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MD531 Intercultural
Communication for Language Teachers (20
credit points)
Tutors: Richard
Fay
Comments:
This is one of a pair of core course units for the MEd
ELT programme - the other half of the pair is MD342 Psychology of Language
Learning. MEd ELT students must take at least one of the pair but can
take both if they so desire.The territory covered is quite large and students,
through negotiation with the course tutor, can take particular pathways
through it (especially in relation to Part 2 of the assignment) to suit
their particular interestsThe course unit involves the on-site and distance
learning communities being taught ‘in tandem’. This means
that the input will be covered at the same rate, in the same sequence,
and at the same time in both modes, and students will be able to make
use of the same electronic for a and resources. Communication between
students taking the course unit in different modes is encouraged.
Aims
- To explore intercultural aspects of language education,
language teacher education, cultural studies teaching and intercultural
communication training.
- To consider these intercultural aspects in terms of
cultural studies (ie ‘culture as content’), intercultural
communication studies (ie ‘culture as communication’), and
appropriate methodology (ie ‘culture as a methodological factor’).
- To discuss the implications of current theorising about
culture and (intercultural) communication for language teachers and
language teacher trainers, cultural studies teachers, and intercultural
communication trainers.
- To present an English for Intercultural Communication
(EIC) teaching and learning paradigm in contrast to EFL, ESL, EAL, ESOL,
and EIL paradigms.
- To enable each student to evaluate (as demonstrated
through the Part 1 assignment) the ‘interculturality’ of
their teaching context(s).
- To enable each student to develop an area or aspect
of their professional practice which has an intercultural focus associated
with the concerns of the course unit, and to realise this development
through independent study associated with the Part 2 assignment which
can be conceptual, empirical, developmental, or evaluative in character.
Typically, students who successfully complete the course
unit and the two-part assignment will be able to do the following:
- Demonstrate an understanding of the intercultural aspects
of one or more of the following professional areas: language education,
language teacher education, cultural studies teaching, and intercultural
communication training.
- Demonstrate an understanding of one or more of the overlapping
cultural domains: ‘culture as content’, ‘culture as
communication’, and ‘culture as a methodological factor’.
- Demonstrate an understanding of some of the theoretical
and methodological concerns which underpin the overlapping cultural
domains.
- Evaluate the interculturality of their teaching context(s)
using frameworks presented and discussed in the course unit and to present
this evaluation through the Part 1 assignment.
- Map out a particular area of their professional practice
with regard to its intercultural aspects and to develop this into a
piece of independent study assessed through the Part 2 assignment.
Key transferable skills:
- Critical thinking.
- Application of advanced analytical skills.
- Persuasion through rational argument.
- Independent study.
- Appropriate academic presentation.
- Appropriate language use.
Curriculum content
This course unit maps out, for language educators, the
cultural aspects of language education, language teacher education, cultural
studies teaching, and intercultural communication training. It does so
in terms of three overlapping domains: culture as content, culture as
communication, and culture as a methodological factor. These domains are
underpinned by a range of theoretical and practical concerns including:
key concepts such as culture,
communication, and intercultural
communication and key training
considerations related to ethnocentrism,
meaning attribution, culture shock, culture awareness, insider and outsider
perceptions, ethnography and culture-general & culture-specific
descriptions and training orientations. The implications of these aspects,
domains, and concerns are explored for language educators and materials
are evaluated accordingly.
Core Reading
(quite a number of resources are indicated
below. For further advice, consult the course unit tutor).
Agar, M. (1994) Language Shock: Understanding the Culture
of Communication. New York, William Morrow.
Bennett, M. (Ed.1998) Basic Concepts of Intercultural
Communication. Yarmouth, ME, Intercultural Press.
Byram, M. (1989) Cultural Studies in Foreign Language
Education. Clevedon, Multilingual Matters.
Byram, M. (1997) Teaching and Assessing Intercultural
Communicative Competence. Clevedon, Multilingual Matters.
Damen, L. (1987) Cultural Learning: the Fifth Dimension
in the Language Classroom. Reading, MA, Addison-Wesley.
Holliday, A. (1994) Appropriate Methodology and Social
Context. Cambridge, Cambridge University Press.
* Jandt, F. (1998) Intercultural Communication: An Introduction
(2nd edn.). London, Sage. [or later edition]
O’Sullivan, K. (1994) Understanding Ways: Communicating
Between Cultures. Sydney, New South Wales, Hale and Iremonger.
* Samovar, L. & Porter, R. (Eds.1997) Intercultural
Communication: A Reader (8th edn). Belmont, CA, Wadsworth. [or later edition]
Storti, C. (1999) Figuring Foreigners Out: A Practical
Guide. Yarmouth, ME, Intercultural Press.
* You are advised to read either Jandt or Samovar &
Porter.
Assessment:
This is divided into two parts, both of which are formally
submitted after teaching is completed. Part 1, which can be submitted
at the end of Week 6 for formative feedback, consists of an evaluation
of a teaching context with which you are familiar in terms of its intercultural
considerations. Part 2 consists of individually negotiated work on a topic
related to the course unit content. Together, Part 1 and 2 will amount
to between 4,000-6,000 words.
Learning hours:
| Activity |
Hours allocated |
| Formal contact/input |
30 hours |
| Guided individual work |
70 hours |
| Reading and independent study leading to the assignment |
100 hours |
| Total |
200 |
Availability:
On-site Programme (in tandem): Semester
1 (September-January)
Distance (in tandem): Semester
1 (September-March)
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