This presentation introduces the Intercultural Communication Framework as a means to address conflicts in cultural orientations to learning and teaching, resulting in cultural dissonance for struggling language learners. By applying the Framework’s three guidelines, educators can greatly improve their effectiveness in classroom communication and instructional delivery for this population.
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When Assump+ons and Priori+es Collide: Exploring Intercultural Communica+on
and Schooling TESOL Conven,on 2014
Portland, Oregon Andrea DeCapua, Ed.D. New York University
1. the goals of K-‐12 instruc,on are a) to produce an independent learner
b) to prepare that learner for life aRer schooling
2. the learner brings along a) an urge to par,cipate as an individual
b) age-‐appropriate prepara,on for
i. literacy development
ii. academic tasks
(Marshall, 1998; DeCapua & Marshall, 2011)
Three Cultural Differences
• Literacy • Collec,vism and Individualism • Ways of thinking and learning
I never care about reading un,l I come here In my country nothing to read but here, everywhere print, words and signs and books and you have to read.
The most importants I have learned about the United States that is a book, newspapers, or notebook and pens. These things are always let me know how to live here.
Collec+vis+c vs. Individualis+c Cultures
Informal Ways of Learning
• Revolves around immediate needs of family and community
• Grounded in observation, participation in sociocultural practices of family and community