Drewelow, Isabelle2020-12-142020-12-142017-01-01Drewelow, I. (2017). A socio-constructivist approach to developing intercultural empathy. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 255-265. http://hdl.handle.net/102015/69773http://hdl.handle.net/10125/69773The pedagogical intervention presented in this chapter uses a recent event that received global exposure (the 2015 terrorist attack on the satirical journal Charlie Hebdo) to engage learners’ critical awareness of the subjective dimension of freedom, especially freedom of speech. To facilitate learners’ encounter with and reflection on variation of cultural frames of reference, the intervention integrates geosemiotics theory (Scollon & Scollon, 2003) within a socio-constructivist approach to learning. A collaborative engagement inside and outside the classroom is enabled with LinoIt, a digital and interactive bulletin board. The chapter begins with curricular considerations to create a participatory and empathy-generating classroom-based learning environment. A detailed description of the sequence of project-based activities and assessments designed for a third-semester French course follows. The research and creative projects can be adapted to lower or higher level L2 courses and include other culturally organized constructs. I conclude with insights into how to use the design of the learning activities and the pedagogical sequence as a model for further curricular development and for the professional development of graduate students and instructors.Article