, intercultural communication activities, and much more. We strongly encourage you to submit your papers and ideas to Mary, our newsletter editor, since this is a great way to share your knowledge of and ideas about intercultural communication with a lot of TESOL professionals.

Please feel free to contact me with any suggestions, questions, or concerns you might have about the ICIS or TESOL 2009 in Denver. I look forward to hearing from you.

Notes from the Editor

Mary Huebsch, Santa Ana College, Santa Ana, California, huebsch_mary@sac.edu

On behalf of the members of our steering committee and our membership, I want to extend a heartfelt thank you to Rebekah Muir, my former coeditor. Rebekah truly raised the bar for this newsletter over the past 2 years with her thoughtful editor’s notes and consummate organizational skills. I miss her leadership and unique perspective as a third culture kid (see Rebekah’s article “(Adult) Third Culture Kids in the ESL Classroom” in the August 2007 edition of this newsletter). I hope one or more of you will consider becoming a coeditor with me for the next and future newsletters. I promise to ease you into your duties. And Rebekah, you are always welcome back! 

In this summer issue of the ICIS Newsletter, in addition to a letter from our hard-working chair, we have notes from our past chair, Donna Fujimoto. Perhaps you were charmed and captivated by the Hello Kitty-themed ICIS booth Donna created for the 2008 TESOL Convention. Donna writes about her experiences with planning and vetting the booth and about the impressions of TESOLers who visited the booth. Please join me in thanking Donna for her efforts and creativity in promoting ICIS with the help of Hello Kitty at the convention.

Both of the articles in this month’s newsletter come to us from EFL settings. Our first article is from Jidapa Promruang and Dave Hopkins at TEFL International in Ban Phe, Thailand. These authors describe the experiences and reactions of American and Canadian teacher-trainees who speak Thai and collect Thai language samples as they participate in Walkabout. This valuable activity has many potential applications and is particularly useful in sensitizing potential teachers to the cultural and linguistic challenges students face. 

In our next article, Carol Clark, whose article “Designing Curriculum Within, Between, and Beyond Cultures: Part 1” can be found in the April 2008 ICIS Newsletter, continues her discussion of curriculum development in the EFL environment of Cairo, Egypt. In the current article, Clark focuses on intercultural challenges involving academic expectations, materials selection, reading load, and academic integrity. She also describes how to help students gain a global perspective through course content and activities. Clark’s insight and experience will be helpful to ESL and EFL teachers alike.

Please enjoy this issue of the ICIS Newsletter, and we invite you to share your thoughts in a letter to the editor or an article in our next newsletter. 

Notes from the Past Chair

Donna Fujimoto, Osaka Jogakuin College, Japan, fujimotodonna@gmail.com

Dear ICIS members,

When I realized that I would have to take charge of the ICIS booth at the New York TESOL Convention, I decided to do something lighthearted and fun—yet something that would make people stop to think, talk . . . and laugh. I came up with the idea of giving away Hello Kitty stickers and magnets at our booth. I have never been a big fan of this overly cute character and couldn’t understand why she has had such appeal to the Japanese. I was even more puzzled by Hello Kitty’s popularity around the world, among adults and celebrities, of all people. What was going on? It seemed to me that since Hello Kitty had successfully crossed intercultural and age borders, then we could definitely ask visitors to our booth “interculturally related” questions about Hello Kitty.

What was most interesting to me was what happened in the weeks before I started finalizing what I would do with the booth. When I brought up my idea of connecting Hello Kitty with intercultural communication to my colleagues and friends, instead of getting blank stares, as I suspected might happen, I got intelligent and thoughtful responses. One colleague told me about an interesting article about this cat and about the founder of Sanrio, the company that first created Hello Kitty. It is unbelievable that in just six months last year, that company had 44.3 billion yen in sales ($440 million), with Hello Kitty as its most longlasting and successful product. Another colleague said that Hello Kitty is a “transnational phenomenon.” According to this colleague, this cat character has been “stripped of overt cultural associations to Japan and cleverly positioned within a larger quite successful global marketing strategy.” 

