TR4051 - Cultural Awareness (2020/21)
| Module specification | Module approved to run in 2020/21 | ||||||||||
| Module title | Cultural Awareness | ||||||||||
| Module level | Certificate (04) | ||||||||||
| Credit rating for module | 15 | ||||||||||
| School | Guildhall School of Business and Law | ||||||||||
| Total study hours | 150 | ||||||||||
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| Assessment components |
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| Running in 2020/21(Please note that module timeslots are subject to change) |
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Module summary
This module introduces students to the study of intercultural communication, its various aspects and their description. It also focuses on the importance and impact of cultural differences in intercultural exchanges. The module aims at providing a solid foundation in the understanding of cultural diversity. Interactive lectures, seminars and group discussions are designed to encourage student autonomy, enhance participation in class and develop the range of skills needed for effective study, self confidence and achievement. Included in these skills are oral and written communication, essay planning, summarising, note taking, referencing, researching, time management, revision, critical reading and other transferable skills.
Prior learning requirements
N/A
Syllabus
The syllabus of this module will include:
• opportunities to discuss, practise and develop key academic skills,
• a conceptual framework for discussing and writing about culture and inter-cultural communication as well as basic skills of intercultural mediation,
• an investigation of the concept of identity, identity formation and intercultural encounters.
Learning Outcomes LO1 - LO3
Balance of independent study and scheduled teaching activity
Weekly interactive lectures, seminars and discussions will cover the different themes outlined in the syllabus and also develop the various learning skills through practical exercises performed individually, in pairs and in groups. The teaching/facilitating process will focus on enhancing and boosting students’ confidence and commitment in their learning experience and collaborative work. Regular sessions will also be scheduled to improve such skills as note-taking, information seeking, critical reading and academic writing among others. Lecturers’ teaching notes will be made accessible to students on WebLearn and activity sheets will be provided to them during seminar sessions for problem-solving activities.
Learning outcomes
On successful completion of this module, students will be able to:
1. understand the key concepts and theories of intercultural communication,
2. discuss intercultural knowledge in mediation situations,
3. demonstrate an awareness of the written skills required by the professional
translation industry.
Assessment strategy
Summative assessment is based on writing tasks, each one preceded by formative elements which will provide students with ample opportunities to make full use of feedback received by the whole class and individually, both verbally and in written form.
The students receive formative feedback on work that they submit regularly throughout the semester, with the view of enabling them to feed forward, enhancing their existing strengths and avoiding repetition of any prior mistakes. This regular and in-depth feedback on draft work is given during seminar sessions.
The summative assessment will be a 1000 word essay.
Formative tasks will include essay planning and essay writing exercises.
Bibliography
- Course book (essential)
Katan, D. (2004) Translating cultures: an introduction for translators, interpreters and
mediators. Second edition. Manchester: St Jerome Press.
- Reference: language, communication and culture
Abbott, D. (1998) Access to sociology: culture and identity. London: Hodder & Stoughton.
Crystal, D. (2008) A dictionary of linguistics and phonetics. 6th edition. Oxford: Blackwell.
Geertz, C. (2010) The interpretation of cultures. London: Fontana.
Hall, S. (ed.) (2013) Representation, cultural representations and signifying practices.
London: Sage in association with the Open University.
Hofstede, G. (1984) Culture’s consequences: international differences in work-related
values. Beverley Hills, CA: Sage.
Holliday, A. et. al. (2010) Intercultural communication, an advanced resource book.
Second edition. London: Routledge.
Jackson, J. (2014) Introducing language and intercultural communication. London:
Routledge.
Lewis, R. D. (2005) When cultures collide. Third edition. London: Nicholas Brealey.
Taylor, P. (1997) Investigating culture and identity. London: Collins Educational.
Woodward, K. (ed.) (1997) Identity and difference. London: Sage.
- Reference: academic skills
Burns, T. and Sinfield, S. (2016) Essential study skills. Fourth edition. London: Sage.
Crème and Lea, M. R. (2008) Writing at university: a guide for students. Buckingham:
Open University Press.
Lowes, R., Peters, H. and Turner, M. (2004) The international student's guide. London: Sage
Van Emden, J. and Becker, L. (2003) Effective communication for Arts and Humanities students. Basingstoke, UK: Palgrave.