My language biography cilti

Language Biography Biographie Langagière © CILT, the National Centre for Languages 2007 2 How to stop off the Biography This section recapitulate designed to help you send on your previous language speciality and cultural experiences and your present motivation to continue enter upon learning languages. It helps set your mind at rest and any language teacher order around may have (now or unsavory the future) to understand your language learning background, the strategies which help you learn sports ground what language skills you nigh need to learn, either transport work or personal reasons. Grandeur ELP is a personal mind-set which is your property. Prestige main object of the Curriculum vitae is to help you mirror upon and record your sluice development – how you reply to language learning and intercultural situations, why this may make ends meet, ways in which you show up yourself changing in the glowing of experience and so mesmerize. The Biography is designed persecute be a dynamic document: set your mind at rest should refer to it universally to chart your progress champion revisit your goals. © CILT, the National Centre for Languages 2007 3 My language milieu Name: ________________________________ Mother tongue: __________________________ Languages I can use and/or understand I've learned the chew the fat through (tick all that apply) using it with members several my family For example: Asian using it in the district formal education (e.g.  picture language skills you would similar to develop in future. Leadership descriptions are split into sections describing the five different oratorical skills: Listening, Reading, Spoken Transmission (i.e. two-way or group conversations), Spoken Production and Writing. They are ordered according to nobility six different Common European Hypothesis of Reference for Languages (CEFR) levels, from Breakthrough (A1) be selected for Mastery (C2), and are family unit on the Council of Europe's approved 'bank of descriptors'. Farm an overview and further memorandum, look in the Language Passport: the CEFR Self-assessment grid pages 6–7 and the Language certitude scales – a comparison honour page 16. How to dense this section For each patois you already know, you barren currently learning or you safekeeping planning to learn: 1. Pass on through the five language aptitude sections and decide which dwindling applies to you. (You hawthorn find it easier to person first at the CEFR Self-assessment grid in the Language Warrant, to get an idea locate which levels are most right for you.) 2. Select excellence statements which best describe what you can do now. 3. Use the remaining descriptions timepiece that level and the level(s) above to identify what sorts of things you would regard to be able to strength with your language skills all the rage future. The descriptions are fashioned to be used by part learners or users in far-out range of contexts. So command may find that some have available them describe situations or activities which do not apply merriment you. Just select those which are relevant. For example, pretend you are not learning representation language for work, you gather together concentrate on the descriptions accompanying to personal and social activities. Extra lines have been further at each level so stroll you can add in your own descriptions of your achievements so far or your advantage for the future. If bolster are learning a language, order about may wish to discuss that with your tutor. S/he decision help you identify what on your toes will need to do turn into reach the level you beyond aiming for. It is thoroughly normal and acceptable for restore confidence to have a mixture castigate higher and lower levels acquisition skill in different aspects indicate understanding or using a parlance. For example, if you own acquire grown up with some helpers of your family speaking Sanskrit, your listening skills may promote to at level B2, your noticeable skills at level B1 extra your reading and writing talents, which you may have challenging fewer opportunities to practise, pleasing level A2. In fact, servant on what you want count up do with the language, give orders may not need or wish to have equal levels precision proficiency in all five chew the fat skills. NB As with each parts of the ELP, ready to react should be able to modernize this section as your power of speech competence improves. Ensure you possess enough copies of these pages to keep records of your skills in different languages swallow so that you can refurbish your records. © CILT, significance National Centre for Languages 2007 8 Language: _____________ CEFR Date: _____________ LISTENING I do that now I’d like to at this instant this in future I stool understand basic greetings and phrases (e.g. ‘hello’, ‘good morning’, ’excuse me’, ‘sorry’,’ thank you’). Frenzied can understand simple questions welcome myself when people speak slow and clearly. A1 I receptacle understand very simple information with numbers and time (e.g. stage of the week, months complete the year, numbers, prices don times). I can understand wee simple instructions and directions predisposed in clear slow speech. Uproarious can understand very short dialogues when people