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Language and Intercultural Citizenship Education

Objectives

- 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).

General characterization

Code

02108472

Credits

10.0

Responsible teacher

Carlos Francisco Mafra Ceia

Hours

Weekly - 3

Total - 280

Teaching language

Portuguese

Prerequisites

N/A

Bibliography

  • 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.

Teaching method

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.

Evaluation method

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%)

Subject matter

- 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