Another friend said he thought that Hello Kitty exemplifies exactly what the Japanese power structure wants Japanese women to be: silent, cute, and obedient. Hmmmm. An American friend said that years ago before she married her Chinese husband, she insisted that he get rid of his pencil case with Hello Kitty on it—it really bothered her. An ICIS member found a recent article reporting that if Thai policemen misbehave, they will be forced to wear a pink Hello Kitty armband. Apparently, this “shaming” strategy is working! The upshot: I decided to go ahead with my Hello Kitty idea.

So at the ICIS booth this year several questions were posted, such as, Why has Hello Kitty successfully crossed intercultural and age borders? Does the “culture of cute” evoke different reactions along intercultural lines? Why does Hello Kitty cause strong negative reactions among some people? Booth visitors were encouraged to write their comments in the Hello Kitty guestbook, and they got a choice of totally cute magnets and even cuter stickers for their badges.

So, as it turns out, Hello Kitty was a huge hit at TESOL 2008. One woman begged me to sell her one of the hologram magnets because she wanted it for her daughter. I told her I could not possibly sell it, but I could just give it to her. She looked like she was going to burst with happiness. So many people told us how happy their child, their sister, or their wife would be. I didn’t expect that Hello Kitty would spread so much happiness.

I must say though that I was also very, very happy because Hello Kitty was instrumental in bringing good people into our ICIS. Before we could even get the booth set up, the first visitors were already engaging us in interesting conversations. Because of their positive energy, I decided I had better document the event by taking a photo of the first two visitors, Carlon Haas, an American working in Seoul, and Eva Owen from New York.


From left to right Carlon Haas, Donna Fujimoto, Eva Owen.

On the last day, as I was taking down the booth, I met Cristen Dokic, whose business has everything to do with intercultural communication. Who should drop by just then but Carlon, our first visitor. This called for yet another photo. It was a very fitting way to end the convention—with our first and last visitor, both of them with daughters who simply love Hello Kitty


From left to right Carlon Haas, Donna Fujimoto, Cristen Dokic.

I’m extremely happy to report that Carlon was not just our first visitor, but he came to our business meeting and has agreed to become the ICIS e-list manager and our webmaster. This is the best news for ICIS!
 Thank you to all the ICIS members who sat at the booth, and thank you to our many visitors.

Donna Fujimoto teaches English and intercultural communication at Osaka Jogakuin College in Japan, is coordinator of the Contrast Culture Method, Japan (an intercultural training approach), and is co-program chair for SIETAR Kansai (Society for Intercultural Education, Teaching and Research).


Articles Walkabout--A Language and Cultural Awareness Activity

Jidapa Promruang, TESOL certificate trainer and Thai language & culture teacher, TEFL International, Ban Phe, Thailand, jidapatefl@gmail.com

Dave Hopkins, Academic Director for TEFL International, Ban Phe, Thailand, and lecturer, Med TESOL program, Asian University, Huay Yai Tambon, Thailand,davehbanphe@gmail.com

Walkabout is a language and cultural exploration activity designed to help teachers better understand the feelings of their students. The underlying principle is that language learning is as much an affective cultural learning experience as it is a cognitive process. In the TEFL International TESOL Certificate course in Ban Phe, Thailand, the foreign language learning experience is the foundation for all the teacher-training components.

Going through this experience taught me valuable lessons about the realities of learning—most especially learning language. (Casey, journal entry, June 2008)

Programs such as the School for International Training, the Peace Corps, and others also start teacher training with a foreign language learning experience. What may be novel and useful to others is the structure of the approach described below.

At TEFL International in Ban Phe, on the first day of training, the participants, who are American and Canadian teacher-trainees, are involved in theater techniques and a classroom direct teaching lesson in Thai, an unfamiliar language. This is an important part of the preparation for their affective experience. It aims to make them more comfortable with new behaviors, more observant, and more open to new language input.

The walkabout starts in the classroom with a traditional communicative lesson in greetings and other basic phrases.

