Postgraduate Course: Language Education for Intercultural Citizenship (EDUA11415)
|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||Not available to visiting students
|Summary||This course aims to examine the relationship between language education and intercultural citizenship through discussion of education and language education policies. After considering the theoretical foundations of intercultural citizenship education where the assumed connection between belonging and the nation-state is questioned, the course will focus on the political dimension of language learning and teaching. In so doing, it will introduce students to the purposes of modern/foreign language education in order to distinguish between the notions of linguistic and intercultural competence, before examining the ways in which intercultural citizenship education may be planned, taught and assessed. This will be followed by a discussion of the notions of traditional and organic intellectual which will encourage students to reflect on the roles of language teachers.
Block 1 (weeks 1-2): Theorisations of Intercultural Citizenship Education
This first block discusses the theoretical foundations of intercultural citizenship education within the context of solidarity and difference. To do so, it first questions the assumed connection between belonging and the nation-state, before introducing students to shared global problems that open up spaces for political and ethical engagement. This is followed by a review of current education and language education policies which provide students with a conceptual framework on which to base discussions within the course.
Block 2 (weeks 3-4): Purposes of Intercultural Citizenship Education
This second block discusses the purposes of intercultural citizenship education within the context of second language learning. To do so, it explores the notions of linguistic and intercultural competence by arguing that language teaching has perhaps clung too long to the first notion at the expense of the second. Students will be asked to consider the kinds of questions that arise from this argument through discussion of the implications they may have for pedagogic practice.
Block 3 (weeks 5-7): Teaching and Assessing Intercultural Citizenship
This third block discusses the ways in which intercultural citizenship can be taught and assessed by second language teachers. To do so, it introduces students to the concept of 'politische bildung' in order to present theoretical frameworks that combine the teaching of intercultural competence with the political dimension of language learning and teaching. This is followed by a review of existing approaches to assessment which students will be asked to discuss in relation to the inherent complexity of intercultural competences.
Block 4 (week 8): Intercultural Citizenship Education and the Organic Intellectual
After bringing together the topics discussed in the course, this fourth block encourages students to reflect on the roles of language teachers. To do so, it distinguishes between the traditional and the organic intellectual in order to show how organic intellectuals can elaborate new currents of ideas within the context of language education for intercultural citizenship.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2021/22, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Students on this course are required to produce one 4000-word essay, carrying 100% course weight. References are not included in the word count.
|No Exam Information
On completion of this course, the student will be able to:
- Analyse critically a wide range of key education and language education policy documents that inform forefront developments in the field of language education for intercultural citizenship.
- Critique the assumed connection between belonging and the nation-state with reference to the theoretical foundations of language education for intercultural citizenship.
- Demonstrate a critical understanding of the purposes of modern/foreign language education when distinguishing between the notions of linguistic and intercultural competence.
- Assess critically the ways in which intercultural citizenship education may be planned, taught and assessed, making an original contribution to knowledge in their second language teaching and learning context.
- Reflect critically on the role of language teachers by referring to the notions of traditional and organic intellectual.
|Byram, M. (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and Reflections. Clevedon: Multilingual Matters. |
Alred, G., Byram, M. & Fleming, M. (2006). Education for Intercultural Citizenship: Concepts and Comparisons. Clevedon: Multilingual Matters.
Anderson, B. (1991). Imagined Communities. London: Verso.
Beacco, J-C. & Byram, M. (2003). Guide for the Development of Language Education Policies in Europe: from linguistic diversity to Plurilingual education. Strasbourg: Council of Europe.
Byram, M. (2014). Twenty-five Years On ¿ From Cultural Studies to Intercultural Citizenship. Language, Culture and Curriculum, 27(3), 209-225.
Byram, M., Golubeva, I, Hui, H. & Wagner, M. (2016). From Principles to Practice in Education for Intercultural Citizenship. Bristol: Multilingual Matters.
Chandler, D. (2003). New Rights for Old? Cosmopolitan Citizenship and the Critique of State Sovereignty. Political Studies, 51, 332-349.
Dasli, M. (2017). Intercultural Education of Tolerance and Hospitality. Discourse: Studies in the Cultural Politics of Education, 38(5), 676-687.
Dasli, M. (2018). UNESCO Guidelines on Intercultural Education: A Deconstructive Reading. Pedagogy, Culture & Society, 1-18 [Ahead of Print].
Dasli, M. & Diaz, A. R. (2017). The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice. New York: Routledge.
Delanty, G. (2000). Citizenship in a Global Age: Culture, Society and Politics. Buckingham: Open University Press.
Delanty, G. (2009). The Cosmopolitan Imagination: The Renewal of Critical Social Theory. Cambridge: Cambridge University Press.
Dervin, F. (2016). Interculturality in Education: A Theoretical and Methodological Toolbox. London: Palgrave Macmillan.
