I. Introduction: Starting Small to Think Big

Establishing a formal, long-term International Sister School partnership (國際姐妹校) can be a challenging process, but the vision remains central to the Bilingual Campus Initiative. Our goal is to connect our students with the world, giving them authentic reasons to use English for real communication.

For this module, we will focus on the small steps: designing simple, manageable virtual and physical exchange programs that build the trust and rapport necessary for a future partnership. We need to create resources that any teacher can use to launch a successful, short-term exchange without requiring a huge administrative commitment.

II. Tiered Exchange Programs & Activity Concepts

We can categorize exchange programs by commitment level, allowing schools to choose what best fits their capacity. The resources we create should support all three tiers.

Tier 1: Low-Commitment, Asynchronous Exchange (Focus: Writing & Media)

These activities don't require scheduling simultaneous time, making them easier to manage across different time zones.

• The Traditional Pen Pal Project (Digital):

  • Description: Students write traditional letters or emails, but focus on a specific, shared topic (e.g., "A Day in My Life," "My Favorite Taiwanese Festival vs. Your Local Holiday").

  • Output Focus: Printable bilingual templates for introductory letters and letter topics, emphasizing simple, functional English sentences.

• Video Postcard Exchange:

  • Description: Students create short, 30-second video clips introducing their school, their favorite local food, or a popular sport. These are shared via a private folder or dedicated YouTube channel (unlisted).

  • Output Focus: Simple script templates for 30-second introductory videos; guidance on safe media sharing.

• Collaborative Culture Booklet:

  • Description: Students from Changhua create 1-page English summaries of local culture (e.g., Ba-wan, Lukang Old Street). These pages are swapped with a partner class overseas to create a shared digital booklet.

  • Output Focus: Templates for 1-page "Cultural Fact Sheet" with simple section headings.

Tier 2: Medium-Commitment, Synchronous Exchange (Focus: Real-Time Speaking)

These activities require scheduling a video call but provide invaluable real-time speaking and listening practice.

• Real-Time Cultural Show & Tell (Video Calls):

  • Description: Students pair up or work in small groups across the video call. They present a simple object (e.g., a coin, a snack, a small toy) and describe it to their partner using their prepared English script.

  • Output Focus: Simple preparation script and a list of open-ended English follow-up questions for the student partners.

• "Ask Me Anything" Sessions:

  • Description: A video call where one Changhua class hosts an overseas class for 30 minutes, serving as the "experts" on their school, city, or culture. The focus is on answering partner questions naturally.

  • Output Focus: List of 10 "likely questions" a foreign student might ask about Taiwan/Changhua, with suggested simple answers.

• Collaborative Lesson Sharing:

  • Description: The FET teaches a simple, short English song or game to the overseas class via video call, and then the overseas teacher reciprocates, teaching a short song or game to the Changhua class.

  • Output Focus: Simple lyrics/instructions for 2-3 fun, easily transferable English games/songs.

Tier 3: High-Commitment, Curriculum Integration

These activities involve co-planning and are closer to formal sister school work.

• Joint Environmental Project:

  • Description: Both classes work on a shared theme (e.g., "Reducing Plastic Use"). Students share their local findings and solutions in English, comparing and contrasting their situations over the course of a semester.

  • Output Focus: Sample project timeline and shared English terminology list (e.g., recycle, landfill, carbon footprint).

III. Resource Goal for This Session

The resources created during our session should be concise tools—templates, script outlines, and easy-to-use question lists—that empower local teachers to confidently arrange and execute these exchange activities.