• Hello. How are you? 
• Excuse me. 
• Can you help me? 
• How do you say_____ in Thai? 
• What's this/that?

The teacher models the context and the language and then the students practice for about 30 minutes in pairs and small groups. Next, the trainees are sent out into the neighborhood to collect samples of Thai language. The only instruction is to go alone and take a notebook. They return to the classroom after about 40 minutes and work in pairs to write the Thai language they have collected (using the English alphabet) on posters. During the remainder of the session the facilitator encourages the trainees to move around in the classroom and share their experiences and their new Thai expressions. The language collection activity has become a vehicle for meaningful cultural encounters. The participants’ experiences are further reflected in their foreign language journals completed outside of class.

It was a very useful experience as it gave me an insight on how a new English Language student would have problems in learning English. In many ways it was a humbling experience for me. (Michael, journal entry, June 2008)

On day two the trainees review what they have collected and are introduced to a basic language-learning paradigm: 


The language input is the collection phase and now the class discusses how the language might be practiced: in pairs, talking with Thais, using a tape recorder or video, and role plays. What is missing at this stage is context, a natural situation where the language might be used, and more complete sentences for questions and responses. The assignment for the second session is to go out and put together a dialog that might be used in a restaurant, laundry, hotel, or other situation from the neighborhood. Trainees go off with their notebooks and return in about an hour.

Once the initial contact was made, finding out the required information became a fun game for everyone. Simply pointing to an object and using the English word prompted them to repeat it in Thai. . . . I had to have my new “teachers” go over and over the same word. Frustrating for both of us, but we ended up laughing mostly. (Casey, journal entry, June 2008)

This event has more potential to create a “sticky” situation in the student's mind than any other. . . . I will most likely remember how to say “how much” in Thai for my whole life because it is linked to a distinct memory. (Gary, journal entry, June 2008)

To go out in the street and to ask a total stranger to help me understand a new language was a daunting task for me. Fortunately most of my fellow students also looked apprehensive about this task. The process though was made both easy and pleasurable by the people we met. Everyone I encountered seemed to welcome the ”stupid” questions that I asked them. They did not seem to loose [sic] patience when I obviously made a complete mess of pronouncing a word or phrase. (Michael, journal entry, June 2008)

It is apparent from the above reflections that while the activity is a language-learning task at one level, it is very much a cultural learning activity literally at the street level.

On day three we return to the learning paradigm:


to reflect on what happens next. Everyone realizes that the new language has not been fully learned and the discussion turns to ways to reinforce the learning in preparation for skits to be performed later. 

The culmination to this experience was working with a partner. This was an extremely useful idea as it helped us both cope with pronunciation issues with the language. We were able to give each other confidence in carrying out the skit. The skit in itself was a good way to end the exercise as the other students were able to give us feedback on our performance. We were also able to learn from watching the other skits. (Michael, journal entry, June 2008)

Day #3 saw me pairing with a classmate. . . . We again approached the laundry folks, but did not use up too much of their time. We checked with them [to see] that our scripts were phonetically correct and our pronunciation close to the mark. By putting our words down on tape we could cross check for accuracy. We came back to practice and deliver the skit. No longer feeling anxious or frustrated, we were able to deliver this confidently. (Gary, journal entry, June 2008)

[C]ontext is a fantastic learning tool. . . . By painting a verbal picture whenever I create dialogs or choose vocabulary, I infuse my lessons with gravitas and anima. . . . [It] is the best potential for unlocking my students [sic] learning potential. (Casey, journal entry, June 2008)

The last quote focuses on the walkabout as a learning experience for teaching, but it is the visceral experience of the new culture that is the essence. Language learning is really a medium for cultural learning, but even without this element, the walkabout has great impact. Walkabout has been used by one of the authors in teaching and training courses in Botswana, Thailand, Japan and Massachusetts with equal success. Even American students going out to discover their own culture and Japanese university students exploring rural Japan demonstrated significant cultural insights during reflective discussion. Have fun, learn, and go walkabout!


Designing Curriculum Within, Between, and Beyond Cultures: Part Two

Carol Clark, Instructor, American University in Cairo, Egypt, cclark@aucegypt.edu

This article covers the second part of a presentation I gave as the Intercultural Interest Section (ICIS) representative at an InterSection panel discussion on “Administrative and Curricular Challenges in EFL Environments” at TESOL 2008. Part 1, which appeared in the April 2008 ICIS Newsletter, dealt with taking individual diversity and host country culture into consideration with a focus on students’ identity (the “within cultures” part of the title and the presentation). Together these two articles describe “lessons learned” from creating, piloting, and training teachers to teach a new core curriculum content-based seminar course for first-year students at the American University in Cairo (AUC) called “The Human Quest: Exploring the ‘Big Questions.’” The course has the overarching goal of helping new students acquire many of the academic skills they will need (such as critical reading, reflective writing, effective class participation, creating engaging oral presentations, content-based test taking, and teamwork skills) in what is for many students a new system of education in an English-medium university. Thus, it is a content-based course with a language skills component.

The curriculum developer faces several intercultural challenges when designing courses based on one system of education when operating in a host country where most incoming students have been schooled in another system. This intercultural problem is compounded in today’s world with the distrust and animosity that many people feel toward Western cultures and values. One of my best students, Sarah, captured this  prevalent tension in a reflective paper she wrote in the spring of 2007 to her imagined grandson 50 years in the future:

When I was your age the world wasn’t the same as today. We lived in great conflicts and fear of tomorrow. I grew up with the war in Palestine in the back of my mind; 6 days after my 14th birthday the World Trade Center in the US was attacked, and the world ceased to be the same. A sequence of wars and conflicts took over the world; starting with the war in Afghanistan then in Iraq and at last in Iran. Our world was split in two, those hating the US and those who agreed with its actions. It became “we, the Arabs, and the others”. I felt myself lost not knowing what to decide. My father was one of those who hated it; he sent me to the American University in Cairo believing that we should learn the ways of the enemy and every time I went home he would say: “You’ve changed, I never should have sent you; you became one of them”. I never became one of them, but I wasn’t like my father either. I was just plain me.

Three types of challenges are clear here: the “within culture” conflicts within Sarah and between her and her father; the intercultural divide (“us and the others”), and the need to move beyond cultures into a wider sense of shared human issues and values. This article suggests some ways for curriculum developers to address the intercultural and “beyond culture” challenges.
Intercultural Challenges

In dealing with both content and skills in today’s EFL environment, one of the intercultural goals at a multicultural English-medium university such as AUC should be to widen students’ world views while training them in the skills they will need to succeed at university.  Here are four of many questions to consider in developing a content-based language skills-oriented course in an EFL environment:

• Changing Academic Standards: What should students expect in a different educational system?
• Selecting Relevant Materials: To what extent should you break cultural or intercultural taboos?
• Reading Load for Critical Reading: How much should be assigned in order to maintain students’ motivation to read critically and comprehend well?
• Plagiarism/Academic Integrity: How much collaboration is acceptable for any given task?

Curricular Solutions

1. Make expectations clear. The first intercultural issue that arises with students from one educational system in a new and different educational system is clarifying standards. For Middle Eastern students, many of whom come from examination-driven schooling based on the transmission and memorization of knowledge, adapting to the American system with its emphasis on critical thinking, creativity, and problem solving can be a major challenge.

•  To help students adapt, design assignment sheets that describe each task clearly and provide rubrics in the areas in which students will be evaluated, such as class participation, writing reflective response journals and formal essays, and giving oral presentations. On the Internet, it is easy to find sample rubrics that can be adapted. 
• To help less experienced students acquire these academic skills, course designers can create a self-access page on WebCT/Blackboard, with a number of web page links in the essential academic skills areas.  
• For some skills, such as reflective writing and class participation, students can assess their own work using the rubrics at midterm. This ensures that they are aware of course expectations when they still have time to improve their performance. 
• Accompany these efforts with extensive class discussion and many student questions on all tasks before they are performed to optimize students’ chances of meeting a different culture’s academic expectations.

