Week |
Subject |
Related Preparation |
1) |
Introduction, Needs analysis |
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1) |
Course introduction, Cross-cultural communication and Language education |
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2) |
“TESOL and Culture”
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3) |
"Displays of Cultural Knowledge in the Nonnative-English- Speaking Teacher’s Classroom” |
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4) |
“How culturally appropriate is the communicative competence” |
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5) |
Communication Between Cultures
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6) |
Non-verbal communication in Communication Between Cultures |
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7) |
Culture and the Individual: Cultural Identity, The deep structure of culture: Roots of Reality Identity
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8) |
Cultural values in Communication Between Cultures
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9) |
Language and Culture, Verbal Intercultural Communication in Intercultural Competence
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10) |
Intercultural Competence in Interpersonal Relationships, Cultural Patterns and Communication
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11) |
Taxonomies in Intercultural Competence, Cultural Identity and Cultural biases in Intercultural Competence |
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12) |
Venturing into the new culture: Becoming Competent, The Effects of Code Usage in Interpersonal Communication |
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13) |
Practical applications of cross-cultural communication activities in the language classroom |
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14) |
Practical applications of cross-cultural communication activities in the language classroom |
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Course Notes / Textbooks: |
Samovar, L., Porter, R., & McDaniel, E. R. (2009). Intercultural communication: A
reader. Belmont, CA: Sage.
Alred, G., Byram, M., & Fleming, M. [Eds.] (2006). Education for Intercultural Citizenship: Concepts and Comparisons. Cleveland [England]; Buffalo, New York: Multilingual Matters.
Byram, M. & Grundy, P. [Eds.] (2003). Context and Culture in Language Teaching and Learning. Clevedon; Buffalo: Multilingual Matters.
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References: |
Neuliep, J. (2000). Intercultural communication: A contextual approach. Boston, MA: Houghton Mifflin. |
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Program Outcomes |
Level of Contribution |
1) |
Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. |
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2) |
To be able to comprehend the interdisciplinary interaction with which the field is related. |
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3) |
To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. |
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4) |
To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. |
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5) |
To be able to solve the problems encountered in the field by using research methods. |
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6) |
To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. |
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7) |
To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. |
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8) |
To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
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9) |
To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. |
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10) |
To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. |
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11) |
To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
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12) |
Being able to independently carry out a work that requires expertise in the field. |
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13) |
To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. |
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14) |
Being able to lead in environments that require the resolution of problems related to the field. |
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