Dining Diversity: A Guide to Global Table Manners

Vincente Manansala’s cubist art,
This image is taken from Kandukuru Nagarjun

Description:

The module focuses on global table manners, guiding students through interactive activities in Arabic, Chinese, Japanese, and Korean. Through chatbot interactions, intercultural tasks and critical discussions, students learn about context-appropriate and inappropriate dining behaviors. The module emphasizes reflective writing and presentations, fostering intercultural understanding, communication skills, and critical AI literacy.

Applicable educational setting:

Grades 6-12, Post-secondary in formal/community school settings; for in-class/flipped learning, self-study, pre/post study-abroad assessment, or course curriculum content

Language Level:

Intermediate  (Low~ High) proficiency

Learning Objectives:

Intercultural Communication

By the end of this module, students will be able to:

  • Identify context-appropriate and inappropriate dining manners/etiquette for various situations such as drinking manners, seating order, placing utensils, using utensils, lifting bowls, eating order by age and dish, welcoming guests, reacting to humble hosts, pre-meal expressions, serving food, food compliments, courtesy expressions, ordering food, and making noise while eating.
  • Show appropriate behavior and context-appropriate dining manners/etiquette for these situations.

Interpersonal Communication

  • Demonstrate the ability to use appropriate courtesy expressions in the target culture.
  • Discuss with classmates the context-appropriate and inappropriate dining manners/etiquette for the situations listed above.

Presentational Communication

  • Write a summary of their findings.
  • Talk about context-appropriate and inappropriate dining manners/etiquette for the situations listed above.
  • Describe the situations listed above.

Interpretive Communication

  • Read about dining manners and cultural practices recognized from video materials.

AI Literacy Objectives

  • Recognize some AI biases.

Task and Activities

Step 1: Introduction

  • Objective: Introduce students to the concept of dining etiquette in different cultures.
  • Activity: Discuss on the importance of table manners and cultural practices, supported by presentation slides or videos demonstrating table manners.
  • Examples Covered: Drinking manners, seating order, placing utensils, using utensils, lifting bowls, eating order by age and dish, welcoming guests, reacting to humble hosts, serving food, food compliments, courtesy expressions, ordering food, and making noise while eating.

Step 2: Chatbot Interaction (Interpretive and Interpersonal Communication)

  • Objective: Identify context-appropriate and inappropriate dining manners using chatbots.
  • Activity: Students interact with Mizou chatbots in the target language (Arabic, Chinese, Japanese, Korean) in role-play scenarios to understand different dining etiquettes.
  • Examples Covered: Various dining situations such as pouring beverages, seating arrangements, utensil placement, and meal order.

Step 3: Summary Writing

  • Objective: Reflect on the role-play experience and document findings.
  • Activity: Write a summary of the appropriate and inappropriate dining manners identified during the chatbot interaction.
  • Examples Covered: Drinking manners, utensil use, lifting bowls, and serving food.

Step 4: Class Discussion (Interpersonal Communication)

  • Objective: Share and discuss findings with peers.
  • Activity: Describe the role-play experience and discuss the findings in the next class meeting.
  • Examples Covered: Reactions to hosts, pre-meal expressions, and appropriate food compliments.

Step 5: In-Class Presentations (Presentational Communication)

  • Objective: Present findings to the class.
  • Activity: Prepare and deliver a short presentation on the role-play experience and the identified dining manners.
  • Examples Covered: Dining order by age, welcoming guests, and making noise while eating.

Step 6: Instructor Feedback

  • Objective: Receive feedback on cultural understanding and language use.
  • Activity: Instructor provides feedback targeting cultural elements and language proficiency.
  • Examples Covered: Courtesy expressions and serving food etiquette.

Step 7: Reflective Writing

  • Objective: Reflect on the overall learning experience and cultural insights gained.
  • Activity: Write a more elaborate summary and reflection on the dining etiquette learned and its cultural significance.
  • Examples Covered: Comprehensive reflection covering all discussed manners.

Step 8: Final Feedback

  • Objective: Receive comprehensive feedback on reflective writing.
  • Activity: Instructor provides detailed feedback on both cultural and linguistic aspects.
  • Examples Covered: Detailed analysis of etiquette and language use.

Materials and Technology/AI Tools

Link to Arabic Chatbot: Dining Etiquette Role-play

Link to Korean Chatbot : Korean Dining Etiquette (Guided conversation)

Link to Chinese Chatbot: Dining Etiquette Role-play at a Chinese home

Link to Japanese Chatbot: Dining Etiquette Role-play – Japanese 

Teaching Reflections:

Leveraging AI tools into language teaching provides an opportunity to enhance students’ critical AI literacy. One key area of focus is the potential for AI to offer inaccurate or inappropriate cultural information. Students can develop a deeper understanding of cultural bias, misconceptions, and diverse perspectives through examining how AI-generated content can sometimes misrepresent cultural practices,

Here’s how this module can benefit students:

  1. Awareness of Cultural Bias: By encountering and analyzing instances where AI might provide incorrect or culturally insensitive information, students become more aware of the biases that can exist within AI systems. This awareness fosters critical thinking about the sources and accuracy of information they encounter.
  2. Discussion and Collaboration: Encouraging students to discuss AI-generated cultural information with their peers and teachers promotes a collaborative learning environment. These discussions can help students identify and challenge misconceptions, leading to a more nuanced understanding of different cultures.
  3. Critical Examination: Assignments that involve evaluating AI-generated content can teach students to critically examine the information presented to them. They learn to question the reliability of AI outputs and seek verification from multiple sources, which is a crucial skill in the digital age.
  4. Enhanced Cultural Competence: By recognizing and addressing inaccuracies in AI-generated cultural information, students can develop greater cultural competence. This involves understanding and appreciating the complexities of cultural practices and perspectives, beyond what is presented by AI.

 

Learning Reflections: