In March 2025, two people from RRC Polytech’s Centre for Newcomer Integration (CNI) teamed up to lead a workshop aimed at improving intercultural sensitivity in the classroom. ESL instructor Scott Lao and instructional designer Scott Brownlee developed and delivered a pilot training session through the Strategic Transformation and Applied Research (STAR) initiative. With strong faculty participation, the session provided practical tools for navigating cultural differences and enhancing communication with students from around the world.

The STAR program supports internal projects focused on Academic Innovation, Applied Research, and College-wide Improvements. This workshop was part of a proposal submitted nearly a year ago by Linda Manimtim (Chair), who identified a growing need for professional development in this area. She formed an advisory group and recruited Scott Brownlee (Instructional Designer) and Scott Lao (ESL Instructor) to co-develop a training module in a flipped-classroom format. 

With a rise in international student enrollment, instructors have encountered challenges related to classroom dynamics and cultural expectations. Concerns often include group conversations in native languages, late assignment submissions, and misunderstandings stemming from differing cultural norms. These challenges fall under the broader themes of Intercultural Communicative Competence (ICC) and Equity, Diversity and Inclusion on Campus (EDI). 

Scott B. created a set of asynchronous materials—short readings, videos, reflection exercises, and case scenarios—that participants completed prior to the live session. The self-guided pre-learning module takes approximately 30 minutes. 

During the in-person session, Scott L. shared anecdotal stories to illustrate key ideas and kept the tone engaging and upbeat. He introduced four theoretical frameworks related to ICC: 

1. Task vs. Relationship Orientation 

2. High vs. Low Power Distance 

3. Risk Aversion 

4. Microaggressions 

“I thought the workshop was GREAT! Great energy from Scott L and delivery! I feel that this content can be delivered in such a negative and harsh manner… However, Scott’s delivery was positive, light, open and honest,” said a participant.  

A memorable moment occurred when Scott briefly spoke in Mandarin, asking participants if they understood. With humour and visual aids, he demonstrated how language barriers can feel, and how context can still carry meaning. 

“Scott’s real-time example of speaking Chinese to us was a helpful reminder of communication experiences,” said another participant.  

In the final portion of the session, Scott introduced the concept of Content and Language Integrated Learning (CLIL), though time constraints limited discussion. Feedback from attendees included requests for more time, further underscoring the interest in this topic. 

For more information, contact any of the contributors mentioned in this article or request the full “STAR – Intercultural Sensitivity in the Classroom” report.