Language-and-culture teaching in the era of globalisation 3301-JS296-INT
The course looks at the changes in the practice of teaching English language and culture, due to the geo-political and socio-economic changes affecting today’s Europe. The dynamic growth of international English (lingua franca, Global English, World Englishes) raises the questions of the legitimacy and long-term usefulness of an exclusive focus on BANA countries (Britain, Australia, North America) in teaching English language and culture. The privileged position of English facilitates international communication but is a threat to linguistic and cultural diversity. In this context B. Kachru argues for a decolonised English. The language-culture interface and its pedagogical implications will be discussed in some detail. The content and required reading will be determined – within reasonable bounds – by the interests and needs of course participants. The modifications will not affect the core areas to be covered.
These include:
a) the emergence of new functional varieties of English, the concept of functional nativism;
b) European Englishes vs. English as a lingua franca (ELF);
c) macroacquisition of a global language;
d) cultural schemata and stereotypes;
e) language, culture, languaculture – pedagogical implications;
f) the tyranny of native-speakerism, evolution of language norms;
g) global communication – media literacy.
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
On completing the course the participants are able to identify and describe language-culture links, appreciate tolerance and open-mindedness in intercultural communication, recognize the worth of an international, pan-European linguistic code, know how to make use of the language-culture interface in their own teaching and learning.
Assessment criteria
Final test (online): 35%, active participation: 10%, home assignments (group work possible): 35%, in-class presentation: 20% .
Practical placement
does not apply
Bibliography
The selection of reading resources will be partially determined by participants’ interests and academic needs. What follows is a sample bibliography.
Baran S. (2019) Introduction to Mass Communication: Media Literacy and Culture, New York: McGraw-Hill. 10th edition.
Brutt-Griffler J. (2002) World English: A Study of its Development. Clevedon: Multilingual Matters.
Byram M (1997) Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
Fairclough N. (2006) Language and Globalisation. New York: Routledge.
McKay S. (2002) Teaching English as an International Language: Rethinking Goals and Approaches. Oxford: OUP.
Moran P. (2001) Teaching Culture: Perspectives in Practice. Boston: Heinle and Heinle.
Risager K. (2006) Language and Culture. Global Flows and Local Complexity. Clevedon: Multilingual Matters.
Silverblatt A. et al. (2014) Media Literacy. Keys to Interpreting Media Messages. Santa Barbara: Praeger. 4th edition.
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online resources, webpages, podcasts
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: