ACLTUC112
Elaborations
- drawing on their own bilingual/multilingual experience to identify elements of successful intercultural communication, for example, noticing differences in expectations, recognising and responding to signals of misunderstanding, switching strategically between Turkish and English
- providing examples of interactions that ‘work’ better in Turkish than they do in English, for example, talking to their grandparents, participating in cultural events, joking between themselves, and discussing why this might be the case
- keeping a journal of memorable experiences associated with learning and using Turkish in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users, for example, how they choose to use either English or Turkish in different contexts and situations
- considering the idea of shared responsibility in relation to intercultural communication, considering how effective interaction involves elements of noticing, analysing, reflecting, responding and adjusting
- comparing ‘repair and recovery strategies’ they use to respond to miscommunication between speakers from different language and cultural backgrounds, for example, self-correction, rephrasing, apology, requests for repetition or clarification
- reflecting on choices they make when interacting with friends who also speak both Turkish and English, identifying instances when they move between languages for practical or cultural reasons