TY - CHAP
T1 - Internationalizing the communication curriculum
T2 - face-to-face communication
AU - Charldorp, Tessa Cyrina
AU - van Braak, M.
AU - Akkermans, A.
PY - 2019
Y1 - 2019
N2 - In the bachelor course Face-to-Face Communication, students receive an introduction to pragmatics, specifically “talk in interaction.” Students learn (1) about pragmatic theories concerning how we get things done in talk; (2) how one’s cultural background and speaking in a second language influence interactional understanding; and (3) how to do research on intercultural interaction in formal and informal settings. This chapter includes the syllabus of the course, including a list of topics discussed, reading materials, course assignments (such as preparatory assignments for class and reflective diary assignments), and a step-by-step explanation of the various phases of the research project in which students learn to do research on intercultural interaction. Through carefully choosing literature, guiding students through a research project for which they gather real conversations in both a local and international setting, encouraging students to reflect on their own and other people’s (intercultural) interaction in diary assignments, and designing interactive seminar activities focusing on intercultural communication, the face-to-face communication curriculum can be “internationalized.” Through this curriculum design, students learn about, experience, and do research on face-to-face communication beyond their own culture, language and context.
AB - In the bachelor course Face-to-Face Communication, students receive an introduction to pragmatics, specifically “talk in interaction.” Students learn (1) about pragmatic theories concerning how we get things done in talk; (2) how one’s cultural background and speaking in a second language influence interactional understanding; and (3) how to do research on intercultural interaction in formal and informal settings. This chapter includes the syllabus of the course, including a list of topics discussed, reading materials, course assignments (such as preparatory assignments for class and reflective diary assignments), and a step-by-step explanation of the various phases of the research project in which students learn to do research on intercultural interaction. Through carefully choosing literature, guiding students through a research project for which they gather real conversations in both a local and international setting, encouraging students to reflect on their own and other people’s (intercultural) interaction in diary assignments, and designing interactive seminar activities focusing on intercultural communication, the face-to-face communication curriculum can be “internationalized.” Through this curriculum design, students learn about, experience, and do research on face-to-face communication beyond their own culture, language and context.
U2 - 10.4324/9780429266126
DO - 10.4324/9780429266126
M3 - Chapter
SN - 9780367217945
T3 - Routledge Research in Communication Studies
SP - 267
EP - 277
BT - Internationalizing the communication curriculum in an age of globalization: why, what and how.
A2 - Turner, Paaige
A2 - Bardhan, Soumia
A2 - Quigley Holden, Tracey
A2 - Mutua, Eddah M.
PB - Routledge
CY - New York
ER -