FLGC 1150
Dr. Robert Weigel and Dr. Jorge Munoz
Summer 2015
3 credit course
Course Syllabus
FLGC1150 -- GLOBAL FLUENCY AND AWARENESS: Understanding Diversity through Languages,
Literature, Popular Culture and the Environment.
Language is the principal means whereby we conduct our social lives. When it is used in contexts of
communication, it is bound up with culture in multiple and complex ways... The way in which people use
the spoken, written, or visual medium itself creates meanings that are understandable to the group they
belong to, for example, through a speaker's tone of voice, accent, conversational style, gestures, and
facial expressions. Through all its verbal and non-verbal aspects, language embodies cultural reality
(Language and Culture by Claire Kramsch, p.3)
COURSE DESCRIPTION:
This course will provide students with the skills needed to appreciate and interact with the diversity of
contemporary human cultures, languages, and global sustainability issues. Students will explore lifeways
markedly different from their own both through the introduction to two non-native languages as
representational reflections of two different cultures and as the impetus for in-depth analysis of global
identities, including attitudes toward environmental and social issues. Readings, films, special projects,
and lectures will highlight understanding of and sensitivity to other cultures, countries, and peoples. This
course seeks to address and abate some common misconceptions of «foreign» cultures as viewed by
and in US-American society.
Students will investigate cultural and linguistic identities that transcend national boundaries to learn how
to communicate effectively in linguistically unfamiliar situations and to have a better grasp of their own
culture. Finally, students will be exposed to basic language skills in two languages. Idiomatic
expressions pertinent to specific weekly themes will underscore the vital and inextricable connection
between the way we speak and who we are. This pairing of linguistic expression with cultural and global
environmental themes stimulates cross-cultural thinking.
COURSE OBJECTIVES:
The goal of this course is for students to develop the ability to deal with questions of values, ethics, and
aesthetics as they are represented in literature, philosophy, religion, and the arts. Such an ability is
fundamental to general education. The course's focus on intercultural connection will provide students
with the degree of intercultural competence deemed necessary to become a global citizen. Through
cross-cultural comparison, each student will meet the following learning objectives:
1. understand and appreciate global diversity;
2. comprehend the relationship between language and culture;
3. recognize and evaluate the "do’s and dont’s" in diverse parts of the world, in professional and personal
realms; and
4. analyze how global communications systems (television, internet, film, advertising, arts) transform,
connect, and express the lifeways of diverse communities.
ONLINE INTERACTION AND COLLABORATION
Your enrollment in this class assumes that you are consenting to involvement with outside entities in the
pursuit of educational interests and engagement. These may include and are not limited to social media
platforms, websites, blogs, discussion groups virtual communities, on-line academic databases, and
learning platforms. Should these resources require log-in and password information, be advised not to
use personal identification information such as your student ID or social security number.
In a "live" course, you would be interacting with other students in your class. That interaction is important
to the learning process. In this online course, you are encouraged to take advantage of opportunities
designed to promote interactive communication in cyberspace. Your classmates may be in sites distant
from your location; they may have very different backgrounds and experiences. Get to know them, seek
to work with them, and respect diversity.
One of the major ways you will share your progress with your instructor is through submissions to
Canvas. You will be submitting answers to questions on the reading assignments, reflections, lesson
plans and segments you have created, and other assignments. Other strategies include discussion
forums, live voice chat exchanges, viewing video segments and listening to audio clips. There will also
be "cyber board meetings" in which students and professors can discuss and share information with each
other and outside technological platforms will be utilized.
Part of your grade will be based on your collaborating with the class online. In order to have a successful
educational experience in distance learning courses, you will often be required to visit and participate in
outside technological platforms and programs. In the event these resources require access codes, please
refrain from using personal identifiable information when establishing log-in criteria.
SUGGESTED READINGS:
Robertson,Margaret. Sustainability Principles and Practice. Hoboken: Taylor and Francis, 2014.
Munier, Nolberto. Introduction to Sustainability: Road to a Better Future. (online)
Roger E. Axtell, ed. Do’s and Taboos Around the World. NY: John Wiley & Sons, 1993.
Kenneth Cushner and Richard Brislin. Intercultural Interactions: A Practical Guide. Sage, 1995.
Olofsson, Gwyneth. When in Rome or Rio or Riyadh… Maine: Intercultural Press, 2004.
Fons Trompenaars, Charles Hampden-Turner. Riding the Waves of Culture: Understanding Diversity in
Global Business 3rd edition. NY: McGraw-Hill, 2012.
Dean Foster. The Global Etiquette Guide to Europe. NY: John Wiley & Sons, 2000.
NOTE: Excerpts of these books are on e∙reserve and REQUIRED reading
USEFUL LINKS
COURSE REQUIREMENTS:
1. Students are expected to complete daily readings from the texts and to view other support material
provided on Canvas for each module. Information for the modules will be posted (and continuously
updated) prior to the weekly schedule so that students may work ahead of due dates. Access to the
following module will be granted only when the student has completed all the assignments pertaining to
the module he/she may be working on and successfully completes a quiz administered at the end of
every module.
2. In order to assess the student's progress, he/she will have to complete a quiz at the end of every
module. The content of the quiz will be based on the readings and other assignments pertaining to the
given module.
3. At the beginning of each week a question will be posed to the students around which the 3 modules will
be structured. At the end of the third module, each student must submit a well thought answer (2 pages)
to the afore mentioned question.
4. The students are requested to submit 5 thoughtful and meaningful entries in a blog set up within
Canvas. This space will be used to bring together ideas, thoughts, comments, etc. At the same time it will
allow the instructors to touch base with the students.
5. Language based quizzes will be administered at the end of each third module.
6. As a final project, the students are requested to produce a report comparing the two cultures discussed
throughout the session. This report (5-6 pages) must follow the same guidelines as stated in those
reports created at www.culturegrams.com.
Additional topics may be generated through class discussion and may be proposed to professors for
consideration.
EVALUATION PROCEDURES:
Class participation (COMPLETION OF MODULES) (20%)
Quizzes (15%)
Discussion thread (20%)
Blog (15%)
Final project (www.culturegrams.com) (20%)
Language Quizzes (10%)
The final course grade will be determined by the final class average using the scale below:
90% or above A
80%-89% B
70%-79% C
60%-69% D
Less than 60% F
SPECIAL ACCOMMODATIONS:
Auburn University is committed to providing accommodations and services to students with documented
disabilities. Students who need special accommodations should contact the Program for Students with
Disabilities (PSD), in 1244 Haley Center, Auburn University, Tel. 334-844-2096; Fax 334-844-2099, to
discuss their situation confidentially. More information is available on their
website, www.auburn.edu/disability. The office will fax or mail the required forms to learners to apply for
services.
HONOR CODE:
In this class, as in all classes at AU, the rules of the Honor Code must be observed. Please refer to the
recent Tiger Cub regarding the policy for academic misconduct.
SCHEDULE:
WEEK 1:
Module 1: Introduction and Expectations – Syllabus

