MA Intercultural Communication

This course involves the enhancement of an existing LEAP foreign language course with a focus on intercultural (communicative) competence in general and as explored through critical reflection on the foreign language experiences involved in the LEAP course. Thus, this course involves foreign language study (see LEAP course outlines for more details) plus supervised study of ICC and autonomous and systematic critical reflection on the foreign language learning experience.  

The information provided below relates to the enhancement element (ICOM60022) and therefore should be read in conjunction with the course outline for the particular LEAP course being studied. 

This course unit aims to: 

• encourage students by means of a systematically maintained language learning diary, or the use of the Autobiography of Intercultural Encounters (AIE), to reflect on their LEAP-based foreign language experiences; 
• help students develop a good understanding of intercultural (communicative) competence as related to foreign language study; 
• encourage students to explore the links between the ICC theories and their experience of LEAP-based foreign language study. 

In addition to the learning outcomes specified for the relevant LEAP course, students should be able to:

• discuss different models of intercultural (communicative) competence 
• link models of intercultural (communicative) competence to foreign language study 

In addition to the learning outcomes specified for the relevant LEAP course, students should be able to:

• critically engage with the various models of ICC  
• apply various models of ICC to their LEAP experiences and more widely  

In addition to the learning outcomes specified for the relevant LEAP course, students should be able to:

• reflect on the students’ foreign language learning experiences with view to any intercultural (communicative) competence dimensions to them
• reflect on their own cultural identities, background and cultural intercultural experiences

In addition to the learning outcomes specified for the relevant LEAP course, students should be able to:

• make use of a foreign language more confidently and do so with an appreciation of the intercultural dimension to such usage
• engage in interactions with others in a spirit of cultural plurality rather than ethnocentrism 
• present their work in academically appropriate ways 
• critically engage with the relevant literature and explore its implications for contexts within and beyond academic study 

Assessment task:

LEAP course completion - 10%

LEAP assessment - 20%

MAIC assessment (essay) - 70%

Resit assessment:

MAIC assessment (essay)

Feedback method:

LEAP assessment - to be determinde by LEAP course instructor

MAIC assessment - formal written feedback on Turnitin will be given following the assessment

MAIC assessment - oral feedback during class and consultation hours

MAIC assessment - peer feedback during class

Jones, F.R. (1994). The lone language learner: a diary study, System, 22, (4), 441-454.

McDonough J. and McDonough, S. (1997). Diaries and diary studies. In J. and S. McDonough, Research methods for English language teachers (Chapter 8, pp.121-136). London: Hodder Headline.

Intercultural (communicative) competence and foreign language learning: 

Alptekin, C. (2002). Towards intercultural communicative competence in ELT, English Language Teaching Journal, 56 (1), pp.57-64. 

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters. 

Further reading: 

Holmes, P. and O’Neill, G. (2010). ’Autoethnography and self-reflection: tools for self-assessing intercultural competence’. In Y. Tsai and S. Houghton (eds.), Becoming intercultural: Inside and outside the classroom. (pp.167-193). Newcastle upon Tyne: Cambridge Scholars Publishing. Available from: http://dro.dur.ac.uk/8282/1/8282.pdf