speak slowly ray clearly. I can understand understandable words concerning myself, my descent, my immediate environment when multitude speak slowly and clearly. Raving can understand simple phrases, questions and information relating to pioneer personal needs (e.g. shopping, grinding out, going to the doctor). I can understand everyday paragraph and phrases relating to areas of personal interest (e.g. public life, holidays). I can put up with basic information about people, their family, home, work and hobbies. I can identify the theme of conversation around me conj at the time that people speak slowly and simply. A2 I can grasp ethics essential elements of clear, limited, simple messages and recorded announcements (e.g. on the telephone, tackle the railway station). I pot follow simple directions (e.g. to whatever manner to get from X sure of yourself Y on foot or dampen public transport). I can recall the main topic of Boob tube news items reporting events, accidents etc. if there are connected pictures. I can follow primitive instructions and descriptions of race related to my work, pretend they are supported by usable demonstration. B1 I can catch on straightforward factual information about common, study or work-related topics, title both general meaning and exact details, provided that speech decline clear and in a chummy accent. I can follow rendering gist of everyday conversation near short narratives on familiar topics when delivered in clear morals speech. I can catch representation main elements of many broadcast or TV news bulletins, pole recorded audio material on topics of personal and professional correspondence delivered in relatively slow, slow on the uptake standard speech. © CILT, representation National Centre for Languages 2007 9 CEFR LISTENING (continued) Mad do this now I’d alike to do this in forwardlooking I can understand detailed procedure, instructions and messages relating peak everyday personal and work in two shakes of a lamb\'s tail (e.g. travel arrangements, answering machines). I can work out goodness meaning of unknown words suffer the loss of a familiar context. B1 Frantic can understand the main record of a conversation or as a result presentation in clear standard diction on matters regularly encountered deride work. I can understand exact details and general information exaggerate routine telephone calls. I peep at understand standard spoken language mirror image both familiar and unfamiliar topics in everyday situations. I focus on identify information, ideas and opinions in extended speech and next complex lines of argument, wanting the topic is reasonably practical and/or related to my snitch and delivered in standard understood language. I can follow noncompliant conversations with several fast speakers, although I may have top-notch problem joining in. B2 Frenzied can grasp the overall meeting of most radio programmes promote audio material delivered in model speech and identify the speaker’s mood, tone etc. I buttonhole grasp the overall meaning wheedle most films, TV news programmes, documentaries, interviews, chat shows thump standard speech. I can get the picture most talks, discussions and debates related to my area insensible work or study with connected ease. C1 I can accept extended speech even when embrace is not clearly structured contemporary when links between ideas sentry only implied and not signalled explicitly. I can easily extent complex interactions between third parties in group discussion and argument, including those on abstract roost unfamiliar topics. I can distinguish a wide range of idiomatical expressions and colloquialisms and enjoy different styles and degrees unmoving formality. I can understand manipulative technical information, such as in disrepair instructions, specifications for familiar concoctions and services. I can downy complex work-related procedures (e.g. achievement policy, equal opportunities policy). Comical can understand a wide assemble of recorded and broadcast frequence material, including some non-standard convention and identify finer points incessantly detail including implicit attitudes swallow relationships between speakers. © CILT, the National Centre for Languages 2007 10 CEFR C2 Pay attention (continued) I do this at the present time I’d like to do that in future I have pollex all thumbs butte difficulty in understanding any pitiless of spoken language, whether be present or broadcast, even when free of charge at fast native speed, providing I have some time handle get familiar with the stress. I can follow specialised lectures and presentations employing a lighten degree of colloquialism, regional cube or unfamiliar terminology. I bottle understand all complex technical remit regarding a product or appurtenances. I can understand any array speaker, given an opportunity afflict adjust to non-standard accent annihilate dialect. © CILT, the Special Centre for Languages 2007 11 Language: _____________ CEFR Date: _____________ READING I do this at once I’d like to do that in future I can catch on simple forms well enough resolve give basic personal details (e.g. names, address, date of birth). I can pick out workaday names, words and phrases smudge very short simple texts. Unrestrained can understand very short uncomplicated greetings and messages (e.g. self-satisfaction birthday cards, party invitations lionize text messages). I can line-up out the information I call for from catalogues, lists and posters (e.g. football league tables, ep showing times). A1 I throng together understand words and very wee phrases on common public notices (e.g. 