LLAS Centre for Languages, Linguistics and Area Studies

Delivering the international agenda - are we, as language lecturers, the best people to do it?
Language and culture are inseparable. Or are they? Do you necessarily deliver cross cultural awareness through the teaching of a module on Italian literature or Spanish politics? Does being a French specialist automatically equip you with the ability to contribute to the international agenda of your institution? The assumption is yes. And yet, there is a need to challenge such assumptions. As the European Union refers to pluriculturalism and is gone beyond a 'binary' system, as there is clear evidence of a decline in the number of undergraduates taking language degrees, I would argue that there is a need for language lecturers to re-invent themselves, reflect on their practice and methodological approach as well as content of delivery if we are to come closer to matching these assumptions. This paper is proposing to look briefly at the challenges faced by language specialists in Higher Education, offer reflections on language learning and language teaching and finally offer a positive, researched answer to the question in the title.

The year abroad: A critical moment
The year abroad component has faced challenges in recently, although it represents a life-changing experience for most students. This paper illustrates the importance of the year abroad to the undergraduate language degree, drawing on research evidence arising from an ESRC funded project of the development of criticality in undergraduates. Our suggestion, supported by our empirical evidence, is that the Year Abroad has a powerful role in allowing language students to develop in the domains of the self and the world which in turn helps progression in the domain of reason, and feeds into their ability to engage critically with academic work.

'Sharing Words': Conversation, collaboration and cultural connections
This paper examines the way in which native speakers of taught languages can be mobilised by universities for use in outreach activities. The authors suggest an empowering approach to facilitate cross-cultural communication. A questionnaire following such a scheme was administered to AS and A2 students, the results of which showed several benefits to the learners.

Decentering Area Studies
This paper was first presented at a round-table discussion on the 'Future of Area Studies' held at Woburn House, London on 24 March 2004. This presentation was deliberately provocative and polemical, and more than a trace of these characteristics remain in this more developed version.

Setting the context, highlighting the importance: Reflections on interculturality and pedagogy
This is a report on the IALIC/Subject Centre Pedagogical Forum on "Intercultural Lessons: Locating the intercultural in an educational context". It highlights the importance of interculturality in pedagogy. It addresses how teachers are developing curricula and unpacking learning moments which challenge students to reflect critically on their own lived experience. The classroom should be the place where both cognitive and affective challenge materializes, and where both teachers and learners can take the opportunity to reflect on one's response. The Forum, too, was a space for reflection and challenge, and a valued opportunity for the exploration of interculturality and pedagogy.

A Snapshot of Intercultural Communication Courses: An International Analysis
This essay reflects upon an ongoing study by Lengel and Talkington (2003) examining intercultural communication course outlines in order to determine the current status of the field of intercultural communication within the U.S.A., its territories, Britain, and Western Europe. The essay focuses on four key assessment questions about those courses, with particular attention given to languages and intercultural communication, and to critical intercultural communication studies.

Why the UK Needs Area Studies
This keynote speech was originally presented at the Area Studies Project conference: Understanding the world: Developing interdisciplinary area studies to meet the needs of the 21st century. The day began with an impassioned plea by former UK Ambassador to Iraq Sir Harold Walker that it is in the national interest that Area Studies programmes are maintained in the UK. In light of current events in Iraq and Afghanistan it is imperative that universities produce graduates who understand the languages and cultures of regions such as the Middle East.

Orientation in narratives: Intercultural differences between native English and Chinese-English bilingual students

This paper aims to explore differences in presenting picture-based narratives between two distinct language and cultural groups - native English students (ES) and native Chinese students (CS) whose L2 is English. It compares narratives in English L1, English L2 and Chinese L1. The degree of specificity and elaboration of ES and CS texts differs significantly in various aspects of orientation. ES texts are more specific in character identification, whereas CS texts are more specific in time orientation. The differences reflect the influence of L1 culture. Findings help raise writer's awareness of areas of differences when writing for readers of different cultures.

The Construction of Second Language Identity in two Chicano Autobiographies
This short paper uses literary autobiographies to explore intercultural experiences and the relationship between the perception of the self and language learning. The analysis will follow a post-structuralist view of language learning where L2 users have identities of their own, that are multiple and that are subject to change over time (Norton 2000, Pavlenko 2002). Extracts from autobiographies of L2 writers are used to demonstrate that language learning takes place by socialization, i.e. by appropriation and internalization of voices around us and by having the power to impose reception on others. We will conclude by arguing that to do justice to language learners permeable and dynamic identities we need to take on board how identity markers, such as social and ethnic background, together with socialization process, can be crucial for language learning success.

Seeing and saying things in English
A description is given of a module in English for Intercultural Communication currently offered at the University of Rome III (Italy). It teaches students how, in intercultural exchanges conducted in 'English', mutual understanding can be best achieved by relativising the concept of 'English' and by reconsidering the relationship between language and 'thought' (or, more recisely, 'being'). Students introject English-speaking cultural 'doubles' and then, as their doubles, carry out intercultural research tasks.

Intercultural Learning and Ethnography: Observing Culture at Leeds Metropolitan University

The following paper describes the module Observing Culture which is offered as part of the undergraduate language provision at Leeds Metropolitan University. The aim of the module is to prepare students for the year abroad and to enhance their cultural sensitivity by exploring shared cultural knowledge, values and beliefs. By observing and critically examining their own cultural practices, students are encouraged to become more aware of certain patterns under the surface of life, which should help them to gain a better understanding of their own and others' cultural worlds. The module incorporates an introduction to anthropological and sociolinguistic concepts, ethnographic research, reflective learning and ethnographic writing.

