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SYLLABUS

ENGLISH FOR
SOCIAL INTERCULTURAL COMMUNICATION

1. Course Identity

Course Name : English for social intercultural communication

Credit : 2 Credits

Semester : 2

Course Status : Compulsory

Requirement : -

Lecturer : Umi Rachmawati, S.Pd., M.Pd.

2. Course Description

This course offers a comprehensive, contemporary and critical introduction to the


field of intercultural communication from the perspective of discourse analysis,
sociolinguistics and the neighbouring disciplines of anthropological linguistics and
multilingualism. It aims to raise students awareness of the cultural differences and
inequalities in the contemporary world and to equip them with theoretical and
analytic skills to discuss these issues orally and in writing.
This course provides the students about the influence of internationalization and
multiculturalism on language and interaction. The students will learn wide range of
social contexts. They will learn how the language, culture, and identity are linked
and how theu influence each other, and how people behave and interact with each
other in a multicultural society. the students will learn about the intercultural
communication in social institution and organizations such as schools, government
bodiesm and co-operatives.

3. Competences and Indicators of the Course Achievement


At the end of the course, the students are able to:

- Identify the cultural identity, difference and similarity as constructed through


discourse, i.e. different ways of speaking, writing, and other forms of social
action.
- Understand the ever-changing world defined by restructuring of economic, social
and cultural relations, transnational migration, tourism, overseas study, and global
media, more and more people from different backgrounds come into contact with
one another. T
- Understanding communication faces many challenges which include the linguistic
challenges of language learning, the discursive challenges of stereotyping and the
social challenges of equal work opportunities, inclusion and justice.
- Critically understand intercultural communication from discourse analytic and
sociolinguistic perspectives and demonstrates how people in different situations of
intercultural contact position themselves linguistically and discursively, and how
the linguistic codes and varieties they speak and write give them access (or not) to
different resources such as mobility, educational opportunities, jobs, and so on.
- Examine the notions of sameness and difference in the context of ethno-
cultural stereotyping, discrimination, exclusion and exploitation.
- Reflect on the underlying language ideologies (i.e. assumptions and beliefs about
language) that normalize and naturalize the views we hold of ourselves and other
people.
- Provide the extent they can assume culture to be synonymous with language and
nation, and how acts of intercultural communication are performed or represented
in different domains such as international business, marketing, and interpersonal
relations.

4. Learning Strategies

There are some learning strategies in the course developed which are based on
competences. The approach used is the student active learning. This strategy is through:
1. Interactive lecturing
2. Group discussion
3. Case discussion
4. Debate
5. Individual works
6. Group works
7. Problem based Learning
8. Evaluation.

5. Learning Media

a. Laptop
b. LCD
c. Internet
d. dictionary
e. Journals
f. Etc.
6. Topics for Discussion
Intercultural communication: Approaches and definitions
The origins of intercultural communication
Language and culture
Nation and culture
Intercultural communication at work
Intercultural communication in marketing
Intercultural romance
Intercultural communication and exclusion
Intercultural communication in a multilingual world

Learning Outline:

No Meeting Materials Agenda

1 1 Course description (syllabus). Syllabus discussion


1. content
2. scoring systems
3. class rules
arranging the individual learning
goals
2 2 Foundation of Intercultural Reading : Why study intercultural
Communication communication 3 (Chapter 1)

3 3 The History of the Study of Presentation Chapter 2


Intercultural Communication
4 4 Culture, Communication, Context, Presentation Chapter 3
and Power
5 5 History and Intercultural Presentation Chapter 4
Communication

6 6 Identity and Intercultural Presentation Chapter 5


Communication
7 7 Language and Intercultural Presentation Chapter 6
Communication
MID SEMESTER TEST (20 points)

8 8 Nonverbal Codes and Cultural o Presentation Chapter 7


Space
No Meeting Materials Agenda

9 9 Understanding Intercultural o Presentation Chapter 8


Transitions
10 10 Popular Culture and Intercultural o Presentation Chapter 9
Communication

11 11 FIELD TRIP OUTDOOR CLASS

12 12 Culture, Communication, and o Presentation Chapter 10


Intercultural Relationships
13 13 Culture, Communication, and o Presentation Chapter 11
Conflict
14 14 Striving for Engaged and Effective o Presentation Chapter 12
Intercultural Communication
Final Test (Project Presentation) - 40 poin

References:

1. Martin, Judith N. & Nakayama, Thomas. (2009). Intercultural communication in context


5th edition. New York: Mc Graw Hill Componies Inc.
2. Novinger, Tracy. (2001). Intercultural communication: a practical guide. Texas:
University of Texas Press.
3. Ting-Toomey, Stella. (1999). Communicating accross cultures. New York: The Guilford
Press.
4. Other materials from other sources.

Evaluation:

1. Presentation : 20% 4. Quiz 2 : 10%


2. Quiz 1 : 10% 5. Final Test : 40%
3. Mid Semester : 20%

Notes:

1. The students who can join the final test are the ones who attend the class no less than 75%
of the whole meetings. There is no subtituion for the quiz, test, or presentation.
2. Scoring criterion

Scores Convertion

85- 100 A 4,00

80- 84 A- 3,70

75- 79 B+ 3,30

70- 74 B 3,00

65- 69 B- 2,70

60- 64 C+ 2,30

55- 59 C 2,00

50- 54 C- 1,70

40- 49 D 1,00

0- 40 E 0,00

3. Consultation: Text me on (085643646788)

4. Scoring sheet will be given in every test.

Lecturer,

Umi Rachmawati, S.Pd., M.Pd.


Assignment I

Due to the fact that communication entangles cultural values, you as language learners should be
able have broader knowledge on the culture of the target language. To achieve this goal, find as
many as possible cultural values which are different from your native culture. For example, in
Indonesia, asking someones activity is a good culture meaning that there will be no dilemma. If you
ask Where are you going? in Indonesian culture, Indonesian will not be mad at you. On the
contrary if you ask an Englishman, Where are you going?, it will interrupt them. Englishman does
concern on his/ her privacy. This difference influence someone in communicating with others.