- Code
- ELL 541
- Name
- Intercultural Competencies Development in Teaching
- Semester
- 0
- Lecture hours
- 3.00
- Seminar hours
- 1.00
- Laborator hours
- 0.00
- Credits
- 3.50
- ECTS
- 6.00
- Description
-
This course gives opportunities to students (future teachers ) to learn to cope with people or students who are linguistically, culturally, socially or in other ways different from the instructor or from each other, across a very wide definition of perceived difference and group identity. They will have the chance to learn, practice and find methods to develop intercultural competences.Furthermore, through this course, students have the opportunity to combine linguistic and intercultural competences which contribute to a better acquisition of a foreign language.
- Objectives
- Java
- Tema
- 1
- Introduction to the course. In this session, students are introduced to the content of the course, key concepts and terms, objectives, learning outcomes syllabus and forms of assessments. A short discussion on the concept of Intercultural Competence
- 2
- The concept of Culture and Identity. The components of intercultural competence. Students are introduced to the fundamental concepts of the subject. It is discussed the theory of the Iceberg of Culture. The components of intercultural competence are what follow the discussion. Resource: Developing intercultural competence through education, Edited by Josef Huber and Christopher Reynolds. Council of Europe 2014
- 3
- Intercultural Sensitivity.Stages of Intercultural Sensitivity, Model of Milton Benet, 2017. The lecture is based on this resource:” Milton Bennett, “Developmental Model of Intercultural Sensitivity,” International Encyclopedia of Intercultural Communication|
- 4
- Developing Intercultural Relationships. The lecture is focused on these issues: • Why Is This Important? • How to Build and Sustain Intercultural Relationships Misunderstandings • Using a System of Communication and Intercultural Relationships Resource: INTERCULTURAL COMMUNICATION FOR THE COMMUNITY COLLEGE (SECOND EDITION) KAREN KRUMREY, May 2019. Pg. 84-121
- 5
- Stereotypes and Intercultural Incidents. We focus on the following issues: Contrasting stereotypes of some certain nations Selecting and contrasting intercultural incidents Discussion of preferences: open-ended? single solution incident? Resources:” Critical Incidents for Intercultural Communication An Interactive Tool for Developing Awareness, Knowledge, and Skills”, S. Apedaile and L. Schill. NorQuest College Intercultural Education Programs, 2008
- 6
- Culture and Education Intercultural Teaching Competence. This lecture presents a model for Intercultural Teaching Competence (ITC) that students (future teachers) may use as a tool for reflection as they prepare to facilitate learning across cultures. It consists of 20 instructor competencies grouped into three categories: foundational skills, facilitation skills, and curriculum development skills for intercultural learning. Resource: Dimitrov, N. & Haque, A. (2016). Intercultural Teaching Competence: A Multidisciplinary Framework for Instructor Reflection. Intercultural Education: Learning at Intercultural Intersections. 27(5). 437-456. doi:10.1080/14675986.2016.1240502
- 7
- Developing intercultural competence.Approaches and activities This lecture focuses on finding methods and concrete examples to be used in classroom settings to help students develop intercultural competence. With the reference to this material: Developing intercultural competence through education, Edited by Josef Huber and Christopher Reynolds. Council of Europe 2014. Pg.34, we work on concrete classroom activities/
- 8
- Mid term
- 9
- Intercultural Competence in Foreign Languages. This lecture is focused on explaining the notion of the intercultural speaker, its origins and applications within foreign language education. The challenge of imitating the native speaker as a basis for teaching linguistic competence Resource: Chapter 18. The Sage Hand Bok of InterculturalCommunication,2009
- 10
- The framework of reference for intercultural communicative competence (ICC). The discussion is based on the Common European Framework of Competences for Languages concept that all human competencies (intercultural competence among the most important) contribute in one way or another to the language user’s ability to communicate and may be regarded as aspects of communicative competence. Resource: Common European Framework of Competences for Languages Language Policy Unit, Strasbourg. Chapter 5. p.g 101
- 11
- Teaching Intercultural Competences. Effects of Education on Cultural Development. The lecture is centred on the idea that even though intercultural competencies can be acquired through personal experience, it is necessary to design many programs to provide formal teaching or training as they are a substantial help. Resource: Intercultural Competences. Conceptual and Operational Framework, UNESCO 2013
- 12
- Developing intercultural competencies, STORY CIRCLES. This lecture presents a structured and flexible methodology for developing intercultural competence in various contexts, both formal and informal. It describes the process of selecting a tool for developing intercultural competencies. “Story Circles” were designed as a practical intercultural tool for developing and practising intercultural competencies that can be used with different groups of people. Resource: Manual for Developing Intercultural Competencies, Darla K. Deardorff, Routledge 2020
- 13
- Activities using the "Story Circle" method. Story Circles allow people from different backgrounds to learn from each other and explore cultural similarities and differences. In this lecture, we provide concrete examples of students forming small groups and acting out roles to practice story circle methods. Resource: Manual for Developing Intercultural Competencies, Darla K. Deardorff, Routledge 2020
- 14
- Assessing Intercultural Competence: Issues and Tools. This lecture provides a clear understanding of what, in fact, should be the focus of intercultural assessment followed by these issues: What are the relevant abilities to assess intercultural competence? Are they properly addressed in education and training efforts? Is there a clear relationship between instruction and evaluation? Are we assessing what really matters? Is there alignment between instructional objectives, course design and implementation, and assessment? Resource: The SAGE Handbook of Intercultural Competence, Chapter 27 Assessing Intercultural Competence 457 458 PART III RESEARCH AND ASSESSMENT IN INTERCULTURAL COMPETENCE
- 15
- Review and Exercises based on "Story Circle".
- 16
- Final Exam
- 1
- Studentët janё tё aftё tё njohin modelet dhe vlerësimin e kompetencës nderkulturore
- 2
- Studentët janё tё aftё tё zhvillojne aftësi në analizimin dhe vlerësimin kritik te rasteve dhe incidenteve ndërkulturore
- 3
- Studentët janё tё aftё tё perdorin metodologji per zhvillimin e kompetencave ndёrkulutore
- Quantity Percentage Total percent
- Midterms
- 0 0% 0%
- Quizzes
- 0 0% 0%
- Projects
- 1 25% 25%
- Term projects
- 1 20% 20%
- Laboratories
- 0 0% 0%
- Class participation
- 1 10% 10%
- Total term evaluation percent
- 55%
- Final exam percent
- 45%
- Total percent
- 100%
- Quantity Duration (hours) Total (hours)
- Course duration (including exam weeks)
- 16 4 64
- Off class study hours
- 14 6 84
- Duties
- 2 4 8
- Midterms
- 0 0 0
- Final exam
- 1 0 0
- Other
- 0 0 0
- Total workLoad
- 156
- Total workload / 25 (hours)
- 6.24
- ECTS
- 6.00