Intercultural communication: a teaching and learning framework

The objectives of this paper are to; present a teaching and learning framework which provides the foundation for the effective acquisition and mediation of intercultural communication skills in the modern language classroom; balance the theory with practical examples of teaching methodology, materials and activities. The framework presented here merges theories of learning from the fields of intercultural education, intercultural communication studies and educational psychology.

Challenging cultural stereotypes through contemporary Italian films

This paper aims to demonstrate how cinema, as a visual aid, provides insights into contemporary Italian culture and society and at the same time how it can bring students into direct contact with an authentic use of Italian language and idioms.

Student voices on residence abroad

This paper focuses on the learning outcomes of residence abroad. It analyses for the first time qualitative data from the Residence Abroad Project (RAP) within the context of earlier quantitative findings from both RAP and the earlier European Language Proficiency Survey (ELPS).

Inside-out: Student criticism of "foreign experts" in universities in the P.R.C.
The article through its use of critical incidents provides stimulating case study material for TEFL/TESOL teacher education programmes. The paper brings together three key issues: the underlying concept of 'communicative competence and Communicative Language Teaching, the status of English as a lingua franca and the debates related to linguistic imperialism, and lastly the nature of teacher education and what are relevant and appropriate skills within this field for practitioners.

Global perspectives in Area Studies: a complacent or creative response?

Higher Education is under pressure to produce graduates with the knowledge and skills for working in a globalised world and with the values and attitudes to behave as global citizens. Are Area Studies students developing these 'global perspectives' through their studies? A scoping study at the Royal Geographical Society (with with the Institute of British Geographers) has investigated the current status of the global dimension. The research project examined how global perspectives are manifest at three different levels within Higher Education: disciplines/subject areas, departments/teaching teams and institutions. In Area Studies, the picture is generally encouraging, with many of the building blocks for developing and strengthening global perspectives already in place. The long-term objective is for a holistic approach where all the components contributing to global perspectives are integrated and embedded into the ethos, structures, activities and daily life of Higher Education institutions.

Translation Studies in the UK

Translation Studies in the UK is a small but expanding field of study. Programmes are primarily at postgraduate level though some elements of translation studies are included in first degree programmes in ancient and modern languages. The cultural approach to translation is the most recent development in a field that has been growing steadily since the 1970s. What distinguishes Translation Studies from translating is the emphasis on cultural history and the role and function of translation in the broader socio-cultural context.

Intercultural awareness as a component of HE Modern Language courses in the UK
This study traces the growing importance attached to intercultural awareness within Modern Languages Higher Education in the UK. It differentiates between the incorporation of intercultural insight into language learning and the development of 'intercultural studies' as an emerging interdisciplinary field. This development, it is argued, is changing the character of the relationship between Modern Languages and Cultural Studies in the UK. The role of intercultural awareness within the curriculum entails not simply innovative pedagogies and the inclusion of periods of residence abroad as part of undergraduate programmes. It has underlined the value of linking ethnography, history, language, literature, philosophy and psychology in new course combinations. The article reviews the background to this change and the various teaching practices associated with it.

Excuse me, what is a republic? Introducing Italian area studies to first year undergraduates
This paper describes an area studies module of an Italian degree programme at the University of Central Lancashire. There is a particular emphasis on transferable skills.

Intercultural issues in foreign language learning and ethnographic approaches to study abroad
The article outlines current emphases on interculturality, ideas of the 'intercultural speaker' and revised approaches to language-and-culture learning. Related research activity in the UK is described. The content and method of ethnographic courses for language learners are outlined and there is detailed consideration of the implications for learners and teachers of ethnographic preparation for periods of residence abroad.

Pragmatics and intercultural communication (27 Mar 06)
Event date: 27 March, 2006
Location: The British Council, London

Visual communication (13 Jan 06)
Event date: 13 January, 2006
Location: University of Dundee

IALIC/Subject Centre Pedagogical Forum (13 Nov 2004)
Event date: 13 November, 2004
Location: Dublin City University, Republic of Ireland

Resources and activities for developing intercultural competence (26 Nov 2003)
Event date: 26 November, 2003
Location: CILT,

IALIC/Subject Centre Pedagogical Forum (16 Dec 2003)
Event date: 16 December, 2003
Location: George Fox Building, Lancaster University

Area Studies conference (24 March 2004)
Event date: 29 March, 2004 - 30 March, 2004
Location: Woburn House, 20 Tavistock Square, London WC1H 9HB

Intercultural learning and the role of visual media
Event date: 31 January, 2003
Location: CiLT

Language students to help army in Iraq
An article in the Guardian, 18th February 2004, reports that students of Arabic are being encouraged to put their degrees on hold to join the British army as interpreters in Iraq.

Resources and activities for developing intercultural competence
Organised through CILT's partnership with the Subject Centre, the next in a series of resources events will take place at CILT, home of the Higher Education Resources Collection, on 26 November 2003. Previous events have looked at the use of virtual environments for language teaching, resources for the teaching and learning of linguistics, commercialising home-grown materials and resources to support institution-wide language programmes. The next event in this series will look at resources and activities for developing intercultural competence.

Intercultural Learning and the role of Visual Media
Workshop: 31st January, CILT, Covent Garden, London