Students
JPS 816 – Issues in Intercultural Communication
2014 – S1 External
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Tomoko Koyama
Contact via tomoko.koyama@mq.edu.au
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|---|---|
| Credit points |
Credit points
4
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| Prerequisites |
Prerequisites
(12cp in JPS units at 300 level) or admission to PGCertArts in Intercultural Language Pedagogy
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit examines distinctive features of Japanese language and culture from an intercultural perspective. Special attention will be given to cultural values and attitudes that govern utterances. The unit adopts heuristic approaches. Students will work on small projects by applying theories of intercultural communication to various text types.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrate a enhanced depth and breadth of language acquisition theories within and beyond IcLL theoretical framework
- Utilise prior experience of LOTE teaching and apply their knowledge to integrate and synthesise changing needs of syllabus design.
- Systematically analyse aspects of Japanese culture from sociolinguistic perspective
- Communicate effectively in various formats their view of teaching by incorporating IcLL paradigm
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
- Demonstrate a high standard of discernment to engage in teaching design based in evidence and research
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Discussion | 5% | Weekly |
| Weekly Mini-Assignments | 50% | Sunday 5pm of each week |
| Semester Project | 30% | Wednesday 18 June |
| Quiz | 15% | Weekly |
Discussion
Due: Weekly
Weighting: 5%
Discussion is a shared field with peer students. It is a weekly opportunity for students to reflect on the studied topic and to offer feedback to others.
On successful completion you will be able to:
- Demonstrate a enhanced depth and breadth of language acquisition theories within and beyond IcLL theoretical framework
- Utilise prior experience of LOTE teaching and apply their knowledge to integrate and synthesise changing needs of syllabus design.
- Systematically analyse aspects of Japanese culture from sociolinguistic perspective
- Communicate effectively in various formats their view of teaching by incorporating IcLL paradigm
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
- Demonstrate a high standard of discernment to engage in teaching design based in evidence and research
Weekly Mini-Assignments
Due: Sunday 5pm of each week
Weighting: 50%
Students are expected to respond to the assignment task relevant to each week's topic. The main purpose of this exercise is to re-enforce the student's learning on the specific topic.
On successful completion you will be able to:
- Demonstrate a enhanced depth and breadth of language acquisition theories within and beyond IcLL theoretical framework
- Utilise prior experience of LOTE teaching and apply their knowledge to integrate and synthesise changing needs of syllabus design.
- Systematically analyse aspects of Japanese culture from sociolinguistic perspective
- Communicate effectively in various formats their view of teaching by incorporating IcLL paradigm
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
- Demonstrate a high standard of discernment to engage in teaching design based in evidence and research
Semester Project
Due: Wednesday 18 June
Weighting: 30%
Students are expected to research and examine teaching resources relevant to IcLL classroom teaching. The main purpose of this exercise is to evaluate how 'realia' can be effectively incorporated in classroom to promote 5 key principles of IcLL pedagogical framework.
On successful completion you will be able to:
- Demonstrate a enhanced depth and breadth of language acquisition theories within and beyond IcLL theoretical framework
- Utilise prior experience of LOTE teaching and apply their knowledge to integrate and synthesise changing needs of syllabus design.
- Systematically analyse aspects of Japanese culture from sociolinguistic perspective
- Communicate effectively in various formats their view of teaching by incorporating IcLL paradigm
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
- Demonstrate a high standard of discernment to engage in teaching design based in evidence and research
Quiz
Due: Weekly
Weighting: 15%
Quiz questions are designed to monitor the learning progress of assigned texts. Texts will be provided on iLearn (e.g. Report in Intercultural Language Learning by DEST, Australian Government). Quiz questions can be found in each week's folder with detailed instructions. Each quiz consists of average of 5 questions.
On successful completion you will be able to:
- Demonstrate a enhanced depth and breadth of language acquisition theories within and beyond IcLL theoretical framework
- Utilise prior experience of LOTE teaching and apply their knowledge to integrate and synthesise changing needs of syllabus design.
Delivery and Resources
This unit is delivered fully online. All relevant resources will be uploaded on iLearn.
Unit Schedule
| Week 1 | Introduction |
| Week 2 | Function of Language |
| Week 3 | What is Intercultural Communication? |
| Week 4 | Intercultural Communication from Anthropological Perspective |
| Week 5 | Lost in translation |
| Week 6 | Interacting in Society 1 |
| Week 7 | Interacting in Society 2 |
| Week 8 | Expressing in Society |
| Week 9 | Non-verbal Communication |
| Week 10 | Aspect of Japan: Environment |
| Week 11 | Language and Mind |
| Week 12 | Putting things together: IcLL in classroom |
| Week 13 | Project engagement/No Lecture |
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
PG - Discipline Knowledge and Skills
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Learning outcomes
- Demonstrate a enhanced depth and breadth of language acquisition theories within and beyond IcLL theoretical framework
- Utilise prior experience of LOTE teaching and apply their knowledge to integrate and synthesise changing needs of syllabus design.
- Systematically analyse aspects of Japanese culture from sociolinguistic perspective
Assessment tasks
- Discussion
- Weekly Mini-Assignments
- Semester Project
- Quiz
PG - Critical, Analytical and Integrative Thinking
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Learning outcomes
- Utilise prior experience of LOTE teaching and apply their knowledge to integrate and synthesise changing needs of syllabus design.
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
Assessment tasks
- Discussion
- Weekly Mini-Assignments
- Semester Project
PG - Research and Problem Solving Capability
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Learning outcomes
- Utilise prior experience of LOTE teaching and apply their knowledge to integrate and synthesise changing needs of syllabus design.
- Systematically analyse aspects of Japanese culture from sociolinguistic perspective
- Communicate effectively in various formats their view of teaching by incorporating IcLL paradigm
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
- Demonstrate a high standard of discernment to engage in teaching design based in evidence and research
Assessment tasks
- Discussion
- Weekly Mini-Assignments
- Semester Project
PG - Effective Communication
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Learning outcomes
- Communicate effectively in various formats their view of teaching by incorporating IcLL paradigm
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
- Demonstrate a high standard of discernment to engage in teaching design based in evidence and research
Assessment tasks
- Discussion
- Weekly Mini-Assignments
- Semester Project
PG - Engaged and Responsible, Active and Ethical Citizens
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Learning outcomes
- Communicate effectively in various formats their view of teaching by incorporating IcLL paradigm
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
- Demonstrate a high standard of discernment to engage in teaching design based in evidence and research
Assessment tasks
- Discussion
- Weekly Mini-Assignments
- Semester Project
PG - Capable of Professional and Personal Judgment and Initiative
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Learning outcomes
- Communicate effectively in various formats their view of teaching by incorporating IcLL paradigm
- Will be ethically aware and confident in disseminating the role of 'third place',an intercultural position, in classroom
- Demonstrate a high standard of discernment to engage in teaching design based in evidence and research
Assessment tasks
- Discussion
- Weekly Mini-Assignments
- Semester Project
Departmental Policy on Late Submission of Assignments
Assignments are compulsory and must be submitted on time. As a general rule, extensions will not be granted without a valid and documented reason (e.g. medical certificate). Late submissions will be penalised by 5% for each day (including weekends) the assignment task is late. No assignments will be accepted after assignments have been corrected and feedback has been provided. Assignment tasks handed in early will not be marked and returned before the due date.