Postgraduate Course: Language Education for Intercultural Citizenship (EDUA11415)
Course Outline
| 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 |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| 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. |
| Course description |
Indicative Content
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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2024/25, Not available to visiting students (SS1)
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Quota: 0 |
| Course Start |
Semester 1 |
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 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| 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.
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| Feedback |
Not entered |
| No Exam Information |
Learning Outcomes
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.
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Reading List
Biesta, G. J. J. (2017). The Rediscovery of Teaching. London: Routledge.
Byram, M. (2008). From foreign language education to education for intercultural citizenship: Essays and reflections. Clevedon: Multilingual Matters.
Dasli, M. (2017). Intercultural Education of Tolerance and Hospitality. Discourse: Studies in the Cultural Politics of Education, 38(5), 676-687.
Dasli, M. (2019). UNESCO guidelines on intercultural education: a deconstructive reading. Pedagogy, Culture & Society, 27(2), 215-232.
Freire, P. (1970). Pedagogy of the Oppressed. London: Penguin.
Hoff, H. E. (2014). A critical discussion of Byram¿s model of intercultural communicative competence in the light of bildung theories. Intercultural Education, 25(6), 508-517.
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.
Zembylas, M. & Bozalek, V. (2011). The Council of Europe¿s White Paper on Intercultural Dialogue: an analysis using the ethic of care. Policy Futures in Education, 9(1), 13-21. |
Additional Information
| 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.
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| Keywords | language education,intercultural citizenship,intercultural competence,organic intellectual |
Contacts
| Course organiser | Dr Maria Dasli
Tel: (0131 6)51 6611
Email: Maria.Dasli@ed.ac.uk |
Course secretary | Mr Ethan Williamson
Tel: (0131 6)51 6265
Email: Ethan.Williamson@ed.ac.uk |
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