The fact that many of their perceptions are not

class began by presenting the ads. During this step, the teacher asked the
learners just to watch the ads. After watching the ads, the students stated the
observable actions, or more specifically the cultural situation being observed.
The next step began guiding the learners to work in small groups exploring the
explanations embedded in the actions and interactions of the target culture.
This was an appropriate time to allow students to work together engaging in
research and investigation as they explored the cultural viewpoints driving the
actions in the ads. Students were encouraged to check newspaper articles,
websites, and any other reliable source in order to discover basic information
about the people living in the countries being exposed through ads. The
teacher’s role was not to prepare questions and answers related to the ads
being presented; rather the teacher encouraged the students to freely discover similarities
and differences between their own and other cultures. An opportunity was
created in which the learners gathered information independently in order to
become more knowledgeable about cultural practices and beliefs.

     In the final step, the
learners discussed the possible explanations in order to choose the most
appropriate rationale for the behavior seen regarding the home ethics. During
this step, the teacher attracted the students’ attention to the ethics related
to the age, race, religion, and norms of the exposed countries demonstrating
different perspectives and viewpoints. The students conversed about the changes
that had taken place in their attitudes and beliefs, and discoveries made based
on the factual information researched during the unit of study. This activity
provided time for learners to consider and evaluate their preconceived
attitudes toward other cultures. The goal of the activity was to open students’
eyes to the fact that many of their perceptions are not based on factual
information. It presented a model representation of the teacher working as
facilitator in the classroom while students did the work of evaluating
information about the target cultures. This step created an opportunity for
learners to practice skills in comparing and contrasting diverse beliefs so
that connections were made between the home and target cultures. And finally
after six months of ICTA exposure, progress was evaluated by comparing the
cultural sensitivity and classroom climate of the control and experimental

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