English Teaching Methodology Seminar - 1st semester
- To understand and critically consider issues, challenges and implications for intercultural communication and
foreign language (FL) education;
- To analyse social, cultural, political and linguistic factors involved in the process of intercultural
communication and FL education;
- To interpret, examine and discuss critically texts related to the topics in debate;
- To relate previous social and professional experience with with concepts and theory discussed in the
- To reflect on intercultural learning as a transformative process of the self (personally, professionally,
- To examine the ways in which rhetorical processes mediate the construction of individual and collective
identities and meanings in specific cultural contexts.
- To analyse and reflect upon various forms of English as World Language today.
Ana Gonçalves Matos
Weekly - 2
Total - Available soon
Byram, M., Holmes, P. and Savvides, N. (2013). Intercultural communicative competence in foreign language
education: Questions of theory, practice and research. Language Learning Journal 41(3): 251-253.
Levine, Glenn, and Alison Phipps (eds) (2012). Critical and Intercultural Theory and Language Pedagogy.
Jackson, Jane (ed.) (2012). The Routledge Handbook of Language and Intercultural Communication. NY:
Rosteck, T. (ed.) (1999). At the Intersection: Cultural Studies and Rhetorical Studies. NY: The Guilford Press.
The teaching-learning process to be developed in this course unit takes place in a virtual environment (elearning, with recourse to the Moodle platform). The learning methods used combine individual study with
collaborative work. Students are required to carry out individual reading and research work and to develop a
critical reflection on the course materials. Collaborative work is to be conducted in discussion forums, in which
students are expected to participate by present the conclusions of their reflection on the course material,
debating specific questions or topics, and presenting and discussing their own course work and that
developed by their classmates.
Assessment is continuous, and based on the quality and pertinence of forum
discussions and on the works (individual and group) presented for discussion and evaluation.
- Foundations of language education and interculturality
- Cultural dimensions of language and transnationality
- Language, identity and interculturality
- Cultural representation, othering and third space
- Intercultural communicative competence and intercultural citizenship
- Intercultural competence and language materials
- Rhetoric and culture
- Assessing intercultural communicative competence
- English as World Language: variations, deviations and new formations.
Programs where the course is taught: