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English Language & Linguistics
School of English, Sussex University
MA in Applied Linguistics
Language and Culture in Intercultural Communication
949Q3B
Anna Gladkova
Spring Term 2016
Module information
Convenor/tutor Anna Gladkova
Email:
Website: Sussex Direct for timetable & requirements,
StudyDirect for learning materials
Office hours: TBC in B235
Timetable:
Seminars on Tuesdays at 16.00-18.00 in Arundel Building, Room 208 (ARUN-208)
Module Description
This module examines how cultural assumptions and values influence language and interactional style, and vice versa. In order to do so, we interrogate our own cultures: what do we consider to be polite or rude, natural or unnatural in communication with others? What values and habits shape our expectations of what communication is, what it is for, and what forms it should take? We are then in a position to explore the ways in which communicative behaviours can vary and be (mis)interpreted in intercultural situations. We consider the degree to which claims of universals in human interaction are tenable and the possibility of 'intercultural competence'. Key areas of exploration will include linguistic relativity, individualism/collectivism, context (high and low), interactional cues, face and politeness, time and relationships.
Module learning outcomes
At the end of the module, successful students will be able to:
1. describe, apply and critically assess definitions of contested notions, such as 'culture', 'politeness' and 'intercultural competence'
2. identify and evaluate a range of methodologies for primary research in intercultural communication
3. understand and synthesise ideas from linguistics, psychology and social sciences in order to test hypotheses concerning intercultural communication
4. demonstrate sensitivity to the risks of ethnocentrism and 'othering' in intercultural encounters and in linguistic and social science research
5. perform an original piece of theory-driven research that analyses some aspect of spoken or written communication cross-culturally or in an intercultural context.
Module Organisation
For each week, you will be provided with a recommended reading list and a set of discussion questions and/or exercises to prepare. You are expected to read broadly on the topic and to have properly prepared for the discussion/exercises.
Reading lists
The reading list for this course is maintained on the Library Reading List system. You can access this through the ‘reading lists’ links on the Library home page or via our Study Direct page.
Unless the seminar preparation materials explicitly state otherwise, we will not expect that everyone has read the same thing in preparation for the seminar. As long as you come having read broadly on the topic in order to prepare for the assigned discussion questions, you’re fine.
Feel free to read from other places besides items on the reading list—but keep in mind that we’re approaching the topic from a linguistic perspective, so if you read material from other disciplines, keep an eye out for any discipline-specific approaches to the subject and for uses of terminology that may differ from linguistic uses. Approach all sources, but particularly non-academic sources, with a critical eye.
Assessment
(a) Short Term Paper
The module is assessed by a Short Term Paper (100%) of 5000 words.
The paper is to be submitted to the School Office by 16.00 on Thursday 12 May 2016 (End of Year Assessment).
5000 words on a topic relevant to the course. Some suggestions for themes:
- An in-depth analysis of an intercultural or cross-cultural interaction (or a comparison of two relatively similar ones). (We’ll discuss appropriate sources of data, but don’t limit yourself to thinking about interpersonal ones that you’ve been part of.)
- An original review of the academic (linguistic/anthropological) literature on some specific aspect of communication in a particular culture, with some comparison to a comparable culture that you are more familiar with.
- A discussion of intercultural communication with respect to a specific kind of professional activity in the UK. What cultural assumptions are made in the way that the activity is set up? How might differences in those assumptions create opportunities for inefficient or miscommunication. (Or compare how this activity is done in a couple of places and what differences it highlights.)
- A critical review of the available advice for travellers/business people/immigrants to a particular place (with reference to academic literature as well).
- You’re welcome to suggest another type of essay theme.
The essay title must address the learning outcomes of the module. This means that your essay must consider the linguistic communicative aspects of intercultural communication.
Most essays will be marked on all four of the marking categories in the English Language marking criteria. If your topic does not involve the selection and discussion of data, then the data/methodology category will not be used, and those marks will be divided among the Subject Knowledge and Analysis/Argument categories.
Draft essay titles (and actual essay topics) must be approved by end of week 9.
· Elaborate instructions for proposing a title are provided on Sussex Direct.
· Remember: I very well might not approve your first title, so leave time to re-think and re-draft.
(b) Non-contributory coursework
Seminar presentations to be given on an agreed date. Each individual presentation should be about twenty minute long. It is a good idea to practise your presentation in advance. Please bear in mind that you are free to use notes, but are not allowed to read a prepared essay. The function of the presentation should be to initiate a discussion of the issues raised. You should try to encourage discussion by summarizing the most important issues and perhaps raising provocative questions.
Other students in the seminar should have read some of the same texts as the presenter, or related ones. They should be ready to ask questions and make comments relating to the presentations. For example, you may disagree with the presenter’s choice of examples or issues to discuss, or you may wish to challenge some of the presenter’s arguments, derive lessons from your previous experience relating to the matter.
In general, the lectures are intended as short presentations on the topic and students are expected to be pro-active and very active in the seminars by being well prepared for the discussion.
Our responsibilities to each other and ourselves
What is expected of you…
The quality of the module —for yourself and everyone else— rests heavily on student participation. You are expected to come fully prepared for each discussion, having read and thought about the content. But mostly you are expected to come. Don’t use poor preparation as an excuse to skip class—come and make sure you learn!
We may have reason to discuss personal experiences and emotional reactions to them. Please treat the classroom as a ‘safe space’ for everyone, listen and react with respect, and don’t repeat stories that aren’t yours outside our classroom. Remember that we can challenge ideas in respectful ways and we can learn by being challenged.
In addition to the module-specific requirements above, for any module you should:
Inform the tutor if you have to miss a seminar, beforehand if possible. (Your reason for missing is not necessarily the tutor’s concern, but your absence may have an effect on activities planned, so it would help to know about it.)
Check your campus e-mail and StudyDirect often.
Be aware of the rules regarding absences, late/non-submissions and how to submit evidence of mitigating circumstances (illness, bereavement, other difficulties). These issues are handled centrally; tutors have no ability to excuse absences or remove penalties for late work. See the Student Life Centre advisors or academic advisor if you run into any serious (academic or non-academic) difficulties during the term.
http://www.sussex.ac.uk/studentlifecentre/mitigation
Be aware of the definitions and consequences of academic misconduct—and don’t commit misconduct! Misconduct includes plagiarism (using other people’s words or ideas without proper attribution) and collusion (working with someone else on an assignment without the knowledge or permission of the tutor). You are absolutely responsible for knowing and using this information.
http://www.sussex.ac.uk/s3/?id=33
Take responsibility for making sure that you’re learning—if you don’t understand something, ask questions during seminar or during office hours. Prioritise work appropriately and keep up with reading and discussions.
What you can expect of me…
· I will give feedback on assessed and unassessed work in a timely way.
· I will be available during office hours and by appointment to discuss any aspect of the module/assignment that is of concern to you.
· I will respond to e-mail/SyD queries within a reasonable time.
· I will do my best to be clear in my explanations and fair in my assessments.
· I will treat the classroom as a ‘safe space’, as discussed above.
· If you feel like I’m not meeting these expectations, please feel free to bring it to my attention, and I will do my best to address your concerns.
Language and Culture in Intercultural Communication: Syllabus and timetable
Week 1: Introductory concepts
Week 2: Approaches to studying cultural differences
Week 3: Politeness systems: universals(?) (Guest speaker Dr Charlotte Taylor)
Week 4: Cultural keywords (Guest speaker Dr Justyna Robinson TBC)
Week 5: Emotions and personal relations across languages and cultures
Week 6: Linguistic relativity
Week 7: Communicative/Interactional styles
Easter Break
Week 8: Cross-talk – Englishes (Guest speaker: Dr Lynne Murphy TBC)
Week 9: Cross-talk – diplomatic relations
Week 10: Implications for foreign/second language teaching
Week 11: Intercultural Competence
Week 12: Review, individual sessions
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