Developing EAL Learners ’ Intercultural Sensitivity Through a Digital Literacy Project

Language and culture are informally integrated in many English as an Addi-tional Language (EAL) programs, but cultural discussions are often regarded from the perspective of a particular dominant culture. Although this integration is crucial for the development of communicative competence, practical applica-tions are still challenging as language teachers tend to know more about lin-guistic items than cultural aspects (Celce-Murcia, 2007). This article describes a digital literacy project implemented with language learners in an adult EAL program. Using Bennett’s (1993) DMIS model for intercultural sensitivity, the project invited international students and newcomers to Canada to explore and expand on their understanding of intercultural relationships while studying in a multicultural EAL class. The learners engaged in 5 steps to complete the project (reflective discussion, script writing, video recording scenes, editing, and final reflection), with a short movie serving as the digital product. The digital literacy project is proposed as a potential tool for integrating intercultural sensitivity into EAL programs and engaging learners in discussions about diversity in cul