Multilingualism and Intercultural Dialogue

Recommended Prerequisites

NA

Teaching Methods

Face-to-face research seminars in articulation with practical independent qualitative fieldwork to be developed by students according to predetermined guidelines, leading to independent original projects on a given topic of interest.

Learning Outcomes

Students will:
a. acquire knowledge about the linguistic/cultural elements in European multilingual spaces, their sociohistorical sociocultural foundations, to develop original ideas from critical linguistic and intercultural angles
b. develop problem-solving skills in unfamiliar environments within broader multidisciplinary angles related to zones of cultural and linguistic contact, dialogue and citizenship, e.g., migrant and heritage
c. integrate knowledge and deal with complex critical linguistic judgements based on limited information including associated ethical intercultural responsibilities
d. communicate findings and underlying rationales in clear unambiguous ways; develop autonomous learning skills
e. manage specialised bibliographic online and offline sources about languages and cultures in contact
f. develop methods and skills for original research in critical and applied sociolinguistics and sociocultural approaches to multilingualism and intercultural dialogue.

Work Placement(s)

No

Syllabus

The course crosses insights from multilingualism, intercultural dialogue and citizenship studies, to explore the central role of language, multilingual and multissemiotic practice across distinct dynamics of difference and recognition in spaces of linguistic and cultural contact.
1. First, it introduces philosophical, ethical, anthropological, social and linguistic angles on interculturality, hospitality and cultural difference, multi- and plurilingualism, citizenship.
2. Second, it follows language practices across three dimensions of citizenship: status (e.g. language in institutions, language policy and planning), habitus (lived experience of language acquisition, socialization and repertoire); acts (e.g., mediated action and activity, linguistic citizenship and agency).
3. This helps identify and create critical awareness of how speakers or collectives perceive and develop public voices in spaces of cultural and linguistic difference and hierarchy.

Head Lecturer(s)

Maria Clara Bicudo de Azeredo Keating

Assessment Methods

Assessment
Participation in class: 20.0%
Laboratory work or Field work: 20.0%
Research work: 60.0%

Bibliography

André, J. M. (2012). Multiculturalidade, identidades e mestiçagem. Palimage.
Blommaert, J. (2010). The Sociolinguistics of Globalization. Cambridge University Press.
Garcia, O., & Wei, L. (Eds.). (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
Isin, E. F. (2008). Theorizing Acts of Citizenship. In E. F. Isin & G. M. Nielsen (Eds.), Acts of Citizenship (pp. 15–43). Zed Books.
Kramsch, C. (Ed.). (2002). Language Acquisition and Language Socialization: Ecological Perspectives. Continuum.
Lim, L., Stroud, C., & Wee, L. (Eds.). (2018). The Multilingual Citizen. Multilingual Matters.
Martin-Jones, M., & Martin, D. (Eds.). (2016). Researching Multilingualism: Critical and Ethnographic Approaches. Routledge.
Pratt, M.L. (1988). Linguistic Utopias. In Fabb, N. et al (Eds.). The Linguistics of Writing. Manchester University Press.
Santos, B. S (Ed.) (2003). Reconhecer para libertar. Rio de Janeiro: Civilização Brasileira.