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 group.