Language and Intercultural Education
Objectives
- 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).
General characterization
Code
722171272
Credits
5.0
Responsible teacher
Chrysi Rapanta
Hours
Weekly - 3
Total - 140
Teaching language
English
Prerequisites
N.A.
Bibliography
- Byram, M. (2020) Teaching and Assessing Intercultural Communicative Competence Revisited. Multilingual Matters
- Council of Europe (2018) Reference Framework of Competences for Democratic Culture
- Council of Europe (2020) A Portfolio of Competences for Democratic Culture
- Jackson, J. (Ed.) (2020). The Routledge Handbook of Language and Intercultural Communication. Routledge
- Matos, A, & S. Melo-Pfeifer (Eds) (2020) Literature and Intercultural Learning in Language and Teacher Education. Peter Lang
- Porto, M. & M. Byram (2017) New Perspectives on Intercultural Language Research and Teaching. Routledge
- Rings, G. & S. Rasinger (Eds) (2020) The Cambridge Handbook of Intercultural Communication. Cambridge
- Shaules, J. (2019) Language, Culture, and the Embodied Mind. Springer
- UNESCO (2018) Preparing Teachers for Global Citizenship Education A Template
Teaching method
The sessions are of a theoretical-practical nature and include exposition, demonstration, practical activities, joint discussion and reflection on the topics and content addressed. The practical application of theory, interaction and active participation of students individually and in groups are privileged.
The aim is to create a space for theoretical reflection leading to the structuring of tasks or projects related to intercultural education for citizenship.
Evaluation method
- A 15-minute in-class reading presentation related to themes of Language and Intercultural education (30%)
- An individual essay presenting the design of a new intercultural education initiative adapted to a particular students’ level and context. Word limits: 1000-1500. (70%)
Subject matter
- Concepts of 'culture'
- Theoretical concept of 'interculturality'
- Problems surrounding the concept of identity and representation
- Concepts of alterity and 'alterization'
- Stereotypes, prejudice and ethnocentrism
- Intercultural transitions (migration, periods of study abroad) and third space
- Globalization, localization and foreign language education
- The foreign language educator/teacher as mediator
- Teaching a foreign language and representing other cultures
- Critical cultural awareness
- Language and intercultural competence
- The 5 knowledges of M Byram
- Education for intercultural citizenship
- Production and teaching of materials from an intercultural perspective
- Assessment of intercultural competence