Language and Intercultural Education
- 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 Alexandra Gonçalves de Veloso e Matos
Weekly - 3
Total - 140
Chapelle, C. A. (ed.) (2013). The encyclopedia of applied linguistics. Malden: Blackwell.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford/New York: Oxford University Press.
Fromkin, V., Rodman, R., & Hyams, N. (2011). An introduction to language (9th ed.). Boston: Wadsworth.
Haznedar, B., & Gavruseva, E. (eds.) (2008). Current trends in child second language acquisition: A generative perspective. Amsterdam: John Benjamins.
Herschensohn, J., & Young-Scholten, M. (eds.) (2013). The Cambridge handbook of second language acquisition. Cambridge: Cambridge University Press.
Lightbown, P. (2000). Classroom SLA research and second language teaching. Applied Linguistics 21/4: 431-462.
Philp, J., Oliver, R., & Mackey, A. (eds.) (2008). Second language acquisition and the younger learner: Childs play? Amsterdam: John Benjamins.
Whong, M., Kook-Hee, G., & Marsden, H. (eds.) (2013). Universal Grammar and the second language classroom. Dordrecht: Springer.
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(30%), 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: