MLCS 210 Language(s) of Culture - The Canadian Alliance for ...

DEPARTMENT OF MODERN LANGUAGES
AND CULTURAL STUDIES
www.mlcs.ca
MLCS 210 (A2): Introduction to Cultural Studies:
Language(s) of Culture B2
2008 - 2009 Fall Term
Instructor: Dr. Elisabeth Herrmann Time: Tue, Thu 12:30-1.50 pm
Office: Arts Building 210-B Place: BUS B 9
Telephone: 492-9282 fax: 492-9106 Office Hours: Tue, Thu 11:00-12:00
E-mail: herrmann@ualberta.ca or by appointment
Personal Website: http://www.humanities.ualberta.ca/mlcs/staff-herrmann.htm
Course Website: http://www.humanities.ualberta.ca/MLCS/courses.htm
Course Prerequisite: No
Course-based Ethics Approval in place regarding all research projects that involve human
testing, questionnaires, etc.?
� Yes X No, not needed, no such projects involved
Community Service Learning component
� Required X Optional � None
See explanatory notes: Community Service-Learning (CSL) Component. What is CSL?
Past or Representative Evaluative Course Material available
� Exam registry – Students’ Union
http://www.su.ualberta.ca/services_and_businesses/services/infolink/exams
X See explanations below
X Document distributed in class
� Other (please specify)
� NA
Course Description:
This course introduces students to the major issues being analyzed and debated within the
discipline of Cultural Studies and will provide them with the terminology and theoretical tools to
examine general topics within the fields of language, literature, linguistics, folklore, and
translation. Emphasis is placed on interdisciplinary approaches to exploring how culture and
cultural processes are shaped, distributed, and responded to in diverse ways. Through discussion,
case studies, and writing, the class investigates these varied dimensions of culture. Key concepts
pertaining to the study of culture, such as signs, image, representation, identity, otherness, power,
nation, minority, race, gender, canon, and popular culture will be dealt with.
Objectives of the Course:
The purpose of this course is to study and analyze processes in which culture and collective
identities are shaped, preserved, and perpetuated. The course also aims to enable students to
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elate theories and concepts of collective identity, otherness, or minority to their studies of
different languages and cultures, as well as to their daily experience of culture in a multicultural
society and within the international scene.
Further goals of the course are:
- to increase the identification and recognition of what culture is.
- to introduce different cultures and processes of cultural shaping and interaction.
- to make students aware of how different cultures are manifested in our community, as well as
how culture and cultural phenomena directly impact daily life.
Texts:
Course Textbook and Materials:
Required (available at U of A bookstore):
Lustig, Myron W., and Koester, Jolene, Intercultural Competence: Interpersonal Communication
Across Cultures. 5 th ed. Boston: Allyn and Bacon, 2006.
Recommended:
Since you will produce written work throughout the course, and will be required to provide
complete bibliographic information for all assignments, it is necessary that you use a correct and
consistent citation style. I highly recommend the MLA citation style, an explanation of which can
be found in a writing guide, such as Hacker, Diana, A Canadian Writer’s Reference. 3 rd ed.
Boston: Bedfords/St. Martin’s, 2004.
Supplementary reading and research
(available at Library “on reserve” or contact the instructor):
Lustig, Myron W., and Koester, Jolene (Eds.), AmongUS: Essays on Identity, Belonging, and
Intercultural Competence. 2 nd ed. Boston: Allyn and Bacon, 2006.
Gannon, Martin J., Understanding Global Cultures. Metaphorical Journeys Through 23 Nations.
2 nd ed. London: Thousand Oaks, 2000 (or any of the following editions).
Sardar, Ziauddin, Loon, Boris Van: Introducing Cultural Studies. Thriplow, Royston: Icon
Books, 2003.
Jandt, Fred E. (Ed.), Intercultural Communication. A Global Reader. London: Thousand Oaks,
2004.
Holliday, Adrian, Hyde Martin, and Kullman, John, Intercultural Communication. An Advanced
Resource Book. London, NY: Routledge, 2004.
Kiesling, Scott F., Bratt Paultson, Christina (Eds.), Intercultural Discourse and Communication.
The Essential Readings. Oxford: Blackwell, 2005.
Macfadyen, Leah P. and Roche, Jörg, Communicating across Cultures in Cyberspace.
A Bibliographical Review of Intercultural Communication Online. New Brunswick:
Transaction, 2004.
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Course Activities and Conduct in Class
This course combines lectures, guest lectures with small and large group discussions, and student
presentations. You can expect to work in groups on a regular basis. You can also expect to write
formally and informally. You are supposed to share your readings and practical experiences with
the class. Students may find some of the course material personally or intellectually demanding in
that it might challenge their assumptions about identity, cultural affiliation, mindset, minority,
subcultures etc. Such challenges are expected and are part of the critical engagement encouraged
in the course (i.e., active listening, reconsideration, reflection). The respectful treatment of others
is an essential part of this engagement, and is a requirement of the course. Well-thought out
differences of opinion are more than welcome, but personal attacks are not. All members of the
class are best served by a non-judgmental, non-threatening, respectful atmosphere.
Readings and Preparation
You are expected to come to class prepared to discuss the day’s assigned readings. Please be sure
to bring the reading material with you to class.
When you are reading, look for key concepts: this means terms or phrases that the author uses
repeatedly and that seem integral to his or her main idea or argument. Jot these words or phrases
down, and try to define or explain them in your own words in 2-4 sentences. Identify key
quotations or phrases as well. It’s often useful to include the page or paragraph number as you
note these ideas. (It makes writing about a text a lot easier later).
While reading and making notes, ask yourself:
• What major ideas does this author want me to understand or take away from the text?
• What ideas fit with my understanding of the world and what ideas do not fit?
• How does one particular perspective fit with or challenge other ideas that we’ve
discussed?
• Does the theory seem relevant to your life? Does it even make sense?
• What do I not understand from this text? After reading it carefully, what am I still
confused about?
Note: You are responsible for obtaining any handouts and materials that may be distributed in
class, and for viewing any films that we might watch in class.
COMMUNITY SERVICE-LEARNING (CSL) COMPONENT – What is CSL?
Community Service-Learning integrates community-based activities with classroom learning.
Students volunteer with a non-profit community organization (list will be available in September)
for a minimum of 20 hours over the semester. You will be expected to maintain an engaged
presence in the community throughout the semester and to reflect on your experiences regularly
using course content as a basis for your understanding and analysis. For this course, the nonprofit
organizations you may choose to work with specialize in different cultures, immigration,
integration, global education, minorities, the arts, films, customs, environment, and human rights.
Students will be expected to begin their placements by the end of September.
For further information about CSL: http://www.uofaweb.ualberta.ca/arts/CSLhome.cfm.
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Why volunteer
• To make a difference
• To become active
• To become aware of the variety of cultures contributing to and designing our community
• To broaden your horizons
• To combine learning new languages with learning about culture
• To experience other cultures and get in touch with ‘the world’
• To experience the ‘real’ effects, demands, and advantages of a multicultural and
intercultural society
• To identify what is being done to help people integrate into our culture
• To see the intersections between theory and practice
• To see the disjunctions between theory and practice
• To open a privileged window into human interaction and community-making
• To learn about global understanding and gain intercultural competence
• To become an active member of the local community
Possible CSL Partner Organisations
• Aboriginal Students’ Service Centre
• The Environmental Coordination Office of Students (ECOS)
• AGAPE, focus group considering issues in relation to sex, sexual, and gender differences
in education and culture
• International Centre Global Education Program
• Active Citizens Television (ACTV)
How to participate / How do I do this?
On the first day of class, all interested students will receive a list of CSL partner organizations
with descriptions of placements, and a copy of the CSL guidebook.
Between September 9 and September 16, all students who are interested in the CSL option should
indicate their interest by sending me a brief email specifying which two organizations they would
most like to work with and why. There are only a certain number of placement spots available, so
your first choice may not be available. Be prepared to work with either organization that you
select. The first 15 students to send me an email explaining their choices will receive
confirmation from me telling them that they may proceed to the next step.
Once you receive confirmation, contact your selected organization, and tell them that you are a
CSL student from “MLCS 210: Language(s) of cultures,” and arrange to meet with a
representative from that organization to get started.
Fill out the CSL Student Agreement form (see CSL guidebook), which details how you will work
with that organization.
Community organizations are busy, so be persistent but polite about trying to reach them.
Your participation in CSL is official only once your agreement form has been signed by your
community partner and returned to me.
The Student Agreement form must be returned absolutely no later than Thursday, September 25,
2008.
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Assignments and Grade Distribution:
CSL Students (integrating Community Service Learning)
CLASS PARTICIPATION (10%)
• Discussion, group work, and contribution throughout the term 10%
COMMUNITY SERVICE NOTEBOOKS (20%)
• To be handed throughout the term for feedback (see note below) 10%
• Informal brief in-class CSL-experience report: Various dates (see schedule) not graded
• Final Submission: Thursday, November 20, 2008 10%
FINAL PROJECT (40%)
• Proposal Due: Thursday, November 6, 2008 (see note below) 10%
• 15-20 minute research presentation (see note below) 10%
Due: Sept 23, 25, Oct 7, 9, 30, Nov 4, 6
• Paper Due: Thursday, December 2, 2008 20%
FINAL EXAM (30%) 30%
• Wednesday, December 10, 2008, from 2.00-4.00 pm
• Approximately 30 multiple choice and true/false questions and 20 written answers
• Focus on Key Concepts
CS Students (regular Cultural Studies)
CLASS PARTICIPATION (10%)
• Discussion, group work, and contribution throughout the term 10%
COURSE NOTEBOOKS (20%)
• To be handed in twice during the term for feedback (see note below) 10%
• Final Submission: Thursday, November 20, 2008 10%
READING REPORT / RESOURCE REVIEW (10%)
• In groups of 3 or 4, you will review a text plus a printed, online or visual cultural or
intercultural resource. It may be related to the language and culture you are studying.
• 1-2 page written review 5%
• 20-25 minute presentation. Various dates (see schedule) 5%
FINAL PROJECT (30%)
• Proposal Due: Thursday, November 6, 2008 (see note below) 10%
• Informal brief in-class research presentation (see note below) not graded
Due: week 11, 12, 13
• Paper Due: Thursday, December 2, 2008 20%
FINAL EXAM (30%)
• Wednesday, December 10, 2008, from 2.00-4.00 pm
• Approximately 30 multiple choice and true/false questions and 20 written answers
• Focus on Key Concepts 30%
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Explanatory Notes on Assignments:
NOTEBOOKS
Your notebooks are designed to help you explore connections between course material, reading,
discussion and your own experience in daily life and / or at your service-learning placement.
The notebooks are due throughout the term (see dates below) and will be graded according to the
following criteria: content (see below); evidence of critical thought, including good questions;
development and creativity of ideas; depth and understanding of course concepts; consistent
effort; organization and clarity; and searching for and using bibliographic information.
Style and organization:
The notebook is not intended to be a ‘finished product.’ It is a place to work out your ideas by
writing about them (and/or using visual images), so I am not looking for grammatical perfection
or total coherence. Still, you are handing it in for grades. Quality, engagement, and effort will be
more easily (and favorably) assessed if the notebook is well organized and written clearly and
legibly. All notebook entries must be typed by the time you hand them in!
General Content Guidelines for all Students:
• All entries should be dated. Include a log of dates on which you performed key activities.
• Feel free to include a few drawings/images, random thoughts, cultural artifacts, or references to
media stories that have some relevance to the course, and that provoke particular reactions or
ideas.
• On the days when your notebook is being reviewed, you should continue to contribute to it.
CSL Students (integrating Community Service Learning)
• Your entries will report and reflect on your community service-learning placement:
the practices and goals of your organization, the specific work you are doing, situations you
encounter, etc.. This can and should include personal thoughts and reactions, but should
primarily report on key experiences and observations arising in your CSL placement.
• Whenever possible, your entries should also reflect on how experiences and observations in
your CSL placement relate to course material. Consider how course materials and your CSL
experiences inform, overlap with, or even contradict each other.
CS Students (regular Cultural Studies)
• Your notebook is primarily a place to work out ideas and concepts discussed in class.
Consider it an archive of your interactions with class material: readings, lectures, discussions,
presentations, discovered materials and resources.
• Your notebook may also include reflections on your observations of everyday life or
experiences outside of the classroom (past and present) as they relate to the issues and ideas
raised in the course. Consider how course materials and your experiences inform, overlap with,
or even contradict each other.
All Students
• All students should also use their notebook to pose questions that draw on personal experiences
(CSL and otherwise) to illustrate, challenge, extend, or otherwise engage with some of the key
issues focused on each week.
• All students are encouraged to use their notebook as a running record of any materials and
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ideas that build toward their final paper. Ideally, the more consistently you put effort into your
notebook, the more ideas you will have for your final paper.
• Making entries in the notebook at least once a week – especially when your memories of
readings, discussions, and experiences are still fresh – will serve you well.
• Most importantly, remember that the notebooks are for your own benefit!
Suggested content:
CSL Students (Community Service Learning)
Initial Entries
• Decision about community placement: Why did you choose it? What interests you about it?
• Initial impressions of your placement and organization, especially as they might fit with themes
and material from the course.
• Descriptions of experiences and activities in the placement.
• Activities, materials, aspects of your placement that have especially caught your attention.
Later Entries
• Continued descriptions of experiences and activities in placement.
• Critical understanding of your placement, esp. as it raises questions about the course material or
as course material helps to frame ideas about your organization and your work.
• Move towards a description of the direction you’ll take for your final paper, what themes/
readings in the course you will draw upon, any questions with which you’re struggling, and
what further research you might do to help address these questions.
Informal brief in-class CSL-experience report
All CSL Students are strongly encouraged and expected to share their observations, learning,
challenges, or “light bulb moments” experienced within their CSL activities with the class. These
informal 5-10 minute reports should be based on one or more notebook entries but won’t be
graded.
CS Students (regular Cultural Studies)
Initial Entries
• Discussion of how initial course themes/material seems to match or challenge your expectations
of the course.
• Situate yourself in terms of the course material. How do you see yourself (or not) reflected in
early material? What surprises you about the material or about your reactions to the material?
• Activities, materials, aspects of the course that have especially caught your attention.
Later Entries
• Continued engagement with course materials (readings, discussions, presentations, lectures).
• Provide evidence of your critical understanding of materials by asking questions that link to
everyday/personal experiences.
• Identify instances of cultural intersection and encountering – based on readings and/or personal
experience.
• Look for academic resources and bibliographic material that you find helpful, and list them in
your notebook.
• Move towards a description of the direction you’ll take for your final paper. What themes/
readings in the course will you draw on, any questions with which you’re struggling, and what
further research you might do to help address these questions.
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Handing in your notebook
Twice during the term in alternating order:
September 25
October 2
October 16
October 23
I will provide interim feedback on journal entries throughout the term: Students whose last names
begin A to M will hand in their journals on the following Thursdays: September 25, October 2.
Students whose last names begin N to Z will hand in their journals on the following Thursdays:
October 16, October 23. Please note that I do not accept notebooks or papers submitted via email!
READING REPORT / RESOURCE REVIEW (CS Students only)
In groups of 2 or 3, choose and review a text relevant to Cultural Studies plus an article, report,
film, or online source that has an explicitly cultural or intercultural approach, deals with “cultural
identity”, “belonging”, “otherness”, “race”, “multiculturalism”, “minority”, “gender”,
“subculture”, or “intercultural communication” and relates to the key concepts of Cultural Studies.
As a group, write a 1-2 page (typed, double-spaced, 12-point font) review of the selected
resources.
The goal here is to find resources to share with the class that will not only compliment our
readings, but also establish a bridge between the theoretical concepts we are learning about in
class, your studies of different languages and cultures, and daily experience of culture in society,
business, or travel.
You may choose a source from the “Supplementary Reading and Research List” on page 2 of the
syllabus, or you may find a source of your own, but I must be informed about that source and
have the chance to approve it at least two weeks before your presentation.
Guidelines for review (you might also use these as a way to distribute the work):
1. Your review should succinctly summarize the content of the source and identify, where
relevant, the author or initiator.
2. Your review should include a brief evaluation of the resource. By this I mean you
should assess the source’s significance for Cultural Studies and Intercultural
Communication.
3. You should also strive to link your chosen resource to course material and, of course, to the
objectives of the course. Consider, for example, how your resource demonstrates the
“practical” application of a theoretical concept we have studied.
In the 20-25 minute group presentation, inform the class about your resource (you might even
show or hand out a photocopy of the resource/online resource you are using). Summarize your
written review and expand on what you deem to be the most relevant aspects of the resource.
Elaborate on how the resource is linked to course material. The presentation will be graded
according to the following criteria: organization and clarity; content; evidence of critical
thoughts; development and creativity of ideas including good questions that might advance to a
discussion in class.
FINAL PROJECT
The final project is designed to provide you with an opportunity to use your observations,
experiences, learning, and critical thinking as well as your communication and writing skills to
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create something useful that you can share with your class, and even with your organization or
community.
For CSL students, this project will combine critical analysis of CSL placement experiences with
academic research.
CS students will choose an area of research from the list below and incorporate a component of
cultural or intercultural reflection on it. You are welcome to take the final project as an
opportunity to elaborate and finalize your reading report and resource review.
All students will develop their own research question and devise a proposal, which will be shared
with the class.
Note: Finding and formulating your own topic and project title is part of the assignment!
I will be happy to help you if you have any questions.
Possible areas of research
Cultural identity Otherness
Minorities Subcultures
Multiculturalism Race, gender, power in cultural contexts
Cultural artifacts, signs, symbols Literature as cultural medium and resource
Cultural Communication, Discourse Cultural Translation
Globalization Inter- and Transculturality
Intercultural Communication Intercultural Competence
Language, Language Learning Cyberspace
Publicity, promotion, propaganda Popular Culture, “Kitsch”
Proposal
All students are required to submit a 1-page (typed, double-spaced) research proposal describing
their final paper (due: November 6). The proposal is meant to get you working on your
presentation and paper, and provides an opportunity for you to get feedback on your planning.
You may share your proposal with the class, and it will be graded.
Your proposal should:
• State a provisional title for your project
• State the topic of your research
• State your research question
• Briefly outline what you plan to do in your presentation and final paper
Research Presentation
As part of the Community Service Learning component a 15-20minute presentation of your final
project is required for all CSL Students, and is meant to share your CSL research with the rest of
the class. It will be based on your proposal and the work you have done on your final paper. The
presentation will be graded.
CS Students are also offered the opportunity to present their final research project, however not
for grades. These research presentations offer you the opportunity to convey ideas and to learn
from each other’s work. The presentations are also meant to prompt feedback from your
colleagues about how you might proceed with your written work.
Paper
The final paper will be a 4-6 page research essay and is due December 2, 2008.
You should use at least 3 academic sources. (Wikipedia is not an academic source!)
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Academic sources include journal articles, books, or book chapters, i.e. anything you need to use
the University Library Catalogue to find. You may use course readings.
Please note that I do not accept papers submitted via e-mail.
FINAL EXAM
The final exam consists of answering questions relating to the course content and materials
focusing on key concepts: Approximately 30 multiple choice and true/false questions and 20
written answers. The exam will be two hours long and will take place on Wednesday, December
10, 2008 from 2.00.-4.00 p.m.
A short note: Cell phones will be turned off before entering the classroom and will stay off for
the duration of the class. It is impolite and unacceptable to have your phone ring in any university
classroom.
Required Notes:
“Policy about course outlines can be found in Section 23.4(2) of the University calendar.” (GFC 29 SEP
2003). “The University of Alberta is committed to the highest standards of academic integrity and honesty.
Students are expected to be familiar with these standards regarding academic honesty and to uphold the
policies of the University in this respect. Students are particularly urged to familiarize themselves with the
provisions of the Code of Student Behaviour (online at www.ualberta.ca/secretariat/appeals.htm) and
avoid any behaviour which could potentially result in suspicions of cheating, plagiarism,
misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and
can result in suspension or expulsion from the University.” (GFC 29 SEP 2003)
�Plagiarism and Cheating:
All students should consult the “Truth-In-Education” handbook or Website
(http://www.uofaweb.ualberta.ca/TIE/) regarding the definitions of plagiarism and its
consequences when detected.
Students involved in language courses and translation courses should be aware that on-line
“translation engines” produce very dubious and unreliable “translations.”
Students in languages courses should be aware that, while seeking the advice of native or expert
speakers is often helpful, excessive editorial and creative help in assignments is considered a
form of “cheating” that violates the code of student conduct with dire consequences. An instructor
or coordinator who is convinced that a student has handed in work that he or she could not
possibly reproduce without outside assistance is obliged, out of consideration of fairness to other
students, to report the case to the Associate Dean of the Faculty. Before unpleasantness occurs
consult http://www.uofaweb.ualberta.ca/TIE/; also discuss this matter with any tutor(s) and with
your instructor.
�Attendance, Absences, and Missed Grade Components:
Regular daily attendance is essential for optimal performance in an introductory course. In cases
of potentially excusable absences due to illness or domestic affliction, notify your instructor by email
within two days. Regarding absences that may be excusable and procedures for addressing
course components missed as a result, consult sections 23.4.2 and 23.4.3 of the University
Calendar. Be aware that unexcused absences will result in partial or total loss of the grade for the
“attendance and participation” component(s) of a course, as well as for any assignments that are
not handed-in or completed as a result.
In this course 10% is assigned to preparation and participation, i. e. guided class and group
discussions, brief presentations.
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�Policy for Late Assignments:
Students who consult in advance with an instructor regarding contingencies preventing the timely
completion of an assignment may, at the discretion of the instructor, be granted an extension. Otherwise,
assignments may be handed in one class-day after the stated deadline without penalty, with a 2%-perclass-day
penalty assessed for each subsequent class-day of lateness.
Grading:
Marks for assignments, tests, and exams are given in percentages, to which letter grades are also assigned,
according to the table below (“MLCS Undergraduate Grading Scale”). The percentage mark resulting
from the entire term work and examination then produces the final letter grade for the course.
“MLCS Undergraduate Grading Scale”
Letter % Pts Descriptor
A+ 95-100% 4.0 Outstanding: Superior performance showing understanding and knowledge of
the subject matter far exceeding expectations.
A 90-94% 4.0 Excellent: Superior performance showing comprehensive understanding of
subject matter.
A- 86-89% 3.7 Very good: Clearly above average performance with complete knowledge of
subject matter.
B+ 82-85% 3.3 Very good
B 75-81% 3.0 Good: average performance with knowledge of subject matter generally
complete.
B- 70-74% 2.7 Good
C+ 66-69% 2.3 Satisfactory: Basic understanding of the subject matter
C 61-65% 2.0 Satisfactory
C- 58-60% 1.7 Satisfactory
D+ 55-57% 1.3 Minimal Pass: Marginal performance; generally insufficient preparation for
subsequent courses in the subject matter.
D 50-54% 1.0 Minimal Pass: Marginal performance; generally insufficient preparation for
subsequent courses in the subject matter.
F 0-49% 0.0 Fail: Unsatisfactory performance or failure to meet course requirements.
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MLCS 210 A2 Fall Term 2008
Professor Dr. Elisabeth Herrmann June 16 th
Tues, Thurs 12:30-1:50
Introduction to Cultural Studies:
Language(s) of Culture
- CLASS SCHEDULE -
Readings are from Myron W. Lustig, Jolene Koester: Intercultural Competence, 5 th ed., 2005,
Martin J. Gannon: Understanding Global Cultures. Metaphorical Journeys Through 23 Nations,
2 nd ed., 2000,
unless otherwise indicated.
This schedule is subject to change at the discretion of the instructor. Any and all changes will be
discussed
/announced in class. Students are responsible for any changes to the schedule given in class.
September
WEEK 1 INTRODUCING CULTURAL STUDIES
Thurs 4 – Introducing the course. Introducing CSL
WEEK 2 INTRODUCING CULTURAL STUDIES (CSL Interest must be indicated!)
