Language Education as Intercultural Practice

EDUC70041 Language Education as Intercultural Practice 15 Semester 1 Postgraduate Taught Level 7 Richard Fay Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 The unit is directly concerned with the cultural and intercultural foundations of (English) language education (i.e. TESOL) which it explores both conceptually and methodologically. Thus, conceptually, it identifies and defines key concepts/terms - culture, communication, intercultural communication, intercultural (communicative) competence, and cultural learning (enculturation etc) – and engages with two contrasting ways of understanding culture – the cultural dimensions and small cultures approaches. Methodologically, it examines specific areas of practice: TESOL paradigms (e.g. EFL and ELF); cultural awareness and culture teaching; pragmatic awareness; and intercultural training. The unit combines interactive lectures (i.e. classes) with intercultural communication training activities (e.g. simulation), and independent study (of recommended readings and print-based learning resources). Overall, the unit is situated within a critical intercultural paradigm in which teachers problematise the givens of their professional discourse and practice, challenge the essentialism inherent in much discussion of culture, and seek to be develop a long-term transformatory stance with regard to their role as language educators preparing students for the complexities of language (and especially English) usage in an increasingly interconnected world in which language practices can both reinforce epistemic injustice or challenge it.       The unit is directly concerned with the cultural and intercultural foundations of (English) language education (i.e. TESOL) which it explores both conceptually and methodologically. Thus, conceptually, it identifies and defines key concepts/terms - culture, communication, intercultural communication, intercultural (communicative) competence, and cultural learning (enculturation etc) – and engages with two contrasting ways of understanding culture – the cultural dimensions and small cultures approaches. Methodologically, it examines specific areas of practice: TESOL paradigms (e.g. EFL and ELF); cultural awareness and culture teaching; pragmatic awareness; and intercultural training. The unit combines interactive lectures (i.e. classes) with intercultural communication training activities (e.g. simulation), and independent study (of recommended readings and print-based learning resources). Overall, the unit is situated within a critical intercultural paradigm in which teachers problematise the givens of their professional discourse and practice, challenge the essentialism inherent in much discussion of culture, and seek to be develop a long-term transformatory stance with regard to their role as language educators preparing students for the complexities of language (and especially English) usage in an increasingly interconnected world in which language practices can both reinforce epistemic injustice or challenge it.       In a spirit of context-sensitive/appropriate methodology, and drawing on insights from cultural studies, communication studies, intercultural communication training, technology-mediated communications, and the politics of globalisation, the unit aims to:critically review the role and practice of English language teaching (i.e. TESOL) in diverse settings across the globe;consider the repositioning of English language teaching (TESOL) as intercultural practice; andexplore the implications of such repositioning for course design (including methodology and materials evaluation) and language teacher education. <ul><li>critically engage with key concepts and terminology related to the cultural and intercultural aspects of (English) language education</li><li>demonstrate an understanding of the cultural and intercultural aspects of (English) language education as these have developed over the last 40 years and as they are currently relevant in general and in their context in particular</li><li>demonstrate an understanding of the case for appropriate methodology especially as applicable to English language education as the medium for some much knowledge-work across the globe.  </li></ul> <ul><li>distinguish different uses of key terms (such as culture) and problematise such usage</li><li>evaluate current English language education contexts through an intercultural lens  </li><li>articulate an informed and principled rationale for their proposed practice in a culturally- and/or interculturally-oriented area of their professional practice</li></ul> <ul><li>describe, analyse, and evaluate (English) language education curricula, materials, methods and contexts with regard to cultural and intercultural considerations</li><li>evaluate the intercultural needs of those involved in their professional context</li></ul> <ul><li>demonstrate enhanced skills in academic and digital literacies including academic presentation, information processing (on- and off-line) </li></ul> Group/team working Innovation/creativity in developing language learning courses and materials Problem solving Written communication Other Interpersonal and intercultural communication Conceptual Block A  The culture challenge; Defining the (intercultural) territory; andCultural learning (as linked to an intercultural training simulation).Methodology Block A TESOL paradigms (in an intercultural age); Cultural awareness; and Teaching culture.   Conceptual Block B Cultural dimensions approach; and Small culture approachMethodology Block B Cross cultural pragmatics; and Intercultural (communication) training. This unit, supported with online teaching resources in the VLE, is organised around two-hour lecture slots involving a mix of didactic, experiential elements (e.g. intercultural simulation) and reflective activities.  2 Written assignment (inc essay) 100% On Turnitin as per Faculty of Humanities guidelines This unit has a pre-requisite of a minimum two years of language teaching experience MA in TESOL MA in TESOL PGDT Taught Component Optional Y Initial introductory reading (personal perspectives):Hoffman, E. (1989). Lost in translation. New York, Penguin.Kaplani, G. (2010) A short border handbook. (translated by A.-M. Stanton-Ife). London: Portabello BooksLvovich, 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. Seminars 24 Tutorials 6 Work based learning 60 0 60