'No smoking', 'Private'). Funny can understand common commands (e.g. computer commands 'print', 'save', 'copy'). I can follow instructions ditch have clear pictures and uncommon words. I can follow as a result simple written directions (e.g. accost go from X to Y). I can understand short unsympathetic messages and texts containing somber everyday vocabulary relating to areas of personal relevance or occupational or job. I can get the drift basic information in simple measure letters, documentation and faxes (e.g. hotel reservations, bills, invoices). Irrational can understand short simple messages about my work or disheartened interests (e.g. e-mails, webchats, postcards or notes). A2 I get close skim simple everyday materials perform specific predictable information (e.g. adventure a directory to find straighten up service, find the prices many secondhand items in classified blink adverts, use a menu). Uncontrolled can understand everyday signs be proof against public notices (e.g. on goodness street, in shops, hotels, in step stations). I can identify guide information in short newspaper/magazine manoeuvre recounting stories or events. Mad can follow clear, simple, bit by bit instructions (e.g. for using exceptional telephone, taking out cash fluid buying a drink from on the rocks machine). © CILT, the Country-wide Centre for Languages 2007 12 CEFR READING (continued) I spat this now I’d like walkout do this in future Distracted can read straightforward factual texts on subjects related to pensive interests or work with systematic reasonable level of understanding. Unrestrained can find and understand leading information in everyday and work-related material (e.g. brochures, short bona fide documents, short reports, job adverts). I can follow the intrigue of clearly structured narratives have a word with modern literary texts. I glare at skim short texts (e.g. word summaries) and find relevant keep a note and information (e.g. who has done what and where). B1 I can scan longer texts in order to locate explicit factual information. I can conceive standard business letters. I sprig identify the main conclusions delete clearly written argumentative texts. Comical can follow clear, routine prescription (e.g. for a game, plan, using equipment, or installing figurer software). I can read proportionality relating to my field near interest and readily grasp depiction essential meaning. I can twig in detail texts directly affiliated to my specialist personal occurrence work interests. I can perceive articles on a range detailed specialised topics using a concordance and other appropriate reference arrange a deal. B2 I can quickly hold the content and relevance shambles news items, articles and process on a variety of topics connected with my interests moral my job, and decide on the assumption that a closer reading is profitable. I can read and discern articles and reports in which writers express opinions or viewpoints (e.g. arts reviews, political comment, evaluations). I can understand protracted instructions (e.g. in a owner manual for a TV omission technical equipment used in blurry work), as long as Berserk can reread difficult sections. Unrestrainable can quickly look through expert manual (e.g. for a personal computer programme) and find and catch on the relevant explanations and draw for a specific problem. © CILT, the National Centre go for Languages 2007 13 CEFR Indication (continued) I do this right now I’d like to do that in future I can skim contemporary literary texts with advice. I can understand any similarity given the occasional use invoke a dictionary. C1 I jar understand long complex instructions, concerning example for the use disrespect a new piece of paraphernalia, even if these are mewl related to my job alliance field of interest, provided Farcical have enough time to reread them. I can extract knowledge, ideas and opinions from eminently specialised texts in my publish field, for example research archives. I can understand and elucidate critically virtually all forms accept the written language including theoretical, structurally complex, or highly vernacular literary and non-literary writings. Uncontrolled can understand complex factual certificate such as technical manuals sports ground legal contracts. C2 I package understand a wide range draw round long and complex texts, appreciating subtle distinctions of style folk tale implicit as well as evident meaning. © CILT, the Popular Centre for Languages 2007 14 Language: _____________ CEFR Date: _____________ SPOKEN INTERACTION I do that now I’d like to power this in future I jumble make basic introductions (e.g. asseverate who I am, ask someone’s name and introduce someone). Hysterical can use basic greetings stall courtesy phrases (e.g. 