Running Head: ICC LESSON PLAN

Intercultural Communication Lesson Plan:

Individualism and Collectivism

Christy Whetstone

Azusa Pacific University

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Context

This lesson is designed for low-advanced, non-native English speaking teachers in a 16-

week intensive, English language instructor writing course. The class consists of a maximum of

nine students who can come from over 120 countries. Students are typically male, international

military soldiers that vary in rank and academic background; however, the class has a small

percent of female and civilian instructors as well. All students have been teaching English in

their home country to military soldiers for at least five years.

This lesson raises learners’ intercultural awareness and equips learners for preparing their

own students for intercultural interactions in the U.S. Although this lesson was created with

students from mixed backgrounds in mind, it can easily be adapted for a monolingual or upper

immediate classroom. Additionally, it is particularly useful for students from a collectivist

culture that regularly interact with Americans.

Learning Outcomes: Students will be able to

 explain a rationale for why statements reflect universal, cultural, or personal behaviors or
beliefs.
 discuss how their own personal and cultural beliefs and values influence their actions.
 define the terms “individualism” and “collectivism.”
 articulate examples of individualism and collectivism in one’s own culture and others.
 identify why this aspect of culture is relevant to themselves and their students.
 evaluate their individualism and collectivism survey results and articulate at least two
personal applications of this cultural dimension in short writing response.

Assessment

Assessment of learning outcomes is on-going throughout the lesson and assessed based

on participation in classroom activities and follow-up discussions. The expansion activity is a

formative assessment where feedback is given at the paragraph level. The “Ticket Out the

Door” assesses what students feel is most important, personally relevant, or confusing.
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Resources
 SmartBoard with internet access
 Short video: Cultural Dimension: me or we https://www.youtube.com/watch?
v=CW7aWKXB5J4
 Appendix A: Universal, Cultural, or Personal
 Appendix B: Survey (one handout per student)
 Appendix C: Individualism versus Collectivism Continuum
 Appendix D: Writing Prompt and Checklist
 Individual laptops (or access to a language lab with internet access)
 Tape, paper, markers

Timing
~ 105 minutes

Note: L=listening, S=speaking, R=reading, and W=writing

Focus and Teacher activities Students’ activities

Timing
Warmer 1. Explain the directions included in the
Appendix A activity.
~15 min -Post a U (Universal), C (Cultural), and
(L,S) P (Personal) sign in different locations
in the room
-Inform Ss that they will hear a
statement and should stand by the sign
(U, C, P) they feel underlies that
behavior/belief.
1. Ss prior knowledge is
2. Read statements and invite a few Ss to activated as they respond
explain their rationale. accordingly. A few Ss can
explain their U, C, P choices.
3. Ask Ss to share what this activity
illustrates/what they learned. 2. Ss respond accordingly.

Pre- 1. Distribute and explain Appendix B: Survey. 1. Ss individually complete

viewing/pre- Give Ss sufficient time to complete. Appendix B which
teaching personalizes the topic.
2. Have Ss work in pairs or small groups to
~20 min compare and explain their responses.
(R, S, L) 2. Ss discuss responses in
3. Circulate and assist as needed. small groups.
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Focus and Teacher activities Students’ activities
Timing
Transition 1. Ask Ss what insights they had while 1. Ss respond accordingly.
discussing answers.
~13 min -How do these differences influence
(L,S) interpersonal/intercultural interactions?

2. Ask the class what values they see expressed

in Appendix B. Are these U, C, or P?
Presentation 1. Explain that the Appendix B statements
contrast two values which will be explained in
the short video, Cultural Dimensions: me or
~2 min we.
(L)
2. Instruct Ss to take notes and complete a T-
chart while listening. Tell them they will
watch it a second time.
Presentation: 1. Have Ss adding details to their notes. 1. Ss listen for missed details
Second Viewing and complete notes.
2. Have a student complete T-chart on the
board as Ss provide details about the terms.
~ 20 min 2. Ss organize information into
(L, W, S) 3. Ask comprehension checks as needed. a T-chart and discuss the
content.
4. Ask Ss what they believe are some
implications of this cultural dimension.
Practice: 1. Show and orient students to Appendix C: 1. Ss apply new schemata to
Individualism versus Collectivism while prior schemata and respond
~ 20 min elaborating on Hofstede’s cultural dimension. accordingly.
(L, S)

2. Lead a follow-up discussion asking students

to reflect on this cultural dimension. Possible
questions:
o Can you think of specific examples of
conflicts that might occur due to these
two characteristics?
o Do individuals from the same culture
always fall on the same place on the
continuum? Why/why not?
o Where do you think American military
culture falls on the continuum?
o Why is understanding this aspect of
culture important for your students?
o Why is understanding this aspect of
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culture important for you?
Focus and Teacher activities Students’ activities
Timing
Expansion 1. Explain the Appendix D: Writing Prompt 1. Students complete
Activity: and Checklist. Ask Ss if they have questions assignment outside class.
about the checklist/activity.
~10 min
(R, W)

Wrap up: 1. Allow Ss to use remaining class time to 1. Students self-reflect on the
complete their “Ticket Out the Door.” lesson.
~5 min -Ss respond to the 3 prompts on a notecard
(W)
Today I learned…
Today I was confused about or would like to
learn more about…
This matters to me because…
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References

Hofstede, G. J., Pedersen, P., & Hofstede, G. (2002). Exploring culture: Exercises, stories, and

synthetic cultures. Yarmouth, ME: Intercultural Press.

Singelis, T. M., Triandis, H.C., Bhawuk, D.P.S. & Gelfand, M.J. (1995). Horizontal and

vertical dimensions of individualism and collectivism: A theoretical and measurement

refinement. Cross-Cultural Research, 29, 240-75. Retrieved from

http://highered.mcgraw-

hill.com/sites/0070876940/student_view0/chapter2/activity_2_6.html
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Appendix A
Universal, Cultural, or Personal

Directions:

 Place a paper with a large “U,” “C,” or “P” in three locations around the room. Students
will need space to move and stand by a letter.
 Explain that the letters stand for U-universal, C-cultural, and P-personal.
 Tell students they will hear a statement and should stand by the "U" if they think the
behavior or belief is universal, "C" if it is cultural or “P” if it is personal.
 Read statements one at a time and have a student give a rationale for his/her choice.
 Lead a debriefing discussion. The goal is to encourage discussion and thought about
what factors shapes our beliefs and behaviors as well as illustrate that these choices are
often not universal. Ask Ss if the felt pressured or influenced by the decisions of others.

1. _____ Sleeping with a bedroom window open.

2. _____ Running from a dangerous animal.

3. _____ Considering snakes to be evil.

4. _____ Men opening doors for women.

5. _____ Respecting older people.

6. _____ Liking spicy food.

7. _____ Preferring to read a book rather than watch a movie.

8. _____ Eating with a knife, fork, or spoon.

9. _____ Calling a waiter with a hissing sound.

10. _____ Wearing white mourning robes for 30 days.

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Appendix B

Self-reflection Survey

Directions: Place an X on the line showing how you feel about each statement.

I strongly disagree. Neither agree or disagree. I strongly agree.

1. I believe conformity in society promotes harmony.

2. I think competition among employees for higher pay and promotion encourages a
more productive work environment.

3. It’s okay to discuss personal finances with a coworker or neighbor.

4. In my opinion, it is better to complete work as a team than individually.

5. To me, independence and autonomy are extremely important values.

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6. My success is a result of my own hard work and effort.

7. It’s okay to lie in order to help a friend or someone you love.

8. Major life decisions such as choosing a career, college, or spouse should be decided
by the group or family.

9. I often put off work tasks if someone needs to talk or needs help with something.

10. If a coworker or classmate says they have a doctor’s appointment, I would ask them
what the appointment is for to show my concern for their well-being.

11. In a meeting with superiors, it is okay to offer alternative solutions to a problem that
is being discussed.
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Appendix C

Individualism versus Collectivism Continuum

Collectivism vs. Individualism

Collectivism Individualism

*Harmony over truth *Autonomy

*Maintenance of relationships * Tasks take priority
* Decisions made as over relationships
a group/family * Personal success
* Privacy is important

*Content taken from (Hofstede, Pedersen, & Hofstede, 2002).

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Appendix D

Writing Prompt and Checklist

Directions: You will write a half to one page response to your self-reflect survey and the
questionnaire at http://highered.mcgraw-
hill.com/sites/0070876940/student_view0/chapter2/activity_2_6.html

In your written response, you should respond to both your individualism and collectivism score
by incorporating concepts discussed in the lesson. Be sure to include at least 2 specific examples
of how this cultural dimension applies to your own intercultural interactions in the U.S.

Self/ Checklist

Self Teacher
YES NO YES NO
1. Do you include a topic sentence?

2. Does the topic sentence include a controlling

idea?

3. Are paragraphs indented?

4. Do you respond to your individualistic score

with at least one specific application to
intercultural interactions?
5. Do you respond to your collectivism score
with at least one specific application to
intercultural interactions?
6. Does the writer demonstrate an
understanding of the difference in
individualism and collectivism?
7. Do you use transitions to link ideas and
create coherence?
8. Is the writing clear and free of breaks in train
of thought?
9. I edited my writing for errors in grammar
errors, faulty word choice, and imprecise use
of vocabulary.

Student Questions:

Teacher Comments: