ERIC Number: ED365156
Record Type: RIE
Publication Date: 1993
Our Own Stories: Cross-Cultural Communication Practice.
The textbook for students of intermediate English as a Second Language (ESL) is based on cross-cultural communication misunderstandings described in essays written by university students. It consists of 20 instructional units, each beginning with a real student's dilemma caused by cultural differences and each dealing with one particular custom. Early units address simple issues; later units relate to more complex subjects. Topics include: clothing; holidays; health and illness; food taboos; eating out; guests and hosts; confusing phrases; greetings; forms of address; body language; touching in public; dating; weddings; good and bad luck; parents and children; the classroom; the changing role of women; attitudes toward aging; stereotypes and prejudice; and religious practices and beliefs. Within each unit are diverse activities and exercises to develop discussion and build English language skills. Exercises include comprehension and inference questions, vocabulary development, puzzles, role-playing, interviews, and oral and written reports. Activities are designed to be self-explanatory and allow for flexibility in use. (MSE)
Descriptors: Acculturation, Aging (Individuals), Body Language, Class Activities, Classroom Environment, Classroom Techniques, Clothing, College Students, Communication Problems, Cultural Awareness, Culture Conflict, Daily Living Skills, English (Second Language), Food, Health, Higher Education, Idioms, Intercultural Communication, Interpersonal Communication, Language Skills, Limited English Speaking, Parent Child Relationship, Personal Narratives, Religious Cultural Groups, Role Playing, Sex Role, Skill Development, Social Attitudes, Sociocultural Patterns, Stereotypes, Student Adjustment, Writing Exercises
Longman, 10 Bank Street, White Plains, NY 10606.
Publication Type: Guides - Classroom - Teacher; Guides - Classroom - Learner; Books
Education Level: N/A
Audience: Students; Teachers; Practitioners
Authoring Institution: N/A