Postgraduate Course: Language and Culture Pedagogy (EDUA11281)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Available to all students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course aims to enable students to develop a critical understanding of language and culture pedagogy, and locate this within a range of educational contexts that are likely to sustain intercultural dialogue in the increasingly globalised world in which we now live. In so doing, the course discusses competing conceptualisations of culture and intercultural communication, functional classroom methodologies, and political approaches to the study of language and culture that are dedicated to establishing the connections between intercultural citizenship education and conflict resolution. In keeping with this approach, students will be encouraged to develop a rigorous, ethical stance towards pedagogic practice, and examine their roles as reflective practitioners who mediate between the language classroom and international civil society. As part of the strategy to enable students to become competent reflective practitioners, course tutors will provide examples of good practice, referring to such issues as cultural distance and proximity, cross-cultural understanding, and intercultural communicative competence.
Students will be encouraged to engage in debating issues arising from the lecturer¿s teaching sessions by sharing their views with their colleagues. This will enable them to create and maintain a supportive learning environment, and to assist with the formulation of ideas and arguments for their assignment.
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| Course description |
Indicative Content
Block 1 (weeks 1-2): Theoretical Groundings
This first block discusses the theoretical commitments and philosophical assumptions that guide the approach to the study of language and culture. It addresses what is meant by the notions of culture and intercultural communication by reference to competing arguments with which theorists have engaged in order to contribute to a more widening debate of intercultural theory and research. Students will consider the kinds of questions that arise from these debates and the implications that they may have for pedagogic practice.
Block 2 (weeks 3-5): Classroom Methodologies
This second block addresses the practices and principles that need to be considered when designing functional classroom methodologies for the study of language and culture. It focuses on the notion of intercultural (communicative) competence and the ways in which it can be developed both in the language classroom and beyond. By looking at examples of pedagogic practice (e.g. critical incident scenarios, drama, ethnography), students will debate the extent to which such examples can enable language subjects to live harmoniously in negotiable discourse worlds.
Block 3 (weeks 6-7): Intercultural Citizenship
This third block focuses on the purposes of language education for intercultural citizenship through discussion of the notion of critical internationalism. In so doing, it discusses the importance of identifying with people beyond national borders and considers pedagogic practices in the light of this approach. By focusing on the work undertaken by the Council of Europe Language Policy Division, students will consider how teachers can enable learners to engage with the increasingly globalised world in which they participate.
Block 4 (weeks 8-9): Conflict Resolution
This fourth block addresses the role which language and culture pedagogy can play in the context of conflict resolution. It addresses what is meant by intercultural dialogue and explores ways in which English or other so-called ¿privileged¿ languages can enable counter-hegemonic movements to organise their struggles against dominant ideologies. By looking at case studies located in areas affected by conflict (e.g. the Peace Keeping English), students will consider how teachers can help cultures of silence to realise their needs.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 2 |
| Course Start Date |
15/01/2018 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 8,
Seminar/Tutorial Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
172 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Assessment
Students are required to undertake one 4,000 word assignment (100% weight). The assignment must be completed in three steps:
1. Design a lesson plan (within a grid) for a group of language learners of your choice. This can be a plan for a single lesson (120 minutes) or for two subsequent lessons (60 minutes each). Choose three or more behavioural objectives (i.e. skills) that facilitate the development of intercultural communicative competence within the contexts of citizenship education and conflict resolution. The plan is the input to steps 2 and 3, but it is not assessed as such. It should be submitted for formative evaluation before steps 2 and 3 are undertaken.
The lesson plan targets Learning Outcome 5.
2. Provide a rationale for the lesson plan you have written. The rationale must discuss the reasons for the choices you have made within the lesson plan. Your choices must be supported by a theoretical discussion of the behavioural objectives (i.e. skills) you have chosen to develop within the lesson plan. This part is assessed.
The rationale targets Learning Outcomes 1 and 4.
3. Give an evaluation of the lesson plan. The evaluation should show a thorough awareness of the notion of reflective practice, and of its appropriateness for developing critical intercultural citizens. Again, support your discussion by reference to the literature. This part is also assessed.
The evaluation targets Learning Outcomes 1, 2 and 3.
The assignment is marked in line with the common post-graduate marking scheme as detailed in the ¿taught masters generic handbook¿ which students receive at the start of their studies.
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the main theories, concepts and principles that inform the field of language and culture pedagogy;
- Evaluate critically and on the basis of explicit criteria the connections between intercultural citizenship education and conflict resolution;
- Review in a critical and theoretically-informed manner the criteria presently used to assess the role of the teacher as reflective practitioner in intercultural contexts;
- Analyse and appraise the approaches and skills that facilitate the development of intercultural communicative competence in ways that extend thinking in the field;
- xercise substantial autonomy in the planning and execution of intercultural learning and teaching provision, laying foundations for originality in the field.
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Reading List
Core Texts
Risager, K. (2007). Language and Culture Pedagogy: From a National to a Transnational Paradigm. Clevedon: Multilingual Matters.
Roberts, C., Byram, M., Barro, A., Jordan, S. & Street, B. (2001). Language Learners as Ethnographers. Clevedon: Multilingual Matters.
Schon, D. A. (1995). The Reflective Practitioner: How Professionals Think in Action. Aldershot: Arena.
Additional Readings
Agar, M. (1996). The Professional Stranger: An Informal Introduction to Ethnography. London: Academic Press.
Alred, G., Byram, M. & Fleming, M. (2003). Intercultural Experience and Education. Clevedon: Multilingual Matters.
Anderson, B. (1983). Imagined Communities. London: Verso.
Atkinson, P. (2001). The Handbook of Ethnography. London: Sage.
