Intercultural Competence in Context
| Code | School | Level | Credits | Semesters |
| ENGL4339 | English | 4 | N/A | April Full Year UK, Full Year UK, January Full Year UK |
- Code
- ENGL4339
- School
- English
- Level
- 4
- Credits
- N/A
- Semesters
- April Full Year UK, Full Year UK, January Full Year UK
Summary
This pod focuses on specific professional and non-professional contexts of intercultural communication. It outlines the wide range of components that constitute Intercultural (Communicative) Competence (IC) and presents many different conceptual frameworks. The importance of IC in today’s globalised world is considered in diverse contexts where it is most relevant such as business, the language classroom, healthcare, and media. This pod discusses how IC can be enhanced through training and development programmes in professional and educational contexts. Students will gain an understanding of the key issues in the design and implementation of IC development programmes. The assessment of IC is also considered and students will reflect on its purpose and content. Students will also evaluate a range of existing IC assessment instruments with reference to relevant empirical research studies.
Target Students
Students registered on the School of English online masters scheme.
Assessment
- 100% Participation: Student Participation
Assessed by end of designated period
Educational Aims
This module comprises an optional component in the following pathways: Applied English, Applied Linguistics, Applied Linguistics and ELT, Professional Communication, and World Englishes. As such, it contributes in its specific aims to the programme-level coverage of these pathways.Learning Outcomes
Define and illustrate the importance of intercultural competence in a range of contexts.
Discuss an intercultural competence development programme for a specific group of participants.
Critically evaluate instruments for teaching and/or assessing intercultural competence.
Demonstrate knowledge and skills acquired to the appropriate disciplinary and professional standard.
Assimilate and present subject-specific material in an appropriate format (assessed within the ‘Assessment Portfolio’ 1, 2 or 3).