Postgraduate Course: Language and Culture Pedagogy (EDUA11281)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Available to all students
|Summary||This course aims to enable students 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, the course discusses competing conceptualisations 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, students will be encouraged to develop a rigorous, ethical stance towards pedagogic practice, and examine their roles as reflective practitioners who mediate between the language classroom and international civil society. As part of the strategy to enable students 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.
Students will be encouraged to engage in debating issues arising from the lecturer¿s teaching sessions by sharing their views with their colleagues. This will enable them to create and maintain a supportive learning environment, and to assist with the formulation of ideas and arguments for their assignment.
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 that 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 such examples 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)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Not being delivered|
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the main theories, concepts and principles that inform the field of language and culture pedagogy;
- Evaluate critically and on the basis of explicit criteria the connections between intercultural citizenship education and conflict resolution;
- Review in a critical and theoretically-informed manner the criteria presently used to assess the role of the teacher as reflective practitioner in intercultural contexts;
- Analyse and appraise the approaches and skills that facilitate the development of intercultural communicative competence in ways that extend thinking in the field;
- xercise substantial autonomy in the planning and execution of intercultural learning and teaching provision, laying foundations for originality in the field.
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Samover, L. A. & Porter, R. E. (1999). Intercultural Communication: A Reader. London: Wadsworth.
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Shaules, J. (2007). Deep Culture: The Hidden Challenges of Global Living. Clevedon: Multilingual Matters.
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Zhu, H. (2014). Exploring Intercultural Communication: Language in Action. London: Routledge.
|Graduate Attributes and Skills
|Additional Class Delivery Information
||Lecture and Workshop
Paterson's Land 1.21
|Course organiser||Dr Maria Dasli
Tel: (0131 6)51 6611
|Course secretary||Mrs Moira Ross
Tel: (0131 6)51 6206