2. Select relevant materials. Materials selection can be a tricky issue.  Most EFL teachers are told to stay away from loaded and potentially volatile topics such as politics and religion. Some conservative elements of host cultures may also dictate against graphic depictions of sex, drug use, and sometimes violence in literature and films; however, in our age of globalization, these, as well as cross-cultural political and religious concerns, are often the very issues that college-age students are confronting outside of their classes.

In order to engage students in exploring the “big questions” that they confront at this stage of their lives—such as Who am I? Where have we come from? What does it mean to be human? What do the arts tell us about the human condition? and Where are we all going?—it is helpful to locate compelling writing that addresses these questions from new perspectives,  in order to widen students’ worldviews.  Look for a variety of relatively new (i.e., late 20th century) writing voices that students might not have encountered, a balance of male and female voices, Middle Eastern and Western voices, but most important, writers that can address a mixed audience from both East and West in a way that (a) will be listened to and (b) can show some of the complexities of intercultural issues rather than oversimplifying them. Authors whose works have appealed to my students include Karen Armstrong, Amin Maalouf, Ahdaf Soueif, Jared Diamond, Naomi Shihab Nye, Sherman Alexie, Jhumpa Lahiri, Salwa Bakr, and Anthony Doerr. Although some of their works of fiction and nonfiction touch on what are considered intercultural “taboo” areas, such as politics, the role of religion, and sex, the guideline for selection is that the texts show basic respect for all cultures and for human dignity and contain dual criticism rather than a perspective of “them and us.” Whenever there are questions about cultural inappropriateness of content being considered, ask a host country colleague to read the text in question and give advice. 

While discussing texts that deal with sensitive intercultural issues in class, teachers should remember that some students from conservative or minority backgrounds may feel uncomfortable discussing certain issues. Thus, the teacher needs to allow the questions and comfort level to come from the students and should not push the discussion into areas where some students will be offended or put up affective filters that impede learning.

3. Determine reading load and promote critical reading. How much reading is enough for our first-year students in an EFL university in one course in one semester? The head of our English and Comparative Literature Department revealed that when she assigned 12 readings, the students usually read 9. When she assigned 9, they read 6. When 6, they read 4, so she began assigning 12 again. There are several valuable lessons for the curriculum designer here:

• Start with the assumption that not every student will complete every reading. Train them to at least skim and scan before coming to class.
• Give students options on what they write about in multiple journals, presentations, and essays to ensure that they read at least what they write about and present on. 
• Use class discussions to motivate them to read later even if they weren’t prepared for class.
• Give students responsibility for contributing questions to class discussions.

Within these guidelines, as many as 18 readings can be assigned per semester (including short excerpts, short stories, chapters/sections of nonfiction books, and poems).

The following practices also encourage more reading and promote critical reading skills:

• The repeated practice of summarizing, responding to, and finding connections between texts in reflective response journals and short papers
• Chapter presentations by students in pairs using PowerPoint and visuals from self-selected chapters of longer nonfiction works
•  Awarding extra credit points when students lead class discussions of readings

4. Cut down on plagiarism and boost academic integrity. A number of my Egyptian colleagues agree that the local culture and educational system often promote the memorization of set answers and the authority of the written word to the extent that students in schools may not be discouraged from cutting and pasting from Internet sources when producing projects and reports. At the same time, strong values of friendship allow weaker students to pressure stronger students to share their essays, homework, or answers on tests. A public school system in which many students take private lessons after school from their classroom teachers is another cultural factor that undermines the habit of doing one’s own work independently. In response, AUC has developed an Academic Integrity Policy, to which all students are expected to adhere; the policy is explained to them through multiple activities in their orientation before classes begin, and they all sign statements that they have read and understood the policy. They are taught about citation and integration of sources in all of their English writing courses throughout university. Despite this effort, many students need multiple examples and reminders throughout their first 1 or 2 years about how much and what types of collaboration are acceptable and appropriate. The following are several ways in which I teach these expected values to new students: 

• Very early in the semester, students read and discuss “The Second Prize,” a short story about a young boy who wins a prize for work he did not do alone (Layton, 1997). Class discussions focus on applying the themes of lowered self-esteem and its impact on identity to students’ undergraduate experience. Following the discussions, students sign an agreement indicating that they can distinguish collaborative from individual assignments in class. 
• Students are shown a presentation via PowerPoint on how to quote and cite sources. 
• Students submit all written work to Turnitin.com.

