Module LANG42915: Intercultural Communication and Education

Department: Durham Centre for Academic Development

LANG42915: Intercultural Communication and Education

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• 1 Introduce students to key scholars and developments in the field of intercultural communication
• 2 Introduce students to key terminology, theories and concepts in the field of intercultural communication
• 3 Help students understand the relationship between language and culture
• 4 Help students identify and reflect on their own personal cultures and contexts and how they impact on their language use
• 5 Help students identify potential opportunities and barriers to intercultural communication in various contexts, including the English as a Second Language classroom
• 6 Help students identify and apply techniques and materials for teaching intercultural communication to learners of English as a Second Language

Content

• We explore the concept of intercultural communication and key scholars and theories that contributed to its development. We examine the concept of culture and how it relates to language use in our own and other contexts. We focus on the concept of intercultural competence and research related to it. The potential opportunities and challenges related to intercultural communication are also considered, particularly in relation to the English as a second language classroom. Throughout the module, we explore the implications of various theories and research in the practice of intercultural education in order to scaffold your own application of techniques and materials for teaching an intercultural communication activity.

Learning Outcomes

• Knowledge of key scholars and developments in the field of intercultural communication
• Knowledge of key theories underpinning research in the field of intercultural communication
• Knowledge of key terminology from the field of intercultural communication
• Understanding of the relationship between culture and language
• Understanding of personal and other cultures and contexts and how they impact on language use
• Understanding of potential opportunities and barriers to intercultural communication in various contexts, including the English as a second language classroom
• Understanding of techniques and materials used for teaching intercultural communication to learners of English as a second language

• Ability to employ key terminology and concepts in discussions, presentations and texts about matters related to intercultural communication
• Ability to reflect on personal and other cultures and contexts and how they impact on language use
• Ability to respond to potential opportunities and barriers to intercultural communication in various contexts, including the English as a Second Language classroom
• Ability to apply techniques and materials used for teaching intercultural communication to learners of English as a Second Language in a given context

• Ability to communicate analysis and arguments clearly and in appropriate style
• Ability to apply knowledge to a teaching context
• Ability to work both individually and collaboratively on activities and assessments
• Ability to learn through traditional and digital approaches to education

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The module will take a flipped approach to learning with key content and activities provided in advance of workshops. Short asynchronous videos will form an essential input for the module, accompanied by asynchronous recommended readings, online discussions and activities. This allows students to become acquainted with new and complex terminology, concepts and theories at their own pace before discussing them in more depth in the workshops. The workshops will take a more practical approach, examining key research, techniques and teaching materials to enable students to develop and deliver their own intercultural communication activities. Workshops will also allow students to explore their own cultures through discussions and activities, encouraging them to reflect on how the studied concepts and theories apply to their own contexts.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Weekly asynchronous reflections and discussions with tutor feedback and peer feedback. Peer review of reflection on personal cultures and language use. Peer review of activity plan. Tutor feedback and peer review on taught activity, which will inform the content of the activity reflection and rationale.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University