By the end of the course, students will be able to:
(i) master key concepts in intercultural and multilingual education;
(ii) understand the relations among language, culture and identity;
(iii) recognise the complexity of multicultural and multilingual educational contexts;
(iv) characterise intercultural communicative competence and recognise its current importance in the teaching and learning of non-native languages;
(v) select and critically evaluate materials and activities for developing intercultural communicative competence;
(vi) plan and implement activities for developing and assessing intercultural communicative competence
Ana Catarina Leiria de Mendonça Coutinho de Castro
Weekly - 3
Total - 280
Barrett, M. (Ed.) (2013). Interculturalism and Multiculturalism: Similarities and Differences. Estrasburgo: Conselho da Europa.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Estrasburgo: Conselho da Europa.
Conselho da Europa. (2001). Quadro europeu comum de referência para as línguas. Lisboa: Edições ASA.
Conselho da Europa. (2018). Common European framework of reference for languages. Companion volume with new descriptors. Estrasburgo: Conselho da Europa.
Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Chichester: Wiley-Blackwell.
UNESCO (2006). UNESCO guidelines on intercultural education. Paris: UNESCO.
Wright, W., Boun, S., & García, O. (Eds.) (2015). The handbook of bilingual and multilingual education. Chichester: Wiley-Blackwell.
The course takes place in a virtual learning environment. It is organized in weekly modules, according to the syllabus. Each module includes a video lesson, which is complemented by other resources, including readings and (learning and assessment) activities. In addition to these resources, external videos and links are included in some modules. All resources are available on a dedicated Moodle page. The interaction among students and between students and instructors takes place mainly in online forums and by email. Communication is thus asynchronous.
Método de avaliação - (i) short assignments(40%), (ii) a final written assignment(60%)
1. Introductory issues
1.1 Culture, multiculturalism and interculturalism
1.2 Relations among language, culture and identity
2. Education and linguistic and cultural diversity
2.1 Multicultural education and intercultural education
2.2 Education in multilingual contexts
3. The intercultural dimension in non-native language teaching and learning
3.1 Intercultural (communicative) competence in non-native language teaching and learning
3.2 Methods for developing intercultural competence
3.3 Materials and activities for developing intercultural competence
3.4 Assessing intercultural competence
Programs where the course is taught: