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9:14	Penny - At pelnary panel session of AFMLTA09. There are three highschool students, two researchers and a teacher about to present their views on intercultural alnguage learning. Angela Scarino is up first.

9:16	Penny - In assessment of language learning, we've often assessed language itself, the knowledge of culture, the subejct matter (or the stuff that we language about) and we've also assessed how, to some extent, all of that comes together.

9:17	Penny - Often assessed knowledge of the knower, in the traditional sense of assessment. This was important because the moment that we bring in people it was conisdered then that there might be biases.

9:17

Penny - In traditional conceptions, assessment needs to be absolutely objective. Assessing intercultural capability requires attending knowledge referenced to the knowledge. It's not just knowledge per se, knowledge out there, identified as subject matter but it is knowledge as experienced and understood by the knower.

9:19	Penny - "knowledge as referenced to kthe knower" isknowledge as understood, appraised, valued by the person. Knowledge as interpretation. Not only the knowledge itself but referencing to the knowledge. Referencing to all of the experiences that the student brings to the assessment process.

9:19

Penny - We are, in developing the intercultural capability, we are dealing with the idea of variability. Recognising that people, our students, are variable in their interpretations, in their interpretations of meaning, in their judgements and in their language.

Learners consider their own variablity in undersanding other people's variability.

9:20	Penny - They use that unique knowledge to develop and construct new knowledge and understanding. So it becomes very importantthat they understand their own variability and other peoples' variability and the way other peoples' cultural experiences influence the way theyact and respond.

9:21

Penny - If the goal in learning languages is learning how to interact with people, understood as culturally variable, then we need to assess students' capability to understand and manage that variaility.

The moment we change one dimension in an interaction, immediately the whole communication changes.

9:22	Penny - In looking at this variability we need to look at a few interrelated dimensions.

9:22	Penny - Interactions in the target language (through which learners negotiate meaning)

9:22	Penny - Eliciting learners' developing udnerstanding of the way people's enculturation affects how they see the world, interact, and communicate in the world.

9:22	Penny - Eliciting learners' developing meta-awareness of teh language-culture nexus in communicative interactions and their ability to analyse, explain and elaborate their awareness.

9:25	Penny - Showing us rubrics from classroom task on Japanese, Chinese... rubric, reflection piece.

9:26	Penny - The teacher really focused on translation and asked students to reflect on the process of translation.

9:27	Penny - Jonathan now taking the stage. Topic of interaction.

9:27	Penny - How do we understand interaction? Minimally we can understand interaction as bringing together particular: participants languages relationships/roles/activities/purposes mutal knowledge/interpretive resources socio-cultural contexts

9:30	Penny - A resource to create a "huddle of meaning" in which people can operate and share. This huddle of meaning occurs within a social context.

9:30	Penny - If we move this talk now to the outskirts of Denver in a field it will look very different. ((This is what Lindy was talking about when she introduced Gee's big D Discourse))

9:31	Penny - Developing intercultural capability entails developing udnerstanding of self and others a variable in interaction

9:31	Penny - This raises the question of how variability might operate within interaction.

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