Intro to course (live connection via Skype)."Where is Waldo?"

Definition and Meaning: “culture”! Read Trompenaars, chapters 1 (1-11) and 3 (20-28)

The sustainable way: read Munier (chapter 1)


Quiz 1.
Discussion thread question 1.
Module 2: Facebook.

Watch Culture shock


Travelling. Read Olofsson, Introduction (xxi-xxxiv).
Quiz 2.
.
Module 3: Language: Alphabet and Pronunciation

Introducing yourself, Greetings, Basic questions and responses

Greetings and small talk. Read Olofsson (19-29)

Watch Gestures

Body language. Read Axtell, chapter 1 (7-33).

Quiz 3.


Blog entry 1.
Deadline for submission of discussion thread question 1.
WEEK 2:
Module 1: Health Care Systems

Issues in Health Care: The Good News in American Medicine.

Read Health Care Systems in the EU (61-67 and 108-113) and Corruption vs. Regulation (World
Health Organization)


Quiz 4.
Discussion thread question 2.
Module 2: Facebook


Hobbies and leisure: Stereotypes [online material]??
Sports: SOCCER. Watch The Great Match.

Quiz 5.
Module 3: Language: Family and Relationship

Basic body parts, feelings, family and relatives, leisure activities

Relationships: Read Trompenaars, chapters 5 and 6 (51-82)

Quiz 6.


Blog entry 2.
Deadline for submission of discussion thread question 2.
WEEK 3:
Module 1: Gender and Education

Gender issues: Read Axtell chapter 5 (97-113) and Olofsson (217-221) [need copies of the letters the
pages refer to]


Quiz 7.
Discussion thread question 3.
Module 2: Facebook


Education Systems: Germany vs. Spain.
Quiz 8.
Module 3: Language: Education

School, studies, personal things

Student life. Skype/Facetime conversation w/ foreign student

Read Cushner chapter 9 (pages 197-237)

Quiz 9.


Blog entry 3.
Deadline for submission of discussion thread question 3
WEEK 4:
Module 1: Stereotypes and Food

Food: read When in Rome... and My Mom Cooks Better!


Quiz 10.
Discussion thread question 4.
Module 2: Facebook


Film: TBA (Historic or cultural relevance)
Quiz 11.
Module 3: Language: Traditions and Holidays

Holidays, telling time, restaurants.

Concept of Time. Read Olofsson chapter 5 (171-204)

Quiz 12.


Blog entry 4.
Deadline for submission of discussion thread question 4
WEEK 5:
Module 1: Sustainability

Read: Spain vs, Germany


Quiz 13.
Discussion thread question 5.
Module 2: Facebook.

Recycling: "Did you know that...?" And "also that...?"

Read Munier (chapter 2)

Clean energy: Leave it to the Germans. But watch out for those Spaniards!


Read Munier (chapter 5)
Quiz 14.
Module 3: Language: The Environment.

A Matter of Education: Germany vs. Spain

Conclusion

Quiz 15.


Blog entry 5.
Deadline for submission of discussion thread question 5.