Culturally
Speaking...
References:
Shapiro, S., Farrelly, R., and
Toma, Z. (2014). Fostering
international student success in
higher education. Alexandria,
VA: TESOL International
Association.
Special thank you to ESL and
FYE faculty who shared their
thoughts and experiences
about the two topics above at
Faculty Development Day,
especially Matt Wilson, Liz
Slater, Liz Platsis, Kathy
Swanson, Monica Boyce,
Stephanie Gibbs, Allyson
McDonough, and Nycole
Conlon.
Newsletter created by: Danielle Bergez, Academic Liaison for International Student Support, danielle.d.bergez@wilmu.edu
A NEWSLETTER DEDICATED TO EDUCATIONAL, LINGUISTIC, AND CULTURAL TOPICS
Whats in a name?
When students are referred to by name, they are given the sense that the instructor knows who they are and
cares about them (Shapiro, Farrelly, and Toma, 2014, p. 19).
Consider how being aware
that the instructor knows
their name might affect stu-
dents motivation and be-
havior in and out of the
classroom.
Idea #1Have students
sign-in on the first day with
their full name and, in a
separate column, the name
they would like instructors
to use when addressing
them. Although a first
glance at the roster may
Ice breaker activities
Creating community on day one will set the tone for the entire semester and give the students a readily avail-
able support system as they adapt to their new environment (Shapiro, Farrelly, and Toma, 2014, p. 17).
Idea #1Two truths and a
lie- Students (and the instruc-
tor!) write down three facts
about themselves/their expe-
riences. One of the facts
should be untrue. The rest of
the class has to guess which
one is false.
Idea #2Interviews and
introductions- Students can
be paired by the instructor to
improve the chance that they
do not already know each
other. Pairs are given five
minutes in which to get to
know each other. Then, each
student introduces his/her
partner to the class.
make it seem as though there
are four people with the same
first name, often students go
by a middle name, a nickname,
or even their family name.
Idea #2Use card stock to
create name tents that stu-
dents place in front of them
during class. Be sure to collect
them at the end of class.
Idea #3Have students
work on something in class
that must be handed in, at
Idea #3Names- This can be
done by individuals or as part of
the interviews and introduc-
tions activity above. Students
are asked about their own
names. Who chose the name for
them? Why was that name cho-
sen? Does it have a special
meaning? Is it a common or
unusual name in their home
country? Instructors can provide
a model by going first!
Note Ice-breakers are not
restricted to the first class meet-
ing. Using them throughout the
course can provide opportunities
to learn about each other and
develop a deeper sense of com-
MARCH 2016
least the first three class ses-
sions. When returning the
work, pay attention to the
names and name tents. This
can be a mental quiz for the
instructor to match work to a
name, helping to make connec-
tions between the two.
Idea #4Ask students to cre-
ate avatars for discussion
boards. That way their photo
can be seen every time they
post to the discussion board.
munity. They also provide a little
fun to wake everyone up and get
them active during long class ses-
sions.
Just keep in mind that what stu-
dents share should largely be de-
cided by themselves. There are
some topics that are perfectly ac-
ceptable in our culture that could
potentially give an uncomfortable
feeling to individuals from another
culture. Structure ice-breakers so
that everyone can contribute, but
in a way in which they feel com-
fortable.