In the seminar, several topics are covered, and the activities are grouped into three distinct but complementary themes.
In the first theme, some basic issues are addressed, such as the definition of cultural identity, multiculturalism versus interculturalism, and the concept of intercultural citizenship.
The second theme is the link between language education and intercultural citizenship from a theoretical perspective, addressing authors such as Byram, Wagner and Porto, but also referring to important conceptual frameworks that guide European and international policies such as the “Reference Framework Competence for Democratic Culture” (Council of Europe, 2018) or the pedagogical principles of Global Citizenship Education (UNESCO, 2014).
In the third and final theme, we will deal with the theoretical concepts discussed above from an empirical perspective, establishing a critical dialogue with recent projects and studies in the area of Language Education and Intercultural Citizenship.
Language Education
Intercultural Citizenship
Intercultural communicative competence
Cultural literacy
Interculturalism
The seminar aims to promote the following skills in the student:
• to investigate and organize information regarding the various topics covered in the seminar;
• to reflect, both individually and in groups, on issues central to intercultural citizenship studies, appropriately applying the theoretical concepts discussed throughout the seminar;
• to analyze proposed questions and themes, using specific intercultural education methodologies and relevant theoretical frameworks;
• to demonstrate progressive autonomy, both in individual reflections and in the research carried out;
• to present the results of reflections clearly, accurately and precisely.
1. Basic concepts to define Intercultural Citizenship
- Culture and cultural identity
- Multiculturalism versus interculturalism
- Cultural literacy
- Intercultural Citizenship
2. Important theoretical frameworks in Language Education and Intercultural Citizenship
- Theoretical contributions (Byram, Wagner, Porto)
- Contributions from European and international educational policies
- Digital intercultural citizenship
- Principles of building a theoretical framework
3. Empirical studies in Language Education and Intercultural Citizenship
- Active learning methodologies (Project-based learning, Dialogical teaching, etc.)
- Examples of European and international projects (ICEPELL, DEMOCRAT, GreenKidz)
- Design of an intervention that aims to promote intercultural citizenship in language teaching
Byram, M. (2021). Teaching and assessing intercultural communicative competence revisited. Multilingual Matters.
Byram, M., & Golubeva, I. (2020). Conceptualising intercultural (communicative) competence and intercultural citizenship. In The Routledge handbook of language and intercultural communication (pp. 70-85). Routledge.
Council of Europe (2018). Reference framework of competences for democratic culture (3 vols). https://www. coe.int/en/web/campaign-free-to-speaksafe-to-learn/reference-framework-ofcompetences-for-democratic-culture
Porto, M., Houghton, S. A., & Byram, M. (2018). Intercultural citizenship in the (foreign) language classroom. Language Teaching Research, 22(5), 484-498.
Rapanta, C., Vrikki, M., & Evagorou, M. (2021). Preparing culturally literate citizens through dialogue and argumentation: Rethinking citizenship education. The Curriculum Journal, 32(3), 475-494.
Wagner, M., Cardetti, F., & Byram, M. (2019). Teaching Intercultural Citizenship across the Curriculum: The Role of Language Education. American Council on the Teaching of Foreign Languages.
UNESCO (2014). Global citizenship education: Preparing learners for the challenges of the twenty-first century. UNESCO
The seminar will include opportunities to experiment, compare, analyze, interpret and reflect on a variety of materials and topics. The teaching-learning process to be developed in this discipline takes place in a virtual environment (e-learning, using the Moodle platform). The learning methods used combine individual study with collaborative work.
Assessment includes carrying out work and regular and relevant participation in various forums throughout the semester.
The language of the seminar and teaching materials will be English.