PT|EN
Interculturalidade e Comunicação
Courses Mestrado em Português Língua Não-Materna
Cod: 52016
Department: DH
ECTS: 10
Scientific area: Communication Sciences
Total working hours: 260
Total contact time: 55

This seminar focuses on various issues and theoretical approaches within the field of intercultural communication, with special emphasis on plurilingual and pluricultural competence. It will explore the relationships between these two competencies, which currently underpin pedagogical models in foreign language teaching.

The program provides a solid foundation of theoretical and empirical knowledge essential for critical analysis, reflection, and the practical application of intercultural communication in different contexts. It will also address the specific competencies required in intercultural communicative situations, as well as strategies adapted to their discursive, cultural, and situational demands.

Plurilingual and intercultural competence

Intercultural communication

Language teaching

Communicative strategies

By the end of the seminar, students should be able to:

  • Critically analyze policy documents and specialized literature on models of intercultural competence, identifying pedagogical implications and effective strategies for its promotion;
  • Develop a professionally informed awareness of contexts and practices that foster intercultural communication in diverse educational and social environments;
  • Apply theoretical and practical knowledge to design and implement suitable strategies for promoting intercultural competence in specific contexts;
  • Design didactic activities tailored to the communicative and situational demands of learning environments, based on an intercultural approach.

 

The seminar is structured around the following thematic units:

  • Culture and language: cultural dimensions of language and communication — key concepts and theoretical perspectives;
  • Intercultural competence: models, components, challenges, and implications for language teaching and learning;
  • Teaching Portuguese in multicultural contexts: pedagogical practices, curriculum adaptation, and intercultural awareness;
  • Pedagogical intervention projects: design, implementation, and evaluation of educational practices aimed at promoting intercultural competence.

 

The reading materials will be made available by the instructor on the seminar’s digital platform. Among others, the following key works will be studied:

Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.

Conselho da Europa (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Lisbon: ASA.

Deardorff, D. K. (Ed.). (2009). The SAGE Handbook of Intercultural Competence. Los Angeles: SAGE Publications.

Grosso, M. J., Bizarro, M. R., Moreira, A., & Flores, C. (2013). Português Língua Não Materna: Investigação e Ensino. Lisbon: LIDEL.

Kramsch, C. (1998). Language and Culture. Oxford: Oxford University Press.

Marques, I. S. et al. (Eds.). (2023). Inovação e Tecnologia no Ensino de Línguas: Pedagogias, Práticas e Recursos Digitais. Lisbon: Universidade Aberta.

Martins, M. et al. (Eds.). (2020). Inovação e Tecnologia no Ensino de Línguas: Reflexões e Perspetivas de Ação em Contextos Educacionais Diversos. Lisbon: Universidade Aberta.

Schader, B. (2019). Desenvolver a Competência Intercultural. Lisbon: LIDEL.

Sequeira, R. M. (2012). “Is Intercultural Communication a Utopia?”. In Petrov et al. (Eds.), Advances in Portuguese Literature and Culture. 20th Century, Vol. 3. Santiago de Compostela/Faro: AIL / Editora Através, pp. 303–316.

Silva, S. S. C. da & Marques, I. S. (2022). “Language Teaching and Pluriculturalism – For the Construction of Identities in Postmodern Society”. Estudos Linguísticos e Literários, UFBA, 73, Jan–Jun, pp. 357–379.

Spencer-Oatey, H., & Franklin, P. (2009). Intercultural Interaction: A Multidisciplinary Approach to Intercultural Communication. Basingstoke: Palgrave Macmillan.

Witte, A., & Harden, T. (Eds.). (2011). Intercultural Competence: Concepts, Challenges, Evaluations. Oxford: Peter Lang.

 

This course is taught online via the Moodle platform, with asynchronous interaction. The teaching and learning process is based on ongoing supervision by the instructor, encouraging students’ autonomy in managing their tasks. Students complete various assignments throughout the seminar — including thematic presentations, critical reviews, reflective reports, analytical protocols, or proposals for pedagogical interventions — which will be subject to formative and/or summative assessment according to predefined criteria.

Assessment is individual and consists of two complementary components: continuous assessment (60%) and final assessment (40%). These will be carried out using diversified tools, as defined in the Learning Agreement for the course unit.

São necessárias competências básicas a nível de compreensão de leitura na língua francesa e inglesa.