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DEGREE REGULATIONS & PROGRAMMES OF STUDY 2014/2015
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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Language and Culture Pedagogy (EDUA11281)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis course aims to enable participants 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, it discusses specific theories 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, the participants will be encouraged to develop a rigorous ethical stance towards pedagogic practice and examine their role as reflective practitioners who mediate between the language classroom and international civil society. As part of the strategy to enable participants 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.
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 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 they 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.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
Pre-requisitesNone
Course Delivery Information
Academic year 2014/15, Not available to visiting students (SS1) Quota:  None
Course Start Semester 2
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 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Students are required to undertake one assignment (4,000 words).
Feedback Not entered
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Evaluate a range of competing theories defining the notions of culture and intercultural communication;
  2. Explain the purposes of language education for intercultural citizenship in the work of the Council of Europe Language Policy Division;
  3. Analyse the concept of intercultural dialogue and its relation to conflict resolution in civil society communication;
  4. Compare a variety of pedagogic methods and approaches that are likely to facilitate the development of intercultural communicative competence;
  5. Demonstrate appropriate judgement in the planning and execution of intercultural learning and teaching provision;

    Evaluate criteria presently used to assess the role of the teacher as reflective practitioner in intercultural contexts.
Reading List
Core Texts
Alred, G., Byram, M. & Fleming, M. (2003). Intercultural Experience and Education. Clevedon: Multilingual Matters.
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.
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.
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.
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.
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.

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.
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.
Moon, J. (1999). Reflection in Learning and Professional Development. London: Kogan Page.
O┐Reilly, K. (2009). Key Concepts in Ethnography. London: Sage.
Phipps, A. & Gonzalez, M. (2004). Modern Languages: Learning & Teaching in an Intercultural Field. London: Sage.
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.
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
KeywordsNot entered
Contacts
Course organiserDr Maria Dasli
Tel: (0131 6)51 6611
Email: Maria.Dasli@ed.ac.uk
Course secretaryMrs Moira Ross
Tel: (0131 6)51 6206
Email: Moira.G.Ross@ed.ac.uk
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