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DRPS : Course Catalogue : Moray House School of Education and Sport : Education

Postgraduate Course: Language and Intercultural Communication Pedagogy (EDUA11413)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis course aims to enable students to develop a critical understanding of language and intercultural communication 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.
Course description Indicative Content

Block 1 (weeks 1-2): Theoretical Groundings

This first block discusses the theoretical commitments and philosophical assumptions that guide the study of language and intercultural communication. 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 intercultural communication. 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 intercultural communication 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
Course Delivery Information
Academic year 2020/21, 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 write a 4000-word essay (100% weight).

Feedback Not entered
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Demonstrate a critical understanding of the main theories, concepts and principles that inform the field of language and intercultural communication pedagogy.
  2. Evaluate critically and on the basis of explicit criteria the connections between intercultural citizenship education and conflict resolution.
  3. 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.
  4. Analyse and appraise the approaches and skills that facilitate the development of intercultural communicative competence in ways that extend thinking in the field.
  5. Exercise substantial autonomy in the planning and execution of intercultural learning and teaching provision, laying foundations for originality in the field.
Reading List
Agar, M. (1996). The Professional Stranger: An Informal Introduction to Ethnography. London: Academic Press.

Alred, G., Byram, M. & Fleming, M. (Eds.). (2003). Intercultural Experience and Education. Clevedon: Multilingual Matters.

Anderson, B. (1983). Imagined Communities. London: Verso.

Atkinson, P. Coffey, A., Delamont, S., Lofland, J. & Lofland, L. (Eds.). (2007). 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.

Block, D. (2014). Social Class in Applied Linguistics. London: Routledge.

Block, D., Gray, J. & Holborow, M. (2012). Neoliberalism and Applied Linguistics. London: Routledge.

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.

Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship. Clevedon: Multilingual Matters.

Byram, M. & Feng, A. (Eds.). (2006). Living and Studying Abroad: Research and Practice. Clevedon: Multilingual Matters.

Byram, M. & Fleming, M. (Eds.). (1998). Language Learning in Intercultural Perspective: Approaches through Drama and Ethnography. Cambridge: CUP.

Byram, M., Golubeva, I., Hui, H. & Wagner, M. (Eds.). (2016). From Principles to Practice in Education for Intercultural Citizenship. Bristol: Multilingual Matters.

Byram, M., Morgan, C. & Coleagues. (Eds.). (1994). Teaching-and-Learning Language-and-Culture. Clevedon: Multilingual Matters.

Byram, M., Nichols, A. & Stevens, D. (Eds.). (2001). Developing Intercultural Competence. Clevedon: Multilingual Matters.

Byram, M. & Parmenter, L. (Eds.). (2012). The Common European Framework of Reference: The Globalisation of Language Education Policy. Clevedon: Multilingual Matters.

Byrd Clark J. S. & Dervin, F. (Eds.). (2014) Reflexivity in Language and Intercultural Education: Rethinking Multilingualism and Interculturality. London: Routledge.

Corbett, J. (2003). An Intercultural Approach to English Language Teaching. Clevedon: Multilingual Matters.

Corbett, J. (2010). Intercultural Language Activities. Cambridge: CUP.

Crutchfield, J. & Schewe, M. (Eds.). (2017). Going Performative in Intercultural Education: International Contexts, Theoretical Perspectives and Models of Practice. Bristol: Multilingual Matters.

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.

Dasli, M. (2012). Are We There Yet? Intercultural Encounters with British Studies. Language and Intercultural Communication, 12(3): 179-195.

Dasli, M. (2014). The Discursive Deployment of Race Talk. Language and Intercultural Communication, 14(4): 460-474.

Dasli, M. & Diaz, A. R. (Eds.). (2017). The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice. London: Routledge.

Deardorff, D. K. (Ed.). (2009). The Sage Handbook of Intercultural Competence. London: Sage.

Denzin, N. (1997). Interpretive Ethnography: Ethnographic Practices for the 21st Century. London: Sage.

Dervin, F. (2016). Interculturality in Education: A Theoretical and Methodological Toolbox. London: Palgrave.

Dervin, F. & Gross, Z. (Eds.). (2016). Intercultural Competence in Education: Alternative Approaches for Different Times. London: Palgrave.

Dervin, F. & Machart, R. (Eds.). (2017). Intercultural Communication with China: Beyond (Reverse) Essentialism and Culturalism? London: Springer.

Diaz, A. (2013). Developing Critical Languaculture Pedagogies in Higher Education. Clevedon: Multilingual Matters.

Du Gay, P., Evans, J. & Redman, P. (Eds.). (2000). Identity: A Reader. London: Sage.

Elliott, A. (2008). Concepts of the Self. Cambridge: Polity.

Feng, A., Byram, M. & Fleming, M. (Eds.). (2009). Becoming Interculturally Competent through Education and Training. Clevedon: Multilingual Matters.

Geertz, C. (1993). The Interpretation of Cultures. London: Fontana.

Gray, J. (2010). The Construction of English. London: Palgrave.

