Language and Intercultural Citizenship Education
- To develop awareness, understanding and appreciation of cultural diversity within the learning of English;
- to identify and critically consider issues, challenges and implications for intercultural communication within ELT;
- to understand the social, cultural, and linguistic factors involved in the process of intercultural communication;
- to consider the skills, competences and knowledge that should be promoted to foster intercultural citizenship education as integrated with FL subjects;
- 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 - 280
- 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 (2008). From Foreign Language Education to Education for Intercultural Citizenship. Essays and Reflection. Clevedon: Multilingual Matters.
- Council of Europe (2018). Reference Framework of Competences for Democratic Culture (3 vols). Strasbourg: Council of Europe.
- Council of Europe (2016). Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education. Strasbourg: Council of Europe
- Jackson, Jane (ed.) (2020). The Routledge Handbook of Language and Intercultural Communication (2nd ed.). NY: Routledge
- Ross, Alistair (2019). Finding Political Identities - Young People in a Changing Europe. Palgrave
- UNESCO (2014) Global Citizenship Education. Fontenoy: UNESCO.
he seminar will combine theory input and discussion with an 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.
Continuous assessment - 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 EFL education
- Foreign language educators as mediators
- ELT and the representation of other cultures in English
- Critical cultural awareness
- Byram’s 5 savoirs
- Intercultural citizenship education
- Citizenship and Human Rights education in everyday life
- Dialogue and controversial issues
- Materials development in intercultural perspective
- Assessing intercultural and citizenship competence
Programs where the course is taught: