[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597916-105":59,"doc-detail-597916-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-professional-presentations-to-improve-cross-cultural-communication-esl-unit","Using Professional Presentations to Improve Cross-Cultural Communication - ESL Unit","","The article presents an adult ESL unit designed to strengthen cross-cultural communication through cooperative learning and computer-assisted language learning. It describes a class of 24 high-intermediate learners using professional presentation tasks supported by digital media, including group collaboration, peer feedback, and guided development of speaking, listening, pacing, and cohesion skills. Learner outcomes include increased cross-cultural awareness, improved computer abilities, and more authentic English speaking practice. It also addresses workplace readiness through teamwork across diverse backgrounds.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-professional-presentations-to-improve-cross-cultural-communication-esl-unit/597916/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-professional-presentations-to-improve-cross-cultural-communication-esl-unit/597916.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the article connect professional presentations to cross-cultural communication in an ESL classroom?","Question",{"text":112,"@type":113},"It uses group preparation and digital-media-supported presentations to create authentic communication opportunities, emphasizing perspective-taking and culturally meaningful interaction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What roles do CL and CALL play in achieving the course goals?",{"text":117,"@type":113},"Cooperative learning supports positive interdependence and peer teaching during presentation work, while CALL provides computer-supported creation of digital content and technology skills.",{"name":119,"@type":110,"acceptedAnswer":120},"What classroom outcomes are reported from using these methods?",{"text":121,"@type":113},"Students gain cross-cultural awareness, improve computer skills, and develop more authentic speaking abilities through collaborative presentation tasks and feedback.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597916,1792085948,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Using Professional Presentations to Improve Cross-Cultural Communication  \nIn this article, I explain how I used my interdisciplinary expertise in a TESOL classroom. The class consisted of 24 high-intermediate students ages 25 to 35, with a 65/35% male-to-female ratio. Of the students, 75% were Spanish speaking, while the remainder consisted of Farsi, Arabic, Hindi, Russian, Mandarin, Korean, and German speakers. The class met at a Bay Area adult school 4 nights a week with an optional Saturday class. To achieve authentic cross-cultural communication, I used cooperative learning (CL) and computer-assisted language learning (CALL). The results showed that students gained crosscultural awareness, improved computer skills, and developed authentic speaking skills.  \nMy Inspiration for Applying My Previous Experience  \nAfter spending several years delivering professional presenta  \ntions in a variety of business settings, along with effective use  \nof digital media, I have been inspired to bring these skills into my adult ESL classrooms. In my professional experience, I have observed the challenges facing ESL/ELLs because of their lack of language ability, cultural knowledge, and current computer skills. Furthermore, for these students to succeed in the workplace, they need to be able to collaborate in groups with people from different backgrounds. According to former Lockheed Martin CEO Norman Augustin: “Most innovations today involve large teams of people. ... We have to emphasize communication skills, the ability to work in teams and with people from different cultures”(Wallis & Stepton, 2006) .  \nLike the innovations today to which Augustin refers, my adult ESL class was composed of a large, diverse group of individuals. By incorporating my previous professional experience and digital-presentation skills into the ESL classroom, I was able to not only empower my students to share and appreciate their diversity in the classroom, but also to increase my students’ English skills, cultural awareness,  \nThe CATESOL Journal 26.1 • 2014 • 17  \nand technology use. By focusing on my students’ enjoyment of sharing their unique family histories and customs, I was able to tap into their interest to learn. I decided to capitalize on their desire to share about their lives by writing an ESL unit around this topic—sharing about one’s life and culture—while also integrating my professional knowledge of public speaking and presenting. The goal of my class was to increase my students’ language skills and cross-cultural awareness through the use of cooperative learning (CL) and computer-assisted language learning (CALL). The practical implementation of this goal was through collaborating in groups to prepare and present professional presentations that incorporated digital media.  \nAchieving Cross-Cultural Communication Through CL and CALL  \nCross-cultural communication is essential in a globalized economy, society, and learning environment. The ability to take on another person’s perspective and understand a different culture is an important skill. Cross-cultural communication has been advanced by Tannen (1984) and can be identified by eight criteria:  \n1. When to talk;  \n2. What to say;  \n3. Pacing and pausing;  \n4. The art of listening;  \n5. Intonation;  \n6. What is not in a language;  \n7. Degree of indirectness; and  \n8. Cohesion and coherence.  \nCultural communication also incorporates other aspects: music, dance, food, religion, and hobbies. To achieve authentic cross-cultural communication, I used two methods: cooperative learning and computer-assisted language learning.  \nCooperative learning is just one branch of cross-cultural communication endorsed by Slavin et al. (1996), assessing the value of group work in classrooms for intellectually demanding, creative, openended, and higher-order thinking tasks. The key concepts of CL are learning through positive interdependence and peer teaching, along with developing higher-order thinking. The ","cbCaikZzHhubkLdg","https://ap.wps.com/l/cbCaikZzHhubkLdg","pdf",484308,"English","# Using Professional Presentations to Improve Cross-Cultural Communication\n## My Inspiration for Applying My Previous Experience\n## Achieving Cross-Cultural Communication Through CL and CALL\n## Digital Presentations in the Adult ESL Classroom","[{\"question\":\"How does the article connect professional presentations to cross-cultural communication in an ESL classroom?\",\"answer\":\"It uses group preparation and digital-media-supported presentations to create authentic communication opportunities, emphasizing perspective-taking and culturally meaningful interaction.\"},{\"question\":\"What roles do CL and CALL play in achieving the course goals?\",\"answer\":\"Cooperative learning supports positive interdependence and peer teaching during presentation work, while CALL provides computer-supported creation of digital content and technology skills.\"},{\"question\":\"What classroom outcomes are reported from using these methods?\",\"answer\":\"Students gain cross-cultural awareness, improve computer skills, and develop more authentic speaking abilities through collaborative presentation tasks and feedback.\"}]","Using Professional Presentations to Improve Cross-Cultural Communication - ESL Unit | PDF",15]