Lingua inglese per la comunicazione
- A.A. 2018/2019
- CFU 8
- Ore 40
- Classe di laurea LM-19
Language: The course is meant for students with an intermediate-to-advanced level of proficiency of the English language (CEFR: B2-C1).
ICT: The course is technology-enhanced; students need to be computer-literate and have a working e-mail address.
The course is designed for learners of English who want to function effectively in today's globalized world by developing both their language and intercultural skills.
By the end of the course students will be able to: gain knowledge, skills, and attitudes that will increase their language and intercultural communication competence - understand the role of culture in the context of globalization and how it can impact verbal and nonverbal communication - reflect upon themselves as cultural beings - reconcile cultural differences - reduce conflict in verbal communication.
In this course, key concepts in intercultural communication (identity construction; the use of verbal and nonverbal communication; the creation and re-creation of cultural spaces; interpersonal relationships; as well as migration, adaptation, and intercultural conflict) are addressed in ways that underscore the connections and disjuncture between the local and the global and the relationships between the past and the present. A multilevel framework that focuses attention on three interrelated levels - (1) the micro (individual level), (2) the meso (intermediate, group-based level), and (3) the macro (broad economic-political level) - is introduced and applied to various case studies throughout the course to examine the complexities of intercultural communication in the context of globalization.
The course programme applies to both class and distance delivery.
- 1. (A) Kathryn Sorrells Intercultural Communication: Globalization and Social Justice, 2nd Edition SAGE, ISBN: 9781452292755, 2016 » Pagine/Capitoli: 1-252
- 2. (A) Bradford J. Hall, Patricia O. Covarrubias, Kristin A. Kirschbaum Among cultures: The challenge of communication - 3rd ed. Routledge, ISBN 9781138657823, 2018 » Pagine/Capitoli: 428 pages
- 3. (C) Felicity O'Dell, Michael McCarthy English collocations in use - Advanced Cambridge University Press, Cambridge, 2008
- 4. (C) Martin Hewings Advanced grammar in use Cambridge University Press, Cambridge, 2201
Students are encouraged to use an electronic portfolio to provide evidence of learning. An e-portfolio provides a means of collecting, documenting, reflecting on, and sharing various experiences and texts (written, visual, multimedia, etc.). It would, at a minimum, be a record of the coursebook activities and projects attempted, responses to any differences between their "answers" to activities and the comments provided, and feedback and reflection on the projects carried out. But it could include any other examples of texts which students came across which they can relate, through commentary, to the theories in the textbook and which may be shared with other students. It might also contain general reflection on their responses to the coursebook and what they find most useful and interesting, or contentious. Through an e-portfolio students will create their own personal learning space for the course.
Teaching and learning is organized according to ILV methodology (Information / Laboratory / Verification), which provides informative moments, followed by analysis and reconstruction workshops that allow students to turn theory into practice, and develop reflective thinking on their own learning processes and products.
A variety of teaching methods including lecture, discussion, group work, case studies, individual research, exercises, and creative modalities will be used to address issues in this class.