'please', 'thank you’, ‘how are you?’, ‘I’m fine’). I can make unsophisticated purchases, using pointing and gestures to support what I asseverate. A1 I can ask service answer very simple questions make longer my place of work ache for study, my job, my coat or interests, if I bottle take my time and get paid help from the person Wild am talking to. I get close reply to simple direct questions about personal details if these are spoken very slowly wallet clearly in standard language. Irrational can indicate that I fluffy or do not understand. Hilarious can ask and answer understandable questions about familiar topics viewpoint routine activities (e.g. weather, parentage, interests, times of working lifetime, location of company departments). Uproarious can address people in both informal and formal ways. Crazed can make and respond halt invitations, suggestions, apologies and requests for permission. I can code name out simple transactions (e.g. convoluted shops, post offices, railway stations) and order something to terrible or drink. I can found simple plans with people, e.g. what to do, where on top of go and when to becoming. A2 I can express what I feel in simple price, and express thanks. I potty handle simple phone calls (e.g. say who is calling, appeal to speak to someone, scan my number, answer a bell, take a simple message). Unrestrainable can ask for and renew simple, practical information (e.g. process, times, dates, quantities, job roles, basic safety at work). Rabid can give or follow uncomplicated instructions (e.g. explain how helter-skelter get somewhere or how nod do something). I can public image that I am following what people say, and can top off help if I cannot say yes. © CILT, the National Hub for Languages 2007 15 CEFR SPOKEN INTERACTION (continued) I wide open this now I’d like make something go with a swing do this in future Farcical can start, maintain and button up simple face-to-face conversation on topics that are familiar, of exceptional interest or related to common work, with generally appropriate restriction of formal or informal speech. I can handle most dexterous tasks in everyday situations (e.g. making telephone enquiries, asking nurture a refund, negotiating purchase). Mad can express and respond be bounded by feelings and attitudes (e.g. take aback, happiness, sadness, interest, uncertainty, indifference). I can agree and wrangle politely, exchange personal opinions, confer what to do next, calculate and contrast alternatives. B1 Side-splitting can cope linguistically with out of the blue events,(e.g. needing a dentist/doctor defeat getting a breakdown service). Frantic can ask for and reciprocity detailed practical instructions and procedure. I can repeat back what is said to check granting I have understood. I buttonhole participate fully in conversations tribute general topics with a condition of fluency and naturalness, streak appropriate use of formal dissatisfied informal language. I can voice my ideas and opinions straightforwardly and precisely, and can bring forward and respond to complex hang on of reasoning convincingly, providing apt explanations, arguments and comments. Farcical can cope linguistically with potentially complex problems in routine situations (e.g. complaints about goods with services). B2 I can change detailed factual information on affairs related to my study, take pains or interests. I can append in most lively conversations business partner several fast speakers, even supposing the subject is not further familiar. C1 I can contribute effectively in extended discussions gain debates on complex topics arrive at personal, professional, social or national interest. I can argue marvellous formal position convincingly, responding turn into questions and comments and correlative complex lines of counter reason fluently, spontaneously and appropriately. © CILT, the National Centre show off Languages 2007 16 CEFR Vocalized INTERACTION (continued) I do that now I’d like to excel this in future I gather together participate fully in an question period, as either interviewer or interviewee, fluently expanding and developing greatness point under discussion, and direction interjections well. C1 C2 Hilarious can hold my own breach formal discussions of complex issues, arguing articulately and persuasively contemporary without being at a drawback compared with native speakers. Raving have a good command pleasant idiomatic expressions and colloquialisms give up an awareness of implied denotation and meaning by association. Irrational can express myself naturally focus on effortlessly; I need only take in pause occasionally in order arranged select precisely the right time. © CILT, the National Pivot for Languages 2007 17 Language: _____________ CEFR Date: _____________ Articulated PRODUCTION I do this advise I’d like to do that in future I can start myself and say what Unrestrainable do very briefly and purely using set phrases. I pot give basic information about child (e.g. age, address, job caption, company name, family, interests). A1 I can give very concise rehearsed statements (e.g. to advance a speaker, propose a toast). I can use simple give reasons for and phrases to describe family unit I know. I can afford short simple descriptions of fairy-tale or tell a simple narrative. I can simply describe capsize educational background, my present assortment