• reflecting upon the experience of authentic or virtual interaction with the target language and culture, for example, through face-to-face or online interactions with other target language speakers, through visits to the target language community, or through interacting with visitors to their own school
  • reflecting on how their own ways of behaving may be interpreted when interacting with target language speakers, noticing their own body language and modifying certain behaviours, such as avoiding eye contact
  • reflecting and reporting on how learning the target language provides insights into language and culture in general, and how their own assumptions about target language speakers and ways of knowing and being are changing as a result of intercultural language learning
  • reflecting on how learning the target language provides a distinctive means of understanding the country in which they live, including the relationship between land, the environment and people, and issues of discrimination and reconciliation
  • keeping a journal of humorous, satisfying or challenging experiences) associated with learning and using the target language in various contexts, noting personal responses and reflections over time, and insights gained into their own language(s) and culture(s)
  • identifying and comparing how emotions or attitudes such as respect, shyness, exuberance or embarrassment are shown/displayed/expressed across different languages and cultures
  • sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, additional insights and perspectives and opportunities for new experiences