Language and Intercultural Education - 1st semester
- To develop awareness, understanding and appreciation of diversity;
- to identify and critically consider issues, challenges and implications for intercultural communication;
- to manage intercultural communication both in close and virtual collaboration;
- to understand the social, cultural, and linguistic factors involved in the process of intercultural communication;
- to interpret, examine and discuss critically, written, oral and visual texts related
to the topics in debate.
- to become knowledgeable about theories and practices related to the leading topics;
- to promote intercultural dialogue between different systems of beliefs, values and attitudes;
- to reflect on intercultural learning as a transformative process of the self (personally, professionally, academically).
Ana Gonçalves Matos
Weekly - 1,5 letivas + 0,5 tutorial
Total - Available soon
Byram, Michael (2008). From Foreign Language Education to Education for Intercultural Citizenship. Essays and Reflection. Clevedon: Multilingual Matters.
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
Byram, Michael and L. Parmenter (2012). The Common European Framework of Reference: The Globalisation of Language Education Policy. Clevedon: Multilingual Matters
Hu, Adelheid and Michael Byram (Orgs) (2009). Intercultural Competence and Foreign Language Learning. Tübingen: Gunter Narr Verlag
Jackson, Jane (ed.) (2012). The Routledge Handbook of Language and Intercultural Communication. NY: Routledge
Levine, Glenn, and Alison Phipps (eds) (2012). Critical and Intercultural Theory and Language Pedagogy. Boston: Heinle
UNESCO (2013). Intercultural Competences - Conceptual and Operational Framework. Paris: UNESCO.
The seminar will combine theory input and discussion with analysis of practical incidents and different types of texts (written and visual). Text discussion, oral presentation and discussion, role-playing, self- and meta-reflection, debating and group interaction will be the strategies more frequently used.
Classes will favour interaction and students active participation both individually and in a group.
Regular and pertinent contribution during classes will be subject to assessment (30%); students are required to carry out theoretical and practical assignments throughout the semester (70%).
- Concepts of culture
- Theoretical concept of interculturality
- Issues of identity and representation
- Concepts of otherness and othering
- Stereotyping, prejudice and ethnocentricity
- Intercultural transitions (migration, study abroad) and third space
- Globalization, localization and language education
- Foreign language educators as mediators
- Language teaching and the representation of other cultures
- Critical cultural awareness
- Language and intercultural competence
- Byrams 5 savoirs
- Intercultural citizenship education
- Materials development in intercultural perspective
- Assessing intercultural competence
Programs where the course is taught: