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

More documents

Recommendations

Info

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. 2
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. 3
Page 1: DEPARTMENT OF MODERN LANGUAGES AND
Page 5 and 6: Assignments and Grade Distribution:
Page 7 and 8: ideas that build toward their final
Page 9 and 10: create something useful that you ca
Page 11 and 12: �Policy for Late Assignments: Stu
Page 13 and 14: WEEK 6 LANGUAGES, CODES, AND COMMUN

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

Create successful ePaper yourself

Delete template?

Save as template?