Bennett, M. J. (1986). A Developmental Approach to Training for Intercultural Sensitivity. International Journal of Intercultural Relations, 10: 179-196.
Block, D. (2014). Social Class in Applied Linguistics. London: Routledge.
Block, D., Gray, J. & Holborow, M. (2012). Neoliberalism and Applied Linguistics. London: Routledge.
Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship. Clevedon: Multilingual Matters.
Byram, M. & Feng, A. (2006). Living and Studying Abroad: Research and Practice. Clevedon: Multilingual Matters.
Byram, M. & Fleming, M. (1998). Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography. Cambridge: CUP.
Byram, M., Morgan, C. & Coleagues. (1994). Teaching-and-Learning Language-and-Culture. Clevedon: Multilingual Matters.
Byram, M., Nichols, A. & Stevens, D. (2001). Developing Intercultural Competence. Clevedon: Multilingual Matters.
Byram, M. & Parmenter, L. (2012). The Common European Framework of Reference: The Globalisation of Language Education Policy. Clevedon: Multilingual Matters.
Corbett, J. (2003). An Intercultural Approach to English Language Teaching. Clevedon: Multilingual Matters.
Corbett, J. (2010). Intercultural Language Activities. Cambridge: CUP.
Cunico, S. (2005). Teaching Language and Intercultural Competence through Drama: Some Suggestions for a Neglected Resource. Language Learning Journal, 31(1): 21-29.
Dasli, M. (2011). Reviving the 'Moments': From Cultural Awareness and Cross-Cultural Mediation to Critical Intercultural Language Pedagogy. Pedagogy, Culture & Society, 19(1): 21-39.
Deardorff, D. K. (2009). The Sage Handbook of Intercultural Competence. London: Sage.
Denzin, N. (1997). Interpretive Ethnography: Ethnographic Practices for the 21st Century. London: Sage.
Diaz, A. (2013). Developing Critical Languaculture Pedagogies in Higher Education. Clevedon: Multilingual Matters.
Du Gay, P., Evans, J. & Redman, P. (2000). Identity: A Reader. London: Sage.
Elliott, A. (2008). Concepts of the Self. Cambridge: Polity.
Feng, A., Byram, M. & Fleming, M. (2009). Becoming Interculturally Competent through Education and Training. Clevedon: Multilingual Matters.
Geertz, C. (1993). The Interpretation of Cultures. London: Fontana.
Gray, J. (2010). The Construction of English. London: Palgrave.
Guilherme, M. (2002). Critical Citizens for an Intercultural World. Clevedon: Multilingual Matters.
Guilherme, M. (2007). English as a Global Language and Education for Cosmopolitan Citizenship. Language and Intercultural Communication, 7(1): 72-90.
Hall, S. & Du Gay, P. (1996). Questions of Cultural Identity. London: Sage.
Hammersley, M. & Atkinson, P. (1995). Ethnography: Principles in Practice. London: Routledge.
Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge: CUP.
Holliday, A. (2002). Doing and Writing Qualitative Research. London: Sage.
Holliday, A., Hyde, M. & Kullman, J. (2004). Intercultural Communication: An Advanced Resource Book. London: Routledge.
Houghton, S. (2012). Intercultural Dialogue in Practice. Clevedon: Multilingual Matters.
Jackson, J. (2010). Intercultural Journeys. From Study to Residence Abroad. London: Palgrave.
Jackson, J. (2012). The Routledge Handbook of Language and Intercultural Communication. London: Routledge.
James, P. (2000). Teachers in Action. Cambridge: CUP.
Jenks, C. (2005). Culture. London: Routledge.
Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: OUP.
Kramsch, C. (2009). The Multilingual Subject. Oxford: OUP.
Kotthoff, H. & Spencer-Oatey, H. (2007). Handbook of Intercultural Communication. Berlin: Mouton de Gruyter.
Levine, G. S. & Phipps, A. (2011). AAUSC 2010: Critical and Intercultural Theory and language Pedagogy. Boston: Heinle Cengage Learning.
Leung, C. & Street, B. V. (2012). English a Changing Medium for Education. Clevedon: Multilingual Matters.
Liddicoat, A. J. & Scarino, A. (2013). Intercultural Language Teaching and Learning. Oxford: Blackwell.
Moon, J. (1999). Reflection in Learning and Professional Development. London: Kogan Page.
O¿Reilly, K. (2009). Key Concepts in Ethnography. London: Sage.
Phipps, A. (2007). Learning the Arts of Linguistic Survival. Bristol: Channel View Publications.
Phipps, A. & Gonzalez, M. (2004). Modern Languages: Learning & Teaching in an Intercultural Field. London: Sage.
Rapatahana, V. & Bunce, P. (2012). English Language as Hydra. Clevedon: Multilingual Matters.
Richards, J. & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: CUP.
Samover, L. A. & Porter, R. E. (1999). Intercultural Communication: A Reader. London: Wadsworth.
Saville-Troike, M. (2003). The Ethnography of Communication: An Introduction. Oxford: Blackwell.
Shaules, J. (2007). Deep Culture: The Hidden Challenges of Global Living. Clevedon: Multilingual Matters.
Spencer-Oatey, H. & Franklin, P. (2009). Intercultural Interaction: A Multidisciplinary Approach to Intercultural Communication. London: Palgrave.
Zhu, H. (2014). Exploring Intercultural Communication: Language in Action. London: Routledge.
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Additional Information
| Graduate Attributes and Skills |
Not entered |
| Additional Class Delivery Information |
Lecture and Workshop
Wednesdays
9.00am-11.50am
Paterson's Land 1.21 |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Maria Dasli
Tel: (0131 6)51 6611
Email: |
Course secretary | Mrs Moira Ross
Tel: (0131 6)51 6206
Email: |
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