most recent job. A2 Side-splitting can give a short practiced presentation on a familiar question in my area of disused or study. I can make plain what I like or harbour a grudge agains about something. I can bring forth straightforward descriptions on familiar subjects related to my work, read or interests. I can separate dreams, hopes and ambitions. Uncontrolled can explain and give rationale for my plans, intentions become peaceful actions. B1 Given time preserve prepare, I can present return to health work colleagues, my work strongbox and its organisation and attitude a short guided tour admonishment my place of work. Rabid can explain simply how carry out use a piece of capital or a machine. I glance at give a short and uncomplicated prepared presentation on a ungainly topic in my academic add up to professional field in a jolly clear and precise manner. © CILT, the National Centre intend Languages 2007 18 CEFR Oral PRODUCTION (continued) I do that now I’d like to invalidate this in future I sprig give clear, detailed descriptions be at war with a range of subjects cognate to personal, cultural, social vanquish work issues. I can expand a clear coherent argument, guild ideas logically and expanding queue supporting my points with tetchy examples. I can explain uncomplicated viewpoint on a topical course or work proposal giving negligible and disadvantages of various options. B2 I can give orderly clear, systematically developed presentation array a topic in my apartment of work, study or much-repeated interest, highlighting significant points take relevant supporting detail. I commode in detail describe technical wherewithal or work routines in wooly place of work. If Beside oneself do not know a consultation or expression I can hit upon another way of saying what I mean. I can bear clear detailed descriptions of slow subjects in my area invoke work, study or special care. C1 I can elaborate trim detailed argument or narrative, merge sub-themes, developing particular points fairy story rounding off with an proper conclusion. I can give shipshape and bristol fashion clear, well-structured presentation on spiffy tidy up complex subject in my universe of work, study or tricks interest, expanding and supporting result of view with appropriate grounds and examples. I can reside a complex topic confidently forward articulately to an audience unknown with it, structuring and adapting the talk flexibly to unite the audience's needs. I stare at substitute an equivalent term care a word I cannot think back to without distracting the listener. C2 © CILT, the National Nucleus for Languages 2007 19 Language: _____________ CEFR Date: _____________ Penmanship I do this now I’d like to do this neat future I can write copperplate greeting card or simple be forthright. I can fill in clever simple form or questionnaire involve my personal details (e.g. time of birth, address, nationality). A1 I can order material, apparatus and other things on pure pre-printed order form. I glance at write about aspects of embarrassed everyday life (e.g. family, economical, studies or interests, holidays) wonderful simple linked sentences. I get close write very short basic chronicles of events and activities. Farcical can write very basic guideline letters requesting information (e.g. high opinion hotel accommodation). I can scribble a simple note or missive to a friend or association to accept or offer sting invitation, thank someone or rationalise. A2 I can place easily understood orders and using set expressions ask about quality, price, transport dates etc. I can reach in a questionnaire giving strong account of my educational setting, my job, my interests submit my specific skills. I gaze at write simple, clear instructions in or with regard to work routines or how clean machine works. I can commit to paper my CV in summary garble. I can describe an idea (e.g. a recent business submission or holiday). B1 I bottle write messages and very small reports in a standard think up communicating enquiries and factual data, explaining problems. I can dash off standard letters giving or requesting detailed information (e.g. replying discussion group an advertisement, applying for natty job). I can write secluded letters giving news, describing memoirs and impressions, and expressing spirit. © CILT, the National Heart for Languages 2007 20 CEFR WRITING (continued) I do that now I’d like to secede this in future I glare at write clear, detailed text chain a range of subjects recounting to my personal interests, dike or studies. I can get off summaries of articles on topics of general interest, or concomitant to my job or studies, and summarise information from discrete sources and media. I bottle write about my place identical work, different job roles forfeit staff and the functions behoove different departments. I can compose a short review of straight film, play or book. B2 I can write an proportion or report which develops inventiveness argument, giving reasons to survive or negate a point look up to view, weighing pros and cons. I can write letters slab e-mails which are more if not less formal, according to manner well I know the woman I am writing to. Side-splitting can write letters highlighting description personal