These steps have helped a great deal in cutting down on (although not entirely eliminating) attempts at plagiarism and the unauthorized sharing of papers as the course has moved into multiple sections taught by different teachers.

Challenge Beyond Cultures 

A final major challenge to college-age students in the globalized 21st century focuses on connectivity: discovering the human element in people of all cultures (including minority cultures) while building diverse relationships. Students can become aware of human commonalities fairly easily after working through the within-culture and intercultural tasks and activities mentioned above and in Part 1 of this two-part article.

Curricular Solutions

Multicultural content. Students can learn about the human elements in “others” (even those within their own cultures) throughout the semester through interacting face-to-face in a diverse classroom, studying an extended nonfiction theory of the development of human societies with their commonalities and differences (Diamond, 2005), and discussing a range of poems and fiction stories from different cultures in depth, finding the connections and distinctions among them.

Teamwork projects. Particularly useful in building respectful relationships with others is a teamwork-based project with a group grade. In my course, two teams prepare different sides of a debate on a topic that the class selects, and  a third team prepares a creative closing ceremony for the class. The ceremony has to relate to the themes of the course, involve all students, and incorporate a ceremony from another culture. In the two weeks of research and preparation for their projects, students do teambuilding icebreakers, select team roles, and follow guidelines for effective working teams based on principles of cooperative learning. They take the major responsibility for what happens in the final two class sessions, often citing the Universal Declaration of Human Rights for their debate defenses on such topics as “Should the Internet be censored?” and “This house believes Egypt should sell natural gas to Israel.” They also find common human connections when they research and incorporate other cultures’ traditions into their own closing ceremony, including a Japanese tea ceremony and a Mexican piñata event in two recent classes. 

In these collaborative activities, students move into a stage of synthesis of content-based knowledge and language-related skills, which empowers them to express themselves in their own unique voices in an L2 university within a new educational system. By the end of the semester, the role of the teacher may become that of a guide, a monitor, and occasionally a tribal elder (depending on the closing ceremony, which may include dancing around a tribal fire made of sticks and colored crepe paper!). Thus, through a series of carefully designed skills-based activities, tasks, and compelling intercultural readings, both students and their teachers can experience a

perspective transformation . . . the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand, and feel about our world; changing these structures of habitual expectation to make possible a more inclusive, discriminating, and integrating perspective (Mezirow, 1991, quoted in McGonigal, 2005).

This perspective transformation affects how students view their own cultures, the L2 culture of their university education, and other human cultures throughout the world.

In implementing new curriculum for a content-based course for EFL students in a multicultural American system university, I found that students were engaged and interested. They widened their worldviews and abilities to express themselves, meeting the attitudinal and language-based goals of the course as well as the content-based knowledge goals. My findings support other research findings on content-based instruction at the tertiary level (Grabe & Stoller, 1997). As a result of this experience in focusing on content and skills-based activities that deal with current issues within, between, and beyond cultures, I am currently selecting new materials and activities for my regular intensive English courses. This journey into new academic territory has transformed not only my students’ perspectives on their own identities and cultures, the cultures of “others,” and our common humanity, but also my own perspectives as a language teacher in a multicultural world.

Works Cited

Diamond, J. (2005). Guns, germs, and steel: The fates of human societies (2nd ed.). New York: W.W. Norton & Company.

