Postgraduate Course: Language and Intercultural Communication Pedagogy (EDUA11413)
|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 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.
This course critically examines the nexus of Language and Intercultural Communication within the context of education. Students on this course will critically reflect upon the importance of Language and Intercultural Communication for education and the importance of education on Language and Intercultural Communication. Language and Intercultural Communication are problematised from a dialogical and critical approach which aims to enrich students through focusing on the self-other relationship in interaction. The course problematises in-part macro forces and influences (e.g., globalisation) in how language and intercultural communication are both shaped in education, explicitly though, in decontextualising intercultural competencies, micro-level interaction comes under the microscope in this course (e.g., the role of language and intercultural communication in everyday discourses, in representations, in the role of power, in the engendering of identities, in the role of the teacher, in educational contexts, etc.). This course demands that students conceptually think: If intercultural competencies can be taught in education, then for whom? By whom? And, for what purpose?
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, 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)
||Summative: Students are required to write a 4000-word essay (100% weight).
Formative: Feedback and feedforward from micro-teaching group tasks
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the main theories, concepts and principles that inform Language and Intercultural Communication pedagogy.
- Demonstrate a critical awareness of current issues in Language and Intercultural Communication teaching and research.
- Apply critical analysis, evaluation and synthesis to forefront issues in Language and Intercultural Communication in assessing the role of education in Language and Intercultural Communication pedagogy.
- Analyse and appraise the approaches and skills that facilitate the development of intercultural competencies in education in ways that extend thinking in the field.
- Exercise substantial autonomy in the planning and execution of intercultural learning and teaching provision, laying foundations for originality in the field.
|Dasli, M. & Diaz, A. R. (Eds.). (2017). The Critical Turn in Language and Intercultural Communication Pedagogy: Theory, Research and Practice. New York: Routledge.|
Dervin, F. (2016). Interculturality in Education: A Theoretical and Methodological Toolbox. London: Palgrave Macmillan.
Dervin, F., & Simpson, A. (2021). Interculturality and the political within education. London: Routledge.
Dervin, F., Moloney, R., & Simpson, A. (Eds.). (2020). Intercultural competence in the work of teachers: Confronting ideologies and practices. London: Routledge.
Jackson, J. (Ed.). (2020). The Routledge handbook of Language and Intercultural Communication. New York: Routledge.
Piller, I. (2017). Intercultural communication: A Critical introduction. Edinburgh: Edinburgh University Press.
|Graduate Attributes and Skills
|Keywords||language education,intercultural communication pedagogy,intercultural competence
|Course organiser||Dr Ashley Simpson
|Course secretary||Miss Claire Chalmers
Tel: (0131 6)51 6573