Tues 9 – Introducing Community partners. What is Culture? What is Cultural Studies?
Thurs 11 – Defining Culture: Behavior, Codes, Symbols, Interpretation, Cultural
Preconditions. LUSTIG/ KOESTER p. 24-46
WEEK 3 CULTURAL IDENTITY I (CSL Placements)
Tues 16 – The Formation of Cultural Identity LUSTIG/ KOESTER p.136-142
Cultural Patterns: Beliefs, Values, Norms, Social Practice.
LUSTIG/ KOESTER p. 84-107
Thurs 18 – Cultural Biases: Social Categorization, Ethnocentrism, Stereotyping,
Prejudice, Discrimination, Racism. LUSTIG/ KOESTER p. 142-157
WEEK 4 CULTURAL IDENTITY II (CSL Student Agreement Forms must be turned in!)
Readings from GANNON: Understanding Global Cultures and other texts
Tues 23 – Case Studies / Reading Report / Group work on Cultural Metaphors
Thurs 25 – Case Studies / Reading Report
!CSL Student Agreement forms must be turned in!
WEEK 5 LANGUAGES, CODES, AND COMMUNICATION I
Tues 30 – Defining Communication. LUSTIG/ KOESTER p. 9-23
The Power of Language and Verbal Codes. LUSTIG/ KOESTER p. 174-187.
October CSL Reports
Thurs 2 – Nonverbal Communication and Codes: Body, Space, Touch, Time, Voice
LUSTIG/ KOESTER p. 208-233
Language, Thought, Culture and Communication. LUSTIG/ KOESTER p.186-205
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WEEK 6 LANGUAGES, CODES, AND COMMUNICATION II
Tues 7 – Case Studies / Reading Report: Learning Languages / Bilingualism and
Code Switching
Thurs 9 – Case Studies / Reading Report / Guest lecture: Gender and Language
WEEK 7 INTERCULTURAL COMMUNICATION
Tues 14 – Intercultural Contact and Living/Working in an Intercultural Community;
Intercultural Communication from a linguistic perspective
Tues 16 – CSL Reports and Group work on Intercultural Communication,
Culture Shock versus Intercultural Understanding and Adaptation
WEEK 8 INTERCULTURAL TRANSFER
Tues 21 – Cultural Translation (guest lecture: Dr. Wright)
Thurs 23 – Literature as a System of Cultural Transfer
WEEK 8 CULTURAL METAPHORS, SYMBOLS, SIGNS, AND ARTIFACTS
Tues 28 – Folklore: The Cultural Relevance of Symbols, Tradition, Ceremonies, Customs
(guest lecture: Dr. Kononenko)
Thurs 30 – Case Studies / Reading Report: Advertisement, Publicity, and Propaganda
November
WEEK 9 CULTURAL OTHERNESS (Research Proposal)
Tues 4 – Case Studies / Reading Report: Minorities, Subcultures and Countercultures,
In-groups and Out-groups
Thurs 6 – Case Studies / Reading Report: Globalization, Informatization, Identity
and Community in Cyberspace and Internet;
CSL Reports
DUE: RESEARCH PROPOSAL!
WEEK 10 INTERCULTURAL COMPETENCE
Tues 11 – Remembrance Day
Thurs 13 – Intercultural Competence, the Imperatives of Cultural Competence
LUSTIG/ KOESTER p. 2-8
Inter- and Transculturality, Hybrid Identities
WEEK 11 RESEARCH PRESENTATIONS
Tues 18 – Research presentations, Discussion
Thurs 20 – Research presentations, Discussion
DUE: NOTEBOOKS!
WEEK 12 RESEARCH PRESENTATIONS (Notebook: Final Submission)
Tues 25 – Research presentations, Discussion
Thurs 27 – Research presentations, Discussion
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December
WEEK 13 RESEARCH PRESENTATIONS (Final Paper)
Tues 2 – Research presentations, Discussion
DUE: FINAL PAPER!
Thurs 4 – Last Day of Class: Key Concepts; Review and Discussion
FINAL EXAM
Wednesday, December 10, from 2.00-4.00 p.m.
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