All posts by Jennifer Hutchison

Building cultural awareness inside and out

Photo by Giulia May on Unsplash

I have been lucky enough to work with students from a myriad of cultures over the years. Had anyone asked me if I promote intercultural skills in my students, my response would be swift. Yes, of course!

After all, I have initiated plenty of culturally themed discussions, readings, presentations, digital narratives, and other activities. But after reading more about Intercultural Competence (IC) and, more specifically, Intercultural Communicative Competence (ICC), I realize that I am not going far enough.

What is ICC?

Intercultural Communicative Competence (ICC) derives from Intercultural Competence (IC). Both refer to the ability to interrelate with people from different cultures. According to Byram (as cited in Bickley, Rossiter, and Abbott, 2014), being interculturally competent means you can communicate effectively with people from diverse cultures in your own language. ICC, however, focuses on the “additional knowledge, skills, attitudes and abilities” to do so in a second or foreign language (p. 138). For EAP, obviously, this distinction is important. 

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Calling our students by their names

image source: Unsplash.com
image source: Unsplash.com

~A rose by any other name would smell as sweet. But would it, really?

My name, Jennifer, comes from the Welsh Gwenhwyfar. It means “white wave” or “fair lady.” Although I don’t see myself as a “lady,” I do like the rhythmic majesty of “wave.” The tumbling, repetitive motion of it. But if it weren’t for the research I did, I wouldn’t have a clue what my name means. My parents certainly didn’t put much thought into it; they just liked it. Indeed, according to Ye Chongguang, “Chinese names are often chosen for their meaning, but English names are chosen for their sounds” (Lee, 2001).

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Rethinking How We Teach Pronunciation

Expressive cartoon mouth articulation, talking lips animations. Lip sync animation phonemes for say expression affront, speaking and animated characters talk accents vector set
Image source: bigstockphoto.com

When I teach pronunciation, a feeling of unease claws at my chest. I scan the expectant faces from Iran, Turkey, Vietnam, Kazakhstan, China, Korea, Columbia and Cameroon. How do I respond to the needs of such an internationally diverse group?

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Where I am from

Copyright: Jennifer MacKenzie-Hutchison. All rights reserved.

Last week, I read over my students’ poems and was reminded how much I love my job. As teachers, we need to savour these pleasures and summon them during the more tedious moments. My students, mostly from Asia, are in a year-long EAP foundation program at Ryerson University. I asked them to write a poem based on “Where I Am From,” by George Ella Lyon.

The scholastic objective was to get my students to explore their identities, but my personal objective was to learn more about their families, their ambitions, their countries…their lives. In class, we went through the author’s life, stanza by stanza. We examined the details, the imagery, and the metaphors. Then my students went home and wrote their own versions.

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