Postgraduate Course: Intercultural Language Learner Identity (EDUA11428)
|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 the discourses of identities and interculturality in the 21st century. Taking into account cultural, social, political and economic conditions, we focus on how different identities are classified, constructed, negotiated, and performed in intercultural contexts across time and space. Particular attention will be paid to theoretical perspectives of intercultural language learner identities, methodological approaches and analytical frameworks. Students will be able to analyse how intercultural language learner identity is conceptualised in language education and related fields. Students¿ identities (e.g., as learners and language educators) and experience in second language learning and teaching will be discussed through workshop activities. The course will investigate how language educators can facilitate creative collaboration to perform their identities within communities and support their role as full members of society. This requires a critical examination of the connections of language competencies to pedagogical practices, especially symbolic competence. Pedagogically, the discourses on intercultural language learner identities and competencies provide innovative educational and dialogic practices that draw on arts-based, technology, and social media approaches. Students will examine how these three approaches reconstruct learning environments into inclusive spaces that recognise various languages, cultures, identities and forms of representation.
This block outlines the theoretical foundations of intercultural language learner identity within various interdisciplinary and cross-disciplinary approaches. The modern, postmodern and critical perspectives on the conceptualisation of intercultural learner identities will be examined for points of intersection and difference. Students will critically examine the link between theory, methodology, and methods when analysing the intersectionality between identity and interculturality by reflecting on different data types. Ethical dilemmas and challenges are addressed in relation to interculturality and language identities research, particularly issues such as global intercultural identities, inclusive language policy, civic responsibility, and social justice. Learners will critique their influence as researchers in constructing representations of interculturality in their research or classroom discourse.
This second block discusses how intercultural language learner identity is a key construct in different second language learning contexts. The course introduces the development of research on identity in language education. Students will examine the key constructs that arise in current discussions of identity before considering seven perspectives on identity, which, to varying degrees, have been present in theories and research on identity: race, ethnicity, nationality, migration, gender, social class, and language. Students study language and human
mobility and complexity in the age of globalisation, which has proposed certain forms of competencies: ¿intercultural communicative competence¿, global citizenship, ¿multidialectal competence¿, and ¿symbolic competence.¿ Students will also evaluate their role as educators of language and intercultural and multilingual communication confronting increasingly complex challenges at the local-global fronts, resulting from border control, forced migration and displacement, war, diseases, policies, and other forces that influence access to education, employment, security, and sustainability.
This block focuses on innovative approaches to intercultural language learner identity in the new era. Firstly, the study of intercultural language identities drawing on critical intercultural education and approaches and methods is explored, such as arts-based methods and performative pedagogy. Critical intercultural education is connected to professional practice and the use of art-based methods (e.g., filming, symbols and collage) to understand self-other identity. Secondly, intercultural language learner identity and the possibilities of social media is introduced. Finally, the notions of ¿culture¿ and ¿interculturality¿ in the context of postmodernism and the nature of digital interactions are discussed. Students will explore how technology and online learning construct cultural experiences and digital selves
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 9,
Seminar/Tutorial Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Assessment 1: Students create a learning set (usually groups of 4 or 5 students) filming activity for five minutes on a topic related to the weekly discussions (migration, study abroad experience, refugees, minority, othering, inclusion, gender, intercultural citizenship, and language identity). This makes 15% of the assessment. Students will be supported in the planning of their films using examples from previous films, filmmaking handbook and lesson plans for teachers, story boarding, etc. Students will receive feedback on their filming plan, purpose, message, audience, use of resources, etc.
Assessment 2: Students write individually 3500 words essay on a mini research project done individually (85%). This should also be related to one of the weekly topics.
Formative: Feedback and feedforward from workshop group tasks and blogs. In week 9, the workshop will focus upon assignment meetings on Teams with each learning set to discuss their mini projects research questions, sample and literature
|No Exam Information
On completion of this course, the student will be able to:
- Analyse critically a wide range of key historical and theoretical approaches to identity, and interculturality and their limitations.
- Explore and critically examine research on intercultural language learner identity and second language research and related interdisciplinary fields
- Demonstrate a critical awareness of current issues in identity, language and intercultural communication teaching and research.
- Exercise substantial autonomy in the planning and execution of mini research project in intercultural communication.
- Apply and appraise creative art-based methods that facilitate the development of intercultural and symbolic competencies in education in ways that extend thinking in the field.
|Andews, J. and Almohammad, M. (2022). Creating Welcoming Learning Environments: using creative arts methods in language classrooms. Bristol: Multilingual Matters. Clark, J. S. B. and Dervin, F. (Eds.). (2014). Reflexivity in Language and Intercultural Education. Rethinking Multilingualism and Intercultruality. New York: Routledge.|
Dervin, F. and Liddicoat, A. J. (2013). Linguistics for Intercultural Education. John Benjamins Publishing Company.
Dervin, F. and Risager, K. (Eds.). (2015). Researching Identity and Interculturality. New York: Routledge.
Dervin, D. and Simpson, A. (2021). Interculturality and the Political within Education. London: Routledge.
Dervin, F. and Yuan, M. (2021). Revitalizing Interculturality in Education: Chinese Minzu as a Companion. London: Routledge.
Diaz, A. R. and Dasli, M. (2016). The Critical Turn in Language and Intercultural Communication: pedagogy, theory, research and practice. London: Routledge.
Holliday, A. (2013). Understanding Intercultural Communication : negotiating a grammar of culture. London: Routledge.
|Graduate Attributes and Skills
||Knowledge and understanding: Students will develop their knowledge and critical understanding of concepts and theories relevant to intercultural language learner identity in glocal contexts.
Knowledge and understanding: Students will develop their knowledge and critical understanding of perspectives, methodologies and methods relevant to analysing and researching intercultural language learner identities.
Critical analysis: Students will demonstrate critical analysis of data relevant to intercultural language learner identity using appropriate methods.
Research and inquiry: Students will produce a critical case study on intercultural language learner identity by collecting spoken and written texts, artifacts, and examining real-life encounters. Students can create original texts (e.g. through interviewing a specific participant, recording classroom data, or real life conversation) or use secondary data. Students need to follow all ethical procedures required to obtain any sources of data.
Autonomy and accountability: Students will work on their own analysis of data and respond to question(s) about the connection of intercultural language learner identities to professional practice and policies in second language learning and teaching.
Communication and IT skills: Students will present their reflexive analysis of data in writing to a knowledgeable audience and readership using supporting textual, multimodal and semiotic data and discursive devices.
Evaluation: Students will build evaluation skills in presenting their analysis of the specific context, case study, and the data and implications.
|Keywords||Interculturality,Identity,Language Learner and Teacher,competencies,pluriliteracies,paradigms
|Course organiser||Dr Maryam Almohammad
Tel: (0131 6)51 6044
|Course secretary||Mr Ethan Williamson
Tel: (0131 6)51 6265