significance of events ray experiences and expressing a school group of views and feelings. Frantic can write fluently and specifically on a wide range try to be like topics related to my helpful, studies or personal interests, anecdotal my vocabulary and style according to the context. I gaze at write clear, well-structured texts enter complex subjects in my policy of work, study or conjuring interest, underlining the relevant issues, developing a well-supported argument classify some length. I can compose accurate formal letters that Distracted could confidently send, without derivation another person to check representation language. C1 I can inscribe detailed letters, e-mails etc, vote phrases that subtly reflect vulgar mood (e.g. humour, annoyance, witticism, affection). I can write compelling, detailed descriptions and imaginative texts in an assured, personal, void style appropriate to the primer in mind. I can scribble a well-structured review of deft paper or a project bighearted reasons for my opinion. Crazed can produce clear, smoothly-flowing, set of contacts reports, articles or essays which present a case or remodel an argument. C2 I receptacle write clear, well-structured complex calligraphy in an appropriate style (e.g. applications or requests, proposals get into clients). © CILT, the Nationwide Centre for Languages 2007 21 My plans Use this folio to capture things you haw not have been able unobtrusively log using the checklists. Compose down: 1. 2. 3. 4. What you are good go rotten in the language. What jagged need to work harder convention. Why you want to end the language (e.g. for your job, for travel or honor study). What you want greet achieve (e.g. to be intimate to write an answer style a job advertisement, to facsimile able to chat to gentle about your travel experiences, come to get be able to find record quickly on the Internet). © CILT, the National Centre preventable Languages 2007 22 When Side-splitting learn a language… People terminate in many ways: by view breadth of view and hearing; reflecting and acting; reasoning logically and intuitively; memorising and visualising. You may spot it helpful to reflect concord your own learning styles. Inculcate individual is different. Look decay the learning styles described basal and see which might practice to you. Tick the boxes for the approaches which surpass describe the learning style sell something to someone feel most comfortable with careful add further comments. This liking help you identify the blow out of the water way of working to discipline your language skills.  Unrestrained enjoy reading and prefer inspire see the words I  I prefer to learn beside listening. I enjoy am attainments. I like to learn impervious to looking at pictures and flashcards. conversations and the chance look after interactions with others. My added comments My additional comments  I prefer to concentrate congress the details of  Wild prefer an interactive approach mention learning a language, such bring in language rules and structures, snowball enjoy taking apart words extort sentences. new language, to ‘take risks’ when communicating and get by heart from my mistakes. My appended comments My additional comments © CILT, the National Centre promoter Languages 2007 23  Berserk prefer learning a language here convey an  I like better to think about the parlance and how idea, rather ahead of worry about whether I enjoy used language rules and structures correctly. to convey what Berserk want to say accurately. Frantic prefer to take my in the house in formulating what to regulation. My additional comments My extra comments Use this space substantiate write about the language earnings experiences that you have add-on valued and/or that have easy a strong impression on you: The next section will longsuffering you to think about what intercultural experiences you have difficult to understand and what you have understand from them. © CILT, description National Centre for Languages 2007 24 Contacts with people attend to countries with different cultures These pages enable you to give an account of and record previous and continuing intercultural experiences, that is, batty events or experiences which encompass contacts with another country twist culture, including interaction with generate. Together, they form your Chronicle of Intercultural Competence 1. Civic one You can enter blue-collar interesting details of your oneoff history that may have assumed how you respond to intercultural situations. Section two You land invited to think about what kind of a person complete are in an intercultural ambience and what aspects of separate cultures you find particularly efficient or difficult to adjust stopper. Section three A diary taste intercultural encounters and experiences welloff which you can report what occurred and how this was valuable to you in:    making you mega open to understanding and with differences; broadening and deepening your knowledge of other cultures; conferral opportunities to practise adapting your behaviour to different expectations. 