Grabe, W., & Stoller, F. (1997). Content-based instruction: Research foundations. In M. A. Snow & D. Brinton (Eds.), The content-based. White Plains, NY: Addison Wesley Longman. Retrieved July 12, 2008, fromhttp://www.carla.umn.edu/cobaltt/modules/principles/grabe_stoller1997/READING1/foundation.htm.

Layton, G. (1997). The second prize. In The swap and other stories. London: Macmillan Children’s Books.

McGonigal, K. (2005, Spring). Teaching for transformation: From learning theory to teaching strategies. Speaking of Teaching Newsletter, 14(2). Retrieved July 12, 2008, from http://ctl.stanford.edu/Newsletter/transformation.pdf 


Carol Clark is an English language instructor at the American University in Cairo, Egypt, where she has lived and taught for over 30 years. She currently teaches both graduate and undergraduate students in a variety of programs including the Intensive English Program, the Academic English for Graduate Student Program, and the Core Curriculum. She also has extensive experience in teacher training, program administration, and teaching literature in an EFL context.


Announcements Call for Manuscripts

Teachers of English to Speakers of Other Languages
Intercultural Communication Interest Section (ICIS)

Call for Manuscripts
ICIS Winter 2009 Newsletter

Topic: Teaching Intercultural Communication Skills

The audience of this newsletter is composed of intercultural communication teachers, administrators, and teacher educators in TESOL. Manuscripts for the winter 2009 issue of the newsletter should be manuscript forms of ICIS-related research and classroom experiences centered on the topic above. However, papers  that deal with issues that were raised by TESOL 2008 or that focus on other aspects of intercultural communication not addressed at the conference are welcome. Manuscripts will be carefully reviewed before being published to ensure that their content and style are of a suitable quality and usefulness for the ICIS Newsletter.

Authors submitting manuscripts should be aware that some journals, including TESOL’s The Essential Teacher, may not accept a manuscript that has been previously published in the ICIS Newsletter.

The deadline for submission for the Winter 2009 newsletter is January 3, 2009. Manuscripts should be around 1,200 words in length (contact the editor first about longer manuscripts) and must be formatted according to the guidelines of the American Psychological Association Publication Manual, Fifth Edition.  Authors should also include a 30 to 40 word abstract of their article. Manuscripts can be submitted electronically to huebsch_mary@sac.edu.

Community News ICIS Steering Committee 2008-2009

New ICIS Steering Committee Members (2008-2009)
Diana Trebing (Chair), dtrebing@svsu.edu
Joshua Borden (Chair-Elect), jsborden@hotmail.com
Donna Fujimoto (Past Chair), fujimotodonna@gmail.com
Mary Huebsch (Newsletter Editor), Huebsch_Mary@sac.edu 
Carlon Haas (Webmaster & E-list Manager), king_of_seoul@hotmail.com
Teresa Fisher (Secretary/Historian), msttrf@langate.gsu.edu
Don Snow, Piper McNulty, Rebekah Muir (Members-at-Large), donsnow48@hotmail.compipermcn@aol.comrebekahmuir@yahoo.com
Susan Coakley (Past Past-Cochair), scoakley@comcast.net 
Sara Keyes (Past Past-Cochair), piratequeen@usa.net

Previous ICIS Steering Committee Members (2007-2008)
Donna Fujimoto (Chair), fujimotodonna@gmail.com
Susan Coakley (Past Cochair), scoakley@comcast.net 
Sara Keyes (Past Cochair), piratequeen@usa.net 
Rebekah Muir and Mary Huebsch (Newsletter Editors), rebekahmuir@yahoo.com and Huebsch_Mary@sac.edu 
Eunhee Seo (Webmaster), ellenseo@temple.edu   
Diane Trebing (Secretary/Historian), dtrebing@svsu.edu
Don Snow, Victoria Tuzlukova, and Armeda Reitzel (Members at Large), donsnow48@hotmail.comtuzlukov@jeo.ru, and acr1@humboldt.edu
Piper McNulty (Past Past-Cochair), pipermcn@aol.com 
Nancy Tumposky (Past Past-Cochair), tumposkyn@mail.montclair.edu