UNIVERSITY OF KENT
Talking Cultures: Exploring Intercultural Awareness Competencies
SECTION 1: MODULE SPECIFICATIONS
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The title of the module: Talking Cultures: Exploring Intercultural Awareness Competencies.
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The School which will be responsible for management of the module: CEWL.
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The Start Date of the Module: January 2013.
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The cohort of students (onwards) to which the module will be applicable: 2012 entry.
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The number of students expected to take the module: 12.
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Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Departments and Faculties regarding the withdrawal: None.
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The level of the module: C.
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The number of credits which the module represents: 15
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Which term(s) the module is to be taught in (or other teaching pattern): in both or either
Autumn and Spring terms; Terms 1 and 2.
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Prerequisite and co-requisite modules:
7.5 ECTS.
None.
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The programmes of study to which the module contributes: None specified.
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The intended subject-specific learning outcomes and, as appropriate, their relationship to
programme learning outcomes:
Students successfully completing this module will
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
have a greater understanding of the way people communicate within and across social
groups (S1);

have a greater understanding of their own culture and themselves (S2);

awareness of ethnocentrism (S3);

awareness of cultural bias (S4);

knowledge about other cultures (S5);

develop a sensitivity to the social, cultural and political issues which surround language
(S5).
The intended generic learning outcomes and, as appropriate, their relationship to programme
learning outcomes:
Students should be able to

communicate the results of study accurately and effectively, with well-structured and
coherent arguments (G1);

communicate information, ideas, problems and solutions (G2);
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
select and use appropriate library and information technology application and resources
(G3);

synthesise information by presenting their own interpretation (G5);

evaluate information obtained from discussions with others (G6);

work cooperatively with others in a seminar/workshop format (G7);

take a leading role in group discussions (G8);

make clear and relevant contributions to discussions (G9);

respond perceptively to contributions from others (G10);

manage own learning effectively and responsibly to achieve goals and meet deadlines
(G11);

undertake independent learning (G12).
A synopsis of the curriculum:
The module which tackles the notion of intercultural communication, aims to develop students'
engagement and integration with their fellow classmates within a contemporary
internationalised classroom. The module will help to increase awareness of cultural differences
and will explore cultural heritage, prejudices and stereotypes.
. All the following thematic areas will be covered throughout the workshops but not necessarily
in the order they are presented below:
Awareness of ethnocentrism
Cultural bias
Cultural Knowledge (about other cultures, people, nations, behaviours ...) with emphasis on
ways to compare and contrast cultures and identify fundamental differences between cultures
Empathy
Cultural identity
Othering (the process of ascribing identity to the Self through the often negative attribution of
characteristics to the Other)
Politeness, respect and power
Identification of problems that can occur during spoken discourse and social interaction.
Students will actively participate in independent and collaborative work in the form of leading
and engaging in seminar discussions, giving presentations, writing summaries , an essay and
a report. It is anticipated that through the range of workshops, students will develop their
communication skills to engage effectively while in discussion, persuasion, influencing,
argumentation and negotiation both in written and in oral form, individually and as part of a
team. In addition, students will be expected to read widely on related topics to underpin their
credibility as both opinion leaders and as serious academic researchers.
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Indicative Reading List:
Holliday, Adrian, Martin Hyde & John Kullman (2010) Intercultural Communication: an
advanced resource book for students London: Routledge.
Kotthoff, Helga & Helen Spencer-Oatey eds. (2007) Handbook of Intercultural
Communication Berlin: Walter de Gruyter.
Martin, J.N. & T.K. Nakayama (2008) Experiencing Intercultural Communication: an
introduction New York: McGraw Hill.
Neuliep, J.W. (2011) Intercultural Communication: a contextual approach 5th ed. London:
Sage.
Novinger, Tracy (2001) Intercultural Communication: A Practical Guide Austin, Texas:
University of Texas Press.
Pan, Y., S. Wong Scollon & R. Scollon (2002) Professional Communication in International
Settings Oxford: Blackwell.
Scollon, Ron, Suzanne Wong Scollon & Rodney H. Jones (2012) Intercultural
Communication: A Discourse Approach Chichester: John Wiley.
Spencer-Oatey, Helen (2008) Culturally Speaking: culture communication and politeness
theory London: Continuum.
Spencer-Oatey & P. Franklin (2009) Intercultural Interaction: a multidisciplinary approach to
intercultural communication Basingstoke: Palgrave Macmillan.
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Learning and Teaching Methods, including the nature and number of contact hours and the
total study hours which will be expected of students, and how these relate to achievement of
the intended learning outcomes:
As the learning outcomes of this 15 credit module focus on intercultural awareness, students
will be expected to attend 2 hours of workshop sessions per week. They will also be expected
to complete a minimum of 10.5 hours per week guided self-study; a total of 150 hours.
Contact time during workshop sessions will be used to introduce topics and provide
opportunities for practice, discussion and feedback.
During the workshops, students will:

engage in analysis and discussion of texts, and of effective oral, written and academic
communication

analyse and practise debating skills and strategies of argumentation

engage in seminar discussions

lead seminar discussions

present opinions

give persuasive opinions and presentations

have a forum for discussing study and research skills and putting these into practice
Students will be given guided self-study tasks to further develop the skills and concepts
introduced in workshop sessions. These tasks are also intended to encourage students to
develop independent study skills.
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Assessment methods and how these relate to testing achievement of the intended learning
outcomes:
Learning outcomes will be assessed by 100% course work.
The following is indicative of the assessment pattern:
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Weeks 8/ 20
Essay (1500 words)
40%
Weeks 12/24
Group project presentation
30%
Submit in Weeks 12/ 24
Learner Journal (1500 words)
30%
Implications for learning resources, including staff, library, and IT space:
Purchase of books for the library. No particular IT resources are required. Staff and space
costs will be covered by FTEs generated by the module.
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The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need in its
teaching. Within this module we will make reasonable adjustments wherever necessary,
including additional or substitute materials, teaching modes or assessment methods for
students who have declared and discussed their learning support needs. Arrangements for
students with declared disabilities will be made on an individual basis, in consultation with the
University’s/Collaborative Partner’s (delete as applicable) disability/dyslexia support service,
and specialist support will be provided where needed.
20 Campus where module will be delivered: Canterbury
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
DEPARTMENT
Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the
above module proposal and have given advice on the correct procedures and required content of
module proposals"
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Director of Learning and Teaching
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Date
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Print Name
Statement by the Head of Department: "I confirm that the Department has approved the
introduction of the module and, where the module is proposed by Departmental staff, will be
responsible for its resourcing"
.................................................................
Head of Department
..............................................
Date
…………………………………………………….
Print Name
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