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Richard Fay and Susan Brown Language Teacher Education

Developing intercultural courses in a UK university context: some curricular, strategic and research considerations. Richard Fay and Susan Brown Language Teacher Education School of Education, The University of Manchester richard.fay@manchester.ac.uk susan.a.brown@manchester.ac.uk.

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Richard Fay and Susan Brown Language Teacher Education

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  1. Developing intercultural courses in a UK university context: some curricular, strategic and research considerations Richard Fay and Susan Brown Language Teacher Education School of Education, The University of Manchester richard.fay@manchester.ac.uksusan.a.brown@manchester.ac.uk

  2. Mismatch? Can we focus on … • teacher education? • international placements? • sustainability and global citizenship? • transformative learning? • pedagogic? professional? personal values?

  3. Where we fit in … • … we are language teacher educators working in the international field of TESOL • … with interlinked specialisms in the intercultural and the technological aspects of education and communication more broadly. • These have prompted an ‘interesting’ set of curriculum design experiences • … exploring intercultural communication(online and via study abroad sojourns), global citizenship, sustainability education, and digital literacies. • Such curricular experiences reflect the complexities of organising international placements in a university equivocal about their value. • We began course development ‘in an institutional vacuum’ but there is now a more interculturally-nuanced institutional discourse

  4. Collaborative endeavours • within our department … – Diane Slaouti, Xiaowei Zhou …. Kate Sapin • within our institution (inter-departmental) … - Caroline Whitehand (Study Abroad Unit) - Patrick Johnson (Equality and Diversity Unit) - Manchester Medical School - ? Amanda Conway (Manchester Leadership Programme) • internationally (inter-institutional) - Magdalena De Stefani (The Anglo, Uruguay) - Neny Isharyanti (Satya Wacana University, Indonesia) - Milena Katsarska (Plovdiv University, Bulgaria) - Rachel Lindner (Munich University, Germany) - Vida Zorka (Ljubljana University, Slovenia)

  5. The Manchester Degree By the time students graduate, they will: • be prepared for citizenship and leadership in the global community; • have learnt in, and benefited from, an environment committed to high standards of equality and diversity; • be highly employableand prepared for [their] future career; • be well-qualified in [their] chosen subject; • be able to think independentlyand critically, and to analyse problems; • have advanced written and verbal communication skills; • be able to make ethical judgements and have a sense of personal responsibility; • have broadened[their] personal, intellectual and cultural outlook.

  6. The Manchester Leadership Programme (MLP) • The MLP aims to develop leadership skillsand agreater awareness of social, economic and environmental sustainability. • Through it, students learn about key contemporary issues, contribute to community projectsand meet high-profile leadersfrom different sectors … • It has twin concerns with volunteeringandleadership.

  7. Going Global: Intercultural communication for international experience This course unit aims to … • explore the nature of lifelong cultural learning as related to the challenges of living in unfamiliar cultural contexts; • explore the characteristics and challenges of interactions with individuals from differing cultural backgrounds and with differing cultural identities; • promote the value of reflection during and after periods spent in unfamiliar cultural contexts. Being mothballed because …

  8. Computer-Mediated Intercultural Communication This course unit aims to: • explore the characteristics, complexities and affordances of computer-mediated communication (CMC), and intercultural communication (IC). • explore CMC and IC in conjunction though a computer-mediated intercultural communication (CMIC) project. • explore the characteristics, complexities and affordances of the use of English as a lingua franca (ELF) in CMIC. • provide an experience of CMIC accompanied by: critical reflection on that experience; analysis of the data generated through that experience; and consideration of the communication skills required for appropriate and effective CMIC.

  9. Becoming Global This course units aims to • contribute towards the development of students’ intercultural awareness and its role in global citizenship • develop students' habit of, and skills in, approaching key global issues from multiple perspectives. To this end, the course unit: • provides students with a multiple perspectives framework for intercultural awareness; • explores a diverse set of illustrative case studies addressing different global issues; • uses these case studies to consider multiple perspectives on, and differing positions towards, the issues concerned; and • requires students to engage with one such issue from multiple perspectives and with critical attention to the positioning of self and others.

  10. Becoming Global -- Illustration 1 What, in your opinion, are the key issues of our time? Food production Sustainable aviation Consumerism  The richest 2 percent of adults in the world possess more than half of the global household wealth, according to the World Institute for Development Economics Research of the United Nations University (UNU-WIDER). Not only is there obvious inequality in consumption throughout the world, but this inequality leads to a wider range of issues Literacy Gender Inequality Digital Media Revolution Global Poverty There are 2.2billion children in the world.  1billion of these live in poverty.  A mere 12% of the world's population uses 85% of its water; this 12% are not in the third world.  The poorest 40% of the world's population accounts for 5% of global income. In comparison, the richest 20% accounts for 75% of world income ….  etc

  11. Becoming Global -- Illustration 2a What are the top five groups with which you identify? [1] I initially thought this list was going to be simple and blagged it off, now I’ve been sitting here for 40 minutes trying to figure out my groups. Something makes me feel like it would be easier if there was a list of groups and we had to pick 5 we belong to but interestingly, I feel that would completely defeat the point of this exercise. Likewise I wonder if you would agree that we could each pick 50 groups we identify with. As an aside I feel like it’s quite a personal thing and that some groups I pick I’d rather just think about rather than write down…..maybe that puts me in an introverted group??

  12. Becoming Global -- Illustration 2b What are the top five groups with which you identify? [2] Am also thinking (and it's only half-baked), it's really interesting how we've so far defined the groups we've belonged to under the umbrella of nouns (in relation to interests). What if we'd grouped ourselves in line with something else like emotions or adjectives? So I tend to be 1) pensive 2) considerate 3) enjoy challenging beliefs 4) am spontaneous 5) can be moody.... And then I could place my relationships in line with these traits. So I get on with my friend because he is also considerate, appreciates my spontaneity, can handle my moodiness, etc. It highlights our shared capacity as human beings more?

  13. Becoming Global -- Illustration 3 Homelessness in Developed Nations (by kind permission of Helen Burnett) http://www.slideshare.net/secret/1OWlnapy04Ni1s Altruism versus profitability: How do we get our drugs? (by kind permission of Lani Walshaw) https://voicethread.com/?#u1654371.b1755459.i9232555

  14. Becoming Global – Illustration 4 Anecdotal transformative-suggestive feedback: Mabel felt that the course unit fostered critical approaches to  global issues ( in a way to which she was not accustomed in her social anthropology course- this perhaps does not need to be said). She felt that this was a vital skill and one that should be fostered among all students. This being the case she felt this should be a compulsory course unit for all .....Candace's message (MMS): "I have really enjoyed this module and think that there is a great fit between ‘Becoming Global’ and the communication skills curriculum employed by MMS."Eva said that she had just never thought about global issues "in this way" before. She always felt that these issues were  too 'vast' for her to engage with. The approach taken on Becoming Global allowed her a way in to doing so without her feeling overwhelmed by their magnitude.

  15. THANK YOU Contacts: richard.fay@manchester.ac.uk susan.a.brown@manchester.ac.uk

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