Development of Intercultural Competences
Main language of instruction: English
Other languages of instruction: Catalan, Spanish
Head instructor
Dra. Maria CERRATO - mcerratolara@uic.es
Office hours
Maria Cerrato Lara
mcerratolara@uic.es
Dijous 13:00-14:00 (by apointment)
Culture partly constitutes of our identity; it plays a role in how we define ourselves, how we perceive ourselves, communicate, understand, classify and describe everything around us. Based on this point of view, any communicative act can also be looked at simultaneously as a social act that frames a cultural reality of a language speaker.
Hence, the role of culture is especially important in the acquisition and teaching of a language based on a communicative approach.
B2 level English according to CEFR in the four basic areas of evaluation: oral comprehension and production and written comprehension and production.
El curs té com a objectiu principal la presa de consciència sobre la importància de la cultura a l´aula més enllà d' un element present en l´ensenyament-aprenentatge: fent un tractament de la llengua com a cultura en si mateixa.
By the end of this course students will have learnt in the field of language and culture and will have reflected and developed their own personal opinions over a range of relevant subjects. Additionally, students will have participated in many debate and presentation formats that rely heavily on their communicative abilities in English as well as their teaching competence and their ability to integrate culture in the classroom.
- Cultural awareness in the classroom
- Intercultural communicative competence
- Culture in the classroom as the learning context
- Culture in the classroom as a teaching tool
- Culture in the classroom as learning content
-Language as culture
- Teaching language as culture and how
- Translanguaging as part of the culture
El curs es basa en una metodologia mixta en al que es combinen lectures acadèmiques i posterior discussió, activitats formatives de caire acadèmic tant orals com escrites, presentacions i treballs individuals i en grup.
Activities (weekly) 60%
Final test (16th Jan) 30%
Participation 10%
Students will be provided with weekly academic articles posted on Moodle, among other handouts and materials.
Optional readings:
•Baker, C. (2008). Knowledge of language, bilingualism and multilingualism. In J. Cenoz & N. Hornberger (Eds.), Encyclopedia of Language and Education. Knowledge about Language (Vol. 6, 2nd Ed., pp. 315-327) . Berlin: Springer. •Boroditsky, L., (2001). Does language shape thought?: Mandarin and English speakers’ conceptions of time. Cognitive Psychology, 43, 1-22. •Bourdieu, P. (1991).Language and symbolic power. Cambrdige: Polity Press. •Byram, & Kramsch, C. (2008). Why is it so difficult to teach language as culture? The German Quarterly, 81(1), 20-34. •Canagarajah, S. (2007). Lingua Franca English, multilingual communities, and language acquisition. Modern Language Journal, 91, 923–939. •Castro, P. et al. (2004). Integrating culture-and-language teaching: an investigation of Spanish teachers' perceptions of the objectives of foreign language education. Intercultural Education, 15(1), 91-104. •Cenoz, J. and Gorter, D. (2011). Focus on Multilingualism: A study of trilingual writing. The Modern Language Journal, 95(3), 356–369. •Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33, 185–209. •Fernández, D. (1998). Culture in the classroom. The ACELT Journal, 2(2), 3-9. •Firth, A. and Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern Language Journal, 81, 285–300. •Green, M.C. (2004). Storytelling in Teaching. The Association for Pschycological Science, 17(4), pp. (unknown). •Khubchandani, L. M. (1997). Revisualizing boundaries: A plurilingual ethos. New Delhi, India: Sage. •Pavlenko, A. (2000). Poststructuralist approaches to the study of social factors in L2. In V. Cook (Ed), Portraits of the L2 User (pp. 277-302). Clevedon: Multilingual Matters. •Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics in Language Teaching, 10(3 ), 209-231. •Singh, R. (Ed.). (1998). The native speaker: multilingual perspectives. New Delhi: Sage. •Zipes, J.(2013). The Irresistible Fairy Tale: The Cultural and Social History of a Genre. Princeton: Princeton University Press.