Subject

Development of Intercultural Competences

  • code 12600
  • course 1
  • term Anual
  • type OB
  • credits 3.5

Main language of instruction: English

Other languages of instruction: Catalan, Spanish

Teaching staff

Head instructor

Dra. Maria CERRATO - mcerratolara@uic.es

Office hours

Maria Cerrato Lara 

mcerratolara@uic.es

Dijous 13:00-14:00 (by apointment)

 

 

 

Introduction

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.

Pre-course requirements

B2 level English according to CEFR in the four basic areas of evaluation:  oral comprehension and production and written comprehension and production.

Objectives

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.  

Competences / Learning outcomes of the degree programme

  • CEM-06 - To know the pedagogical dimension of interaction with peers and adults and learn to promote participation in group activities, cooperative work and individual effort.
  • CEM-20 - To value the importance of teamwork.
  • CEM-44 - To learn and master techniques of oral and written expression.
  • CEM-45 - To be familiar with the oral tradition and folklore.
  • CEM-48 - To manage language-learning situations in multilingual contexts.
  • CG-07 - To be familiar with the elements that make up critical thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-08 - To be familiar with the elements that make up reflective thinking, the different levels of proficiency and how to develop this skill as much as possible.
  • CG-11 - To be familiar with the elements that make up the quality-based approach, the different levels of proficiency and how to develop this skill as much as possible.

Learning outcomes of the subject

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.

Syllabus

- 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

Teaching and learning activities

In person

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. 

Evaluation systems and criteria

In person

Activities (weekly)                              60%

Final test (16th Jan)                            30%

Participation                                       10%

Bibliography and resources

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.

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