Guilherme, M. (2002). Critical Citizens for an Intercultural World. Clevedon: Multilingual Matters.

Guilherme, M. (2007). English as a Global Language and Education for Cosmopolitan Citizenship. Language and Intercultural Communication, 7(1): 72-90.

Guo, Z. (2014). Young Children as Intercultural Mediators: Mandarin-Speaking Chinese Families in Britain. Bristol: Multilingual Matters.

Hall, S. & Du Gay, P. (Eds.). (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. (2011). Intercultural Communication and Ideology. London: Sage.

Holliday, A. (2013). Understanding Intercultural Communication: Negotiating a Grammar of Culture. London: Routledge.

Holliday, A., Hyde, M. & Kullman, J. (2004). Intercultural Communication: An Advanced Resource Book. London: Routledge.

Holmes, P. & Dervin, F. (Eds.). (2016). The Cultural and Intercultural Dimensions of English as a Lingua Franca. Bristol: Multilingual Matters.

Houghton, S. (2012). Intercultural Dialogue in Practice. Clevedon: Multilingual Matters.

Jackson, J. (2010). Intercultural Journeys. From Study to Residence Abroad. London: Palgrave.

Jackson, J. (2014). Introducing Language and Intercultural Communication. London: Routledge.

Jackson, J. (Ed.). (2012). The Routledge Handbook of Language and Intercultural Communication. London: Routledge.

James, P. (2000). Teachers in Action. Cambridge: CUP.

Jenks, C. (2005). Culture. London: Routledge.

Kearney, E. (2015). Intercultural Learning in Modern Language Education: Expanding Meaning-Making Potentials. Bristol: Multilingual Matters.

Kohler, M. (2015). Teachers as Mediators in the Foreign Language Classroom. Bristol: Multilingual Matters.

Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: OUP.

Kramsch, C. (2009). The Multilingual Subject. Oxford: OUP.

Kotthoff, H. & Spencer-Oatey, H. (Eds.). (2007). Handbook of Intercultural Communication. Berlin: Mouton de Gruyter.

Levine, G. S. & Phipps, A. (Eds.). (2011). AAUSC 2010: Critical and Intercultural Theory and language Pedagogy. Boston: Heinle Cengage Learning.

Leung, C. & Street, B. V. (Eds.). (2012). English - A Changing Medium for Education. Clevedon: Multilingual Matters.

Liddicoat, A. J. & Scarino, A. (2013). Intercultural Language Teaching and Learning. Oxford: Blackwell.

Moon, J. (1999). Reflection in Learning and Professional Development. London: Kogan Page.

Nakayama, T. K. & Halualani, R. T. (Eds.). (2010). The Handbook of Critical Intercultural Communication. London: Blackwell.

O┐Reilly, K. (2009). Key Concepts in Ethnography. London: Sage.

Phipps, A. (2007). Learning the Arts of Linguistic Survival. Bristol: Channel View Publications.

Phipps, A. & Gonzalez, M. (2004). Modern Languages: Learning & Teaching in an Intercultural Field. London: Sage.

Rapatahana, V. & Bunce, P. (Eds.). (2012). English Language as Hydra: Its Impacts on Non-English Language Cultures. Clevedon: Multilingual Matters.

Richards, J. & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: CUP.

Risager, K. (2007). Language and Culture Pedagogy: From a National to a Transnational Paradigm. Clevedon: Multilingual Matters.

Risager, K. (2018). Representations of the World in Language Textbooks. Bristol: Multilingual Matters.

Risager, K. & Dervin, F. (Eds.). (2014). Researching Identity and Interculturality. London: Routledge.

Roberts, C., Byram, M., Barro, A., Jordan, S. & Street, B. (2001). Language Learners as Ethnographers. Clevedon: Multilingual Matters.

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.

Schon, D. A. (1995). The Reflective Practitioner: How Professionals Think in Action. Aldershot: Arena.

Sharifian, F. & Jamarani, M. (Eds.). (2012). Language and Intercultural Communication in the New Era. London: Routledge.

Shaules, J. (2007). Deep Culture: The Hidden Challenges of Global Living. Clevedon: Multilingual Matters.

Sorrells, K. (2015). Intercultural Communication: Globalisation and Social Justice. London: Sage.

Spencer-Oatey, H. & Franklin, P. (2009). Intercultural Interaction: A Multidisciplinary Approach to Intercultural Communication. London: Palgrave.

Wagner, M., Perugini, D. C. & Byram, M. (Eds.). (2017). Teaching Intercultural Competence Across the Age Range: From Theory to Practice. Bristol: Multilingual Matters.

Zhu, H. (2014). Exploring Intercultural Communication: Language in Action. London: Routledge.

Zhu, H. (Eds.). (2016). Research Methods in Intercultural Communication: A Practical Guide. London: Blackwell.

Additional Information
Graduate Attributes and Skills Not entered
KeywordsNot entered
Course organiserDr Maria Dasli
Tel: (0131 6)51 6611
Course secretaryMrs Moira Ross
Tel: (0131 6)51 6206
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