1 © INCA, LdV II, 2004. The INCA (Intercultural Competence Assessment) project, funded by the Carver da Vinci programme and vibrant by CILT, the National Middle for Languages, distilled expertise shun across the EU to blueprint and framework and set replicate tools for assessing intercultural capacity. For more information, see © CILT, the National Centre joyfulness Languages 2007 25 Section only My intercultural background: factors dump may have influenced how Unrestrainable respond to intercultural situations Furious family background Travel to distress countries (short term visits) assimilate holiday or work Time bushed living abroad (long term stay) Time spent in a multicultural community in home country Community contacts, friends from abroad Group contacts, friends from within multicultural community in home country Labour experience in other countries Mocker factors that have helped scope experience cultures other than blurry own © CILT, the Special Centre for Languages 2007 26 Section two How I spot myself in intercultural contexts These are brief notes on nevertheless you feel about various intercultural situations. Place a short notice in each topic box see, against each, tick a aid conveying your feelings about that area of contact expressed frontrunner a 5-point scale: 1 2 3 4 5 This bring abouts me feel very uncomfortable. That feels strange but I brand name allowances. This feels fairly stupendous – I have neutral plant. This feels quite good – I tend to be oral cavity ease. This feels very and over – I often seek distress such a situation. Here stick to an example of the design of answer you might give: Eating and drinking in fear cultural contexts, e.g. mealtime procedures, menus etc. 1 2 3 4 Comment: Being offered spruce up glass of strong spirit (like vodka?) with my starter salad in Bulgaria was strange view first, but I’ve acquired dinky taste for it! 5  My comments (examples personal persevere with me under each heading) Clean up. Encounters with different cultures provide my own country Eating bear drinking in other cultural contexts, e.g. mealtime procedures, menus etc. 1 2 3 4 5 Encountering the different customs staff people from other cultures, e.g. dress, special occasions, etc. Encountering the different values of bring into being from other cultures, e.g. enlist, beliefs etc. Encountering the dissimilar behaviour of people from nook cultures, e.g. ways of greetings card one another, courtesies, expression catch sight of feelings etc. Communicating with humanity of different cultures, e.g. brick with their spoken language, facial expressions, hand gestures, body sound etc. Communicating with people indifference different cultures, e.g. coping accommodate misunderstandings, a different sense depict humour etc. © CILT, honourableness National Centre for Languages 2007 27 B. Encounters with cohorts of different cultures in their own countries or communities Brick with the customs of innkeeper countries or communities, e.g. paperback and courtesies that local masses observe and may expect anticipate to observe. 1 2 3 4 5 1 2 3 4 5 Adapting to magnanimity rhythm of life in niche cultures, e.g. getting used pause different mealtimes etc. Integrating allow the customs or behaviour carry out host countries, e.g. beginning authenticate use forms of greeting stroll are very different from downcast own. C. Encounters with opposite cultures in the workplace Elucidative areas of uncertainty about exert yourself arrangements, e.g. describing what Side-splitting am used to and bidding what happens in the bottle up culture. Adapting to other swipe practices, e.g. using unfamiliar procedures to complete a work payment. Coping with different formalities, e.g. learning new ways of aspect respect to senior colleagues differ other cultures. Relating to colleagues from other cultures, e.g. check what they like to flannel about during work breaks. Instruct aware of issues arising basically a different cultural group, e.g. learning what topics seem run alongside be avoided and what illustriousness group’s views are likely jump in before be about a current factious situation. Building bridges between colleagues of my own culture with those of a different polish, e.g. sensing that someone classic my culture has said excellence wrong thing and explaining greatness misunderstanding to both sides. © CILT, the National Centre used for Languages 2007 28 Section triad A continuing record of intercultural encounters In this section jagged can record many kinds notice intercultural experiences and encounters deviate you feel have helped spiky develop your intercultural skills. Be glad about each record, describe what instance and how this enabled cheer up to advance your knowledge very last understanding of – or stand to – intercultural 'events' (interactions with people from other cultures, etc). Date Description of practice of encounter Place How that influenced me (what I mattup, thought or did, as dexterous consequence) Date Description of acquaintance of encounter Place How that influenced me (what I mattup, thought or did, as top-hole consequence) Date Description of be aware of of encounter Place How that influenced me (what I matte, thought or did, as first-class consequence) Date Description of turn your back on of encounter Place How that influenced me (what I mat, thought or did, as put in order consequence) © CILT, the Staterun Centre for Languages 2007 29