Intercultural Communication in ELT 3301-JS2933-1ST
The course discusses the place and role Intercultural Communication should take in English Language Teaching. How and why do we include intercultural awareness raising activities and how can we aid learners develop their intercultural communicative competence? These are just two of the questions the course helps students find answers to. The course consists of three parts. During the first part, focus is on the theoretical background. During this phase of the course students learn about the relationship between language and culture, the role of English and the ways in which English is used, as well as about identity, otherization and representation. Finally, students learn about an intercultural speaker and his/her competences. The aim of the second part of the course is for the learners to undergo intercultural training, raise their intercultural awareness and develop critical thinking abilities with respect to cultural representations. The second part of the course is the time for the students to reflect on their own culture and experience, their assumptions and beliefs. Finally, in the third part of the course the knowledge and experience gained in the first two parts of the course are brought together and focus is on teaching practice.
The materials used are book excerpts, video and audio sources as well as lesson and course plans.
Class activities and home assignments include reading, discussion, activity participation, as well as individual and group project work.
The potential conclusions pertain to the role of intercultural communication in ELT and the role of the teacher in intercultural communication education.
Part I: Theory of Communication and Intercultural Education (Weeks 1–5)
Week 1: Course introduction. The concept of culture and its relationship with language;
the notion of languaculture (Agar).
Week 2: Theories of language: language as social and cultural practice.
Week 3: Theories of communication: semiotic, sociocultural, and phenomenological
approaches.
Week 4: Theories of culture: the epidemiological approach and others. Culture–thought– identity links.
Week 5: Characteristics and competences of the intercultural language user; otherness and representation.
Part II: Intercultural Training and Self-Reflection (Weeks 6–10)
Week 6: English as a lingua franca (ELF), Euro-English, and international English.
Week 7: Critical cultural analysis of selected written texts.
Week 8: Critical cultural analysis of selected audiovisual materials.
Week 9: Self-reflection — analysing one’s own intercultural attitudes and experiences.
Week 10: Developing intercultural sensitivity and awareness.
Part III: Intercultural Communication in ELT (Weeks 11–15)
Week 11: The role of the English language teacher in intercultural education.
Week 12: Designing teaching activities that develop learners’ intercultural competence.
Week 13: Critical analysis of ELT textbooks and materials for cultural content.
Week 14: Student project presentations — lesson plans incorporating intercultural
education.
Week 15: Course summary. Conclusions on the role of intercultural communication in English language teaching.
3 absences are allowed.
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025
https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge
Students know and understand:
K_W01 at an advanced level, the terminology, theory and research methods in
linguistics as they relate to intercultural communication and education, in accordance
with their chosen specialisation (and study track) within English Studies
K_W09 the concepts and principles of intellectual property protection and copyright law
Skills
Students are able to:
K_U01 at an advanced level, apply the terminology, theories and research methods of linguistics in the analysis of phenomena related to intercultural communication and education, in accordance with their chosen specialisation (and study track) within
English Studies
K_U09 apply in practice the concepts and principles of intellectual property protection and copyright law
Social competences
Students are ready to:
K_K01 critically evaluate their own knowledge and the content they receive, in the
context of intercultural communication and education
K_K02 recognise the importance of knowledge in solving cognitive and practical
problems, and to seek expert advice when unable to solve a problem independently
*** Applicable to students who began their studies in the academic year 2022/2023 ***
Knowledge
Students know and understand:
K_W02 at an advanced level, the key terminology, main methods and theories in the study of language in the context of intercultural communication and education within English Studies
K_W03 the methodology and research trends in linguistics as they relate to intercultural communication and education within English Studies
K_W05 at an advanced level, the grammar, syntax, phonology, phonetics, morphology and pragmatics of the English language
K_W07 the principles of linguistic research design, in particular the use of methods and tools in formulating research problems and testing hypotheses in the area of intercultural communication
Skills
Students are able to:
K_U01 use the terminology and conceptual apparatus of linguistics and intercultural communication
K_U02 apply linguistic research methodology within English Studies, in accordance with academic integrity and copyright law
K_U04 use acquired knowledge to describe and solve problems and complete tasks related to intercultural communication and education
K_U11 plan their own professional development in the area of intercultural competence
Social competences
Students are ready to:
K_K02 engage in lifelong learning and personal development in the area of intercultural competence and sensitivity, drawing on skills in selecting courses and projects that match their interests
K_K03 take responsibility for their own work and respect the work of others, upholding professional ethics and ethical standards in project activities and other undertakings in professional life, volunteering, etc.
Assessment criteria
- Written assignments and oral contributions throughout the semester (verification of outcomes: K, S, C).
- Project tasks completed during the semester: a lesson plan incorporating intercultural education elements (verification of outcomes: K, S, C).
- Final project presentation (verification of outcomes: K, S, C).
Bibliography
Alred, G., Byram, M., & Fleming, M. (Eds.). (2003). Intercultural experience and education. Multilingual Matters.
Alred, G., Byram, M., & Fleming, M. (Eds.). (2006). Education for intercultural citizenship: Concepts and comparisons. Multilingual Matters.
Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts and goals in intercultural communication. De Gruyter Mouton. https://doi.org/10.1515/9781501502149
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Byram, M. (2021). Teaching and assessing intercultural communicative competence: Revisited. Multilingual Matters.
Byram, M., & Grundy, P. (Eds.). (2002). Context and culture in language teaching and learning. Multilingual Matters.
Byram, M., Gribkova, B., & Starkey, H. (2002). Developing the intercultural dimension in language teaching: A practical introduction for teachers. Council of Europe, Language Policy Division.
Corbett, J. (2003). An intercultural approach to English language teaching. Multilingual Matters.
Deardorff, D. K. (Ed.). (2009). The SAGE handbook of intercultural competence. Sage.
Dooly, M., & Darvin, R. (2022). Intercultural communicative competence in the digital age: Critical digital literacy and inquiry-based pedagogy. Language and Intercultural Communication, 22(3), 354–366. https://doi.org/10.1080/14708477.2022.2063304
FitzGerald, H. (2003). How different are we? Spoken discourse in intercultural communication: The significance of the situational context. Multilingual Matters.
Gagliardi, C., & Maley, A. (Eds.). (2010). EIL, ELF, global English: Teaching and learning issues. Peter Lang.
Guilherme, M. (2002). Critical citizens for an intercultural world: Foreign language education as cultural politics. Multilingual Matters.
Holmes, P., & Dervin, F. (Eds.). (2016). The cultural and intercultural dimensions of English as a lingua franca. Multilingual Matters.
Jackson, J. (2019). Introducing language and intercultural communication (2nd ed.). Routledge.
Jackson, J. (Ed.). (2020). The Routledge handbook of language and intercultural
communication (2nd ed.). Routledge. https://doi.org/10.4324/9781003036210
Kramsch, C. (1998). Language and culture. Oxford University Press.
Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning.
Wiley-Blackwell. https://doi.org/10.1002/9781118482070
Novinger, T. (2001). Intercultural communication: A practical guide. University of Texas Press.
Risager, K. (2007). Language and culture pedagogy: From a national to a transnational paradigm. Multilingual Matters.
Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford University Press.
Sercu, L. (2005). Foreign language teachers and intercultural competence: An international investigation. Multilingual Matters.
Sharifian, F., & Palmer, G. B. (Eds.). (2007). Applied cultural linguistics: Implications for second language learning and intercultural communication. John Benjamins.