Language Education as Intercultural Practice

EDUC70040 Language Education as Intercultural Practice 15 Semester 1 Postgraduate Taught Level 7 Richard Fay Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 The course unit maps the main cultural and intercultural considerations relating to (English) language education / teacher education, a mapping informed by such areas of cultural studies teaching and intercultural communication training. It does so in terms of four overlapping focal areas: - Focus I: focus on cultural content (as informed by Cultural Studies in foreign language education; - Focus II: focus on intercultural communication (as informed by Intercultural Communication and Intercultural Communication Training; - Focus III: focus on context and methodological appropriacy (as informed by debates about appropriate methodology, linguistic and cultural imperialism, and the teaching of English variously as a Foreign Language (EFL), Second Language (ESL), Additional Language (EAL), International Language (EIL), and Lingua Franca (ELF) as well as the teaching of English for Intercultural Communication (EIC); and - Focus IV: focus on multicultural considerations (as informed by the increasing cultural complexity of societies in which English is being taught.) These focal areas are underpinned by a range of theoretical, empirical, and practical concerns including: - key concepts such as culture, communication, and intercultural communication; - key training considerations related to ethnocentrism, meaning attribution, culture shock, culture awareness, insider and outsider perceptions, ethnography and culture-general & culture-specific descriptions and training orientations; - key discussions regarding the post-TEFL paradigms possibilities for the Teaching of English to Speakers of Other Languages (TESOL). The implications of these cultural/intercultural considerations, focus areas, and underpinning concerns are explored for (English) language educators / teacher educators with view to enabling interculturally-oriented description, analysis and evaluation of TESOL syllabi, methods, materials and contexts. The course unit maps the main cultural and intercultural considerations relating to (English) language education / teacher education, a mapping informed by such areas of cultural studies teaching and intercultural communication training. It does so in terms of four overlapping focal areas: - Focus I: focus on cultural content (as informed by Cultural Studies in foreign language education; - Focus II: focus on intercultural communication (as informed by Intercultural Communication and Intercultural Communication Training; - Focus III: focus on context and methodological appropriacy (as informed by debates about appropriate methodology, linguistic and cultural imperialism, and the teaching of English variously as a Foreign Language (EFL), Second Language (ESL), Additional Language (EAL), International Language (EIL), and Lingua Franca (ELF) as well as the teaching of English for Intercultural Communication (EIC); and - Focus IV: focus on multicultural considerations (as informed by the increasing cultural complexity of societies in which English is being taught.) These focal areas are underpinned by a range of theoretical, empirical, and practical concerns including: - key concepts such as culture, communication, and intercultural communication; - key training considerations related to ethnocentrism, meaning attribution, culture shock, culture awareness, insider and outsider perceptions, ethnography and culture-general & culture-specific descriptions and training orientations; - key discussions regarding the post-TEFL paradigms possibilities for the Teaching of English to Speakers of Other Languages (TESOL). The implications of these cultural/intercultural considerations, focus areas, and underpinning concerns are explored for (English) language educators / teacher educators with view to enabling interculturally-oriented description, analysis and evaluation of TESOL syllabi, methods, materials and contexts. This course unit aims to: - provide a map of the cultural and intercultural considerations - including those arising from cultural studies, intercultural communication training, technology-mediated communications, and the politics of globalisation - relating to (English) language education / teacher education; - foster skills in describing, analysing, and evaluating (English) language teaching / teacher education materials and contexts with regard to the above cultural and intercultural considerations and the need for context-sensitive methodological appropriacy; and - encourage critical reflection on the continuing professional development of (English) language educators / teacher educators vis-à-vis the above cultural and intercultural considerations. Upon completion of the course unit, students should be able to:Knowledge and Understanding: - understand the cultural and intercultural considerations relevant to (English) language education / teacher education ; - understand their professional practice and context(s) using the four focal areas explored in the course unit; and - appreciate the enriching possibilities for TESOL offered variously by understandings and practices available in the areas of cultural studies, intercultural communication training, technology-mediated communications, and the politics of globalisation.Intellectual Skills: - conceptualise their professional role and activities in terms of intercultural practice; - critically reflect on issues of appropriate methodology with regard to language teaching especially with regard to the Teaching of English to Speakers of Other Languages (TESOL) in all its complexities;Practical Skill: - describe, analyse and evaluate (TESOL) curricula, materials, methods and contexts with regard to cultural and intercultural considerations; and - evaluate the intercultural needs of those involved in their professional context.  Transferable skills and personal qualities:On successful completion of this course unit, participants should have developed: - enhanced skills in academic literacies including academic presentation, information processing (on- and off-line) and online networking; - enhanced skills in using information and communication technologies (ICT); - enhanced skills in interpersonal and intercultural communication; - enhanced skills in team work and collaborative practice; - an appreciation of the value of reflection in professional practice; and - autonomy and enhanced meta-cognitive strategies with regard to study skills and further professional development. This course unit is taught simultaneously to participants on-site and off-site (i.e. distance learners). Both communities are supported through elearning resources and processes. The content in both modes mixes lecture-type input, participant-led discussions, simulations (or, for distance participants, involvement in reflections on those simulations), reflective practice, interactive presentations, and the use of video and other resources. 0 Other 100% One assignment of 3,000 - 3,500 words. Participants are provided with a significant amount of structured choice in deciding which assignment option to take. WEIGHTING: 100% TBC Y Quite a number of resources are indicated below as initial readings for this course - for further advice, please consult the course tutor. These resources date mainly from the 1990s, a time when the discussion of the cultural and intercultural dimension of language education was most vibrant. More recent works will be introduced during the course as will the tutor's relevant research activity. Initial introductory reading (personal perspectives): Hoffman, E. (1989). Lost in Translation. New York, Penguin. Lvovich, N. (1997). The Multilingual Self. New Jersey, Lawrence Erlbaum Associates, Inc. Focusing on intercultural communication (conceptual perspectives): Agar, M. (1994). Language Shock: Understanding the Culture of Communication. New York, William Morrow. Bennett, M. (ed.) (1998). Basic Concepts of Intercultural Communication. Yarmouth, ME., Intercultural Press. Holliday, A.R., Hyde, M. and Kullman, J. (2004). Intercultural Communication: An Advanced Resource book. London, Routledge. - Jandt, F. (1998). Intercultural Communication: An Introduction (2nd edn.). London, Sage. [or later edition] -' O'Sullivan, K. (1994). Understanding Ways: Communicating Between Cultures. Sydney, New South Wales, Hale and Iremonger. - Samovar, L. and Porter, R. (eds.) (1997). Intercultural Communication: A Reader (8th edn). Belmont, CA., Wadsworth. [or later edition] -' Storti, C. (1999). Figuring Foreigners Out: A Practical Guide. Yarmouth, ME., Intercultural Press. Focusing on language education (pedagogical and political perspectives): Byram, M. (1989). Cultural Studies in Foreign Language Education. Clevedon, Multilingual Matters. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, Multilingual Matters. Damen, L. (1987). Cultural Learning: The Fifth Dimension in the Language Classroom. Reading, MA., Addison-Wesley. Holliday, A. (1994). Appropriate Methodology and Social Context. Cambridge, Cambridge University Press. Holliday, A. (2005). The Struggle to Teach English as an International Language. Oxford, Oxford University Press. Kumaravadivelu, B. (2007). Cultural Globalization and Language Education. New haven, CT/London, Yale University Press. McKay, S.L. (2002). Teaching English as an International Language: Rethinking Goals and Objectives. Oxford, Oxford University Press. Pennycook, A. (1994). The Cultural Politics of English as an International Language. London, Longman. - and '' - These symbols refer to pairs of works which are intended as alternatives in the first instance. Assessment written exam 25 Lectures 60 Practical classes & workshops 28 Tutorials 2 0 35