Ferri, G. (2014). Ethical Communication and Intercultural Responsibility: A Philosophical Perspective. Language and Intercultural Communication, 14(1), 7-23.
Ferri, G. (2018). Intercultural Communication: Critical Approaches and Future Challenges. London: Palgrave Macmillan.
Freire, P. (1970). Pedagogy of the Oppressed. London: Penguin.
Fuentes, J. L. (2016). Cultural Diversity on the Council of Europe Documents: The Role of Education and the Intercultural Dialogue. Policy Futures in Education, 14(3), 377-391.
Fullinwider, R. (2001). Multicultural Education and Cosmopolitan Citizenship. International Journal of Educational Research, 35, 331-343.
Giroux, H. (1988). Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. Westport: Bergin & Garvey Publishers.
Giroux, H. (2005). Border Crossings: Cultural Workers and the Politics of Education. London: Routledge.
Guilherme, M. (2007). English as a Global Language and Education for Cosmopolitan Citizenship. Language and Intercultural Communication, 7(1), 72-90.
Guilherme, M. (2017). Freire¿s Philosophical Contribution for a Theory of Intercultural Ethics: A Deductive Analysis for his Work. Journal of Moral Education, 46(4), 422-434.
Held, D. (1996). Models of Democracy. Cambridge: Polity.
Hooks, B. (1994). Teaching to Transgress: Education as the Practice of Freedom. London: Routledge.
Huh, S. & Suh, Y. M. (2018). Preparing Elementary Readers to be Critical Intercultural Citizens through Literacy Education. Language Teaching Research, 22(55), 532-551.
Lahdesmaki, T. & Wagener, A. (2015). Discourses on Governing Diversity in Europe: Critical Analysis of the White Paper on Intercultural Dialogue. International Journal of Intercultural Relations, 44, 13-28.
Osler, A. & Starkey, H. (2003). Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People¿s Experiences. Educational Review, 55(3): 343-254.
Osler, A. & Starkey, H. (2005a). Changing Citizenship: Democracy and Inclusion in Education. Maidenhead: Open University Press.
Osler, A. & Starkey, H. (2005b). Citizenship and Language Learning: International Perspectives. Stoke on Trent: Trentham Books.
Osler, A. & Vincent, K. (2002). Citizenship and the challenge of global education. Stoke on Trent: Trentham Books.
Penninx, R., Kraal, K., Mariniello, M. & Vertovec, S. (2004). Citizenship in European Cities: Immigrants, Local Politics and Integration Policies. Aldershot: Ashgate.
Said, E. W. (1994). Representations of the Intellectual: The 1993 Reith Lectures. London: Vintage.
Sharkey, J. (2018). The Promising Potential Role of Intercultural Citizenship in Preparing Mainstream Teachers for Im/migrant Populations. Language Teaching Research, 22(5), 570-589.
Stevenson, N. (2002). Cosmopolitanism, Multiculturalism and Citizenship. Sociological Research Online, 7(1): 1-16.
Stevenson, N. (2003). Cultural Citizenship: Cosmopolitan Questions. Maidenhead: Open University Press.
Stevenson, N. (2006). European Cosmopolitan Solidarity: Questions of Citizenship, Difference and Post-Materialism. European Journal of Social Theory, 9(4): 485-500.
Stevenson, N. (2011). Education and Cultural Citizenship. London: Sage.
Stevenson, N. (2012). Cosmopolitan Education and Cultural Citizenship: A Critical European Perspective. Cultural Sociology, 6(1): 113-128.
Wilson, H. F. (2014). The Possibilities of Tolerance: Intercultural Dialogue in a Multicultural Europe. Environment and Planning D: Society and Space, 32(5), 852-868.
|Graduate Attributes and Skills
||Knowledge and understanding: Students will develop their knowledge and critical understanding of concepts and theories relevant to language education for intercultural citizenship.
Knowledge and understanding: Students will develop their knowledge and critical understanding of methods relevant to analysing intercultural language education policy documents.
Critical analysis: Students will demonstrate critical analysis of textual data relevant to language education for intercultural citizenship.
Research and enquiry: Students will produce a critical study on language education for intercultural citizenship policy documents.
Autonomy and accountability: Students will work on their own analysis of a policy document and respond to questions about their analysis from a knowledgeable audience.
Communication and IT skills: Students will present their analysis of a policy document orally and in writing to a knowledgeable audience and readership using supporting textual data and discursive devices.
Evaluation: Students will demonstrate evaluation skills in presenting their analysis of a language education for intercultural citizenship policy document.
|Keywords||language education,intercultural citizenship,intercultural competence,organic intellectual
|Course organiser||Dr Maria Dasli
Tel: (0131 6)51 6611
|Course secretary||Miss Hanna Albrecht
Tel: (0131 6)51 6012