Before using the materials, it is important to note that the focus of each situation should not be on finding the “right” or “wrong” answer. Although judgement tasks are rated on a scale indicating acceptability, you might also think of this in terms of “more contextually appropriate” or “less contextually appropriate” responses, or even “more constructive” or “less constructive” responses.

Due to the non-binary nature of culture, the judgement tasks and associated ratings are meant to serve as a jumping off point to generate conversation and discussion about varying perspectives. While some situations presented are mostly straightforward, others may not have a clear or precise answer. Some may have multiple methods of approach. It is also useful to take into account additional nuances in the context that may even change the whole outcome or course for dealing with a situation in an appropriate manner. For example, the response to a scenario may depend on several variables, which could alter the way one would handle the situation, such as who is the person performing an action, elements related to time, mode of communication, etc. These, along with many other factors, can all influence the way to successfully manage the outcome of a scenario. By changing even one of these elements, a different result may be the consequence.

By eliminating the focus on finding the “right” or “wrong” answer, these materials aim to generate discussion centered on the implications of each possibility. Culture is subjective in nature, so it is beneficial for the instructor to also weigh in and explain their viewpoint, especially if it is different from the one presented in these materials. In the end, the scenarios are tools to enhance pragmatic knowledge, intercultural competence, greater dialogue and overall awareness. Reflecting on the experience, whether it be lived or hypothetical, is essential to strengthen one’s intercultural abilities. To further contextualize the events taking place, all scenarios provide situation specific notes after the judgment task as an additional resource, and many conclude with language notes and reflection tasks that can be used for guided discussion and further expansion on the topic in the classroom. These situations are intended to be useful in a variety of instructional contexts that include different proficiency levels, previous knowledge about Brazil, pre-departure orientations and post-study abroad reflection, face-to-face and online delivery, as well as sessions in which role-play and other performative tasks are employed to engage these contextual dimensions.

Modules

Acknowledgements

The materials developed for this project were originally created with federal funding during the period 2017 through 2020. These materials remain available to the public thanks to the support from the Center for Language & Technology at the University of Hawai‘i at Mānoa. The names and affiliations listed below correspond to the grant period.

Brazilian Portuguese Project Lead

Joseph Bass, University of Maryland

Brazilian Portuguese Project Affiliate

Adonis de Carvalho Borges, University of Maryland

Principal Author

Joseph Bass, University of Maryland

Co-Authors

Adonis de Carvalho Borges, University of Maryland
Viviane Klen-Alves, University of Georgia

Project Consultants

Viviane Klen-Alves, University of Georgia
Robert Moser, University of Georgia

Content Reviewers

Joseph Bass, University of Maryland
Adonis de Carvalho Borges, University of Maryland
Orlando R. Kelm, University of Texas at Austin
Viviane Klen-Alves, University of Georgia
Robert Moser, University of Georgia

Translations into Portuguese

Adonis de Carvalho Borges, University of Maryland

Ratings Panelists

Joseph Bass, University of Maryland
Adonis de Carvalho Borges, University of Maryland
Fernanda Guida, University of Pennsylvania
Viviane Klen-Alves, University of Georgia
Débora Zamorano, University of Texas at El Paso

Data Analysts

Joseph Bass, University of Maryland
Adonis de Carvalho Borges, University of Maryland

Data and Content Entry

Joseph Bass, University of Maryland
Adonis de Carvalho Borges, University of Maryland
Dmitrii Egorov, University of Hawai‘i at Mānoa 
Denis Melik Tangiyev, University of Hawai‘i at Mānoa
Stephen L. Tschudi, University of Hawai‘i at Mānoa
Tian Wang, University of Hawai‘i at Mānoa 

Images and Graphic Design

Julio C. Rodriguez, University of Hawai‘i at Mānoa 

This website and the SitchLab application were developed and are maintained by the Center for Language & Technology at the University of Hawai‘i at Mānoa. The views, interpretations, and other content presented on this website or through the SitchLab application are solely those of the authors and contributors and do not necessarily represent the official position, policy, or views of the U.S. Government. Reference to, or support for, this project by any U.S. Government agency does not constitute or imply official endorsement of the content, products, services, or viewpoints presented herein.