Specialisation seminar: The role of intercultural competence in language education

Knowledge of English at level B2

Contact hours with the teacher:

- Participation in classes – 30 hrs

Self-study hours:

- Preparation for classes - 50 hrs

- Preparation of the final presentation – 10 hrs

Altogether: 90 hrs (3 ECTS)

The student:

W1: has advanced knowledge of the links between language, intercultural competence and language education - K_W06

W2: has advanced knowledge of language education aspects and their intercultural dimensions - K_W09

The student:

U1: is able to search for, analyze, assess, select and use information needed in scholarly work of a philologist using approproate and various sources - K_U01

U2: is able to read texts in English - K_U02

U3: can use the basic theoretical approaches and paradigms appropriate to philology - KU_06

U4: can work according to the goals and guidelines formulated by the teacher - K_U07

U5: is able to properly define priorities for the implementation of a task set by himself or others - K_U09

U6: is abe to make oral presentations as well as to argue and formulate conclusions in English - K_U15

The student:

K1: is aware of the level of their knowledge and skills, understands the need for continuous training and development - K_K01

- opis
- pogadanka
- wykład konwersatoryjny

- ćwiczeniowa
- klasyczna metoda problemowa
- seminaryjna

The course is devoted to the role of intercultural competence in foreign language education. Students will be familiarized with the notion of intercultural competence, its role in cross-cultural communication and foreign language education.

The course will focus on the following aspects referring to intercultural competence:

- Are we interculturally competent?

- What is intercultural competence? An introduction to the concept

- Intercultural competence and the politics of foreign language education

- cross-cultural differences in communication

- plurilingual and intercultural competences

- intercultural competence and teacher education

- the challenge of globalization in foreign language education

- languaculture as a key concept in language and culture teaching

- language as an essential component of ICC

- language learning and crossing borders

- Intercultural citizenship and foreign language education

- communicative language teaching vs. interculural communciative competence

- evaluation of coursebooks for English as a foreign language in light of intercultural competence

- students' presentation

material on Moodle

additional reading:

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

Byram, M., Gribkova, B., Starkey, H. 2002. Developing the Intercultural Dimension in Language Teaching. A Practical Introduction for Teachers. Strasbourg: Council of Europe.

Kecskes, I. 2014. Intercultural Pragmatics. Oxford: Oxford University Press

Additional sources:

Kramsch, C. 2004. Context and Culture in Language Teaching. Oxford: Oxford University Press.

Methods of assessment:

- a presentation on a chosen topic (W1, W2, U1, U2, U3, U4, U5, U6, K1)

Assessment criteria:

- choice of the topic – 0-5 points

- content – 0-5 points

- structure of the presentation – 0-5 points

- language of the presentation – 0-5 points

- interest – 0-5 pkt.

60-69% – 3

70-75% – 3+

76-85% – 4

86-90% - 4+

91-10%% – 5

Both the students and the teacher will be evaluators. 10% of the grade will come from the students and 90% from the teacher.

does not apply