Syllabus of The Course Language and Culture

Universidad Nacional Abierta y a Distancia
Vicerrectoría Académica y de Investigación
Syllabus of the Course Language and Culture, Code 551036
1. Course Information
The course is part of the academic unit: Escuela de Ciencias de la Educación ECEDU
Academic degree level: Profesional Training field: Disciplinar
Number of credits: 2 Course type: Theoretical

Course designed by:
The course does not have a re-Take
exam Edith Grande
Course updated by: Edith Grande
Date of update: Thursday, December 7,
Date of design: Thursday, December 7,
2023 2023
Course Description:
The course Language and Culture answers to the problematizing question “How to train
competent educators in the command of foreign languages according to our country’s needs
that contribute to its integration into a globalized world?” In this sense, this course explores
the relationships between language and culture and how that is relevant to teach a language
and cope with people.
In the course, the Task Based Learning (TBL) is an instructional approach that centers on
the completion of meaningful tasks as a primary method for language learning. Tasks are
designed to simulate real-world situations, encouraging learners to actively engage in
problem-solving and communication, thereby promoting language acquisition and skill
development. "Task-based learning, as an instructional approach, focuses on the active
engagement of learners in authentic and purposeful tasks that foster language acquisition
through real-world problem-solving and communication." (Richards & Rodgers, 2001, p.
222)
This pedagogical exercise is divided into 2 units. Unit 1 will explore the relationship between
Language, Culture, and Identity. Students will enhance mutual understanding of diverse
disciplinary and theoretical perspectives, reading over culturally oriented cognitive studies of
1
language. Unit 2 Language, Culture, and Mind will allow students to learn how language can
be an important part of how individuals connect to their cultural heritage.
2. Course Learning Purpose
The course learning purpose is:
• To reinforce in students their understanding of intercultural communication and the

relationship between language and cultural identity through active reading and the
use of tasks designed for English language learners.
3. Learning Outcomes
At the end of the course the student will be able to:
Learning Outcome 1: Investigate how languages shape the cultural identity of foreign
language learners in contrast to their own culture.
Learning Outcome 2: Assess the extent to which language both supports and inhibits the
sharing of ideas between people of different cultures.
Learning Outcome 3: Discuss the changes that learning a new language generates in our
way of thinking and the world around us.
Learning Outcome 4: Reflect on the association between language and cultural identity
and the effects of language loss and endangerment on some communities around the world.
4. Learning Strategy
The Learning Strategy for the course is: Task-Based Learning (TBL)
This Learning Strategy is based on: the use of tasks as the central core of learning a foreign
language through activities that involve real communication and that are meaningful to the
student. A task is a learning goal-oriented activity in which students develop a real and
authentic product. Tasks are activities that have “meaning for students” as their central
focus. They seek to achieve one or more specific objectives that must be achieved in a given
time.
The Learning Strategy is organized in 4 Tasks:
Task 1 - Cultural dinner.
2
Task 2 - Theater or cultural performance.
Task 3 - Cultural Role Plays.
Task 4 - Culture Research and Presentation
5. Course Contents and Bibliographic References
Unit 1: Language, Culture, and Identity
In this unit, the following contents will be addressed:
Language, Culture, and Identity
To address the contents, the following bibliographic references are required:
Vera da Silva Sinha, Ana Moreno-Núñez, & Zhen Tian. (2020). Language, Culture and
Identity – Signs of Life. John Benjamins Publishing Company.
https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/login.as
px?direct=true&db=e000xww&AN=2437067&lang=es&site=eds-live&scope=site
Philip Riley. (2007). Language, Culture and Identity : An Ethnolinguistic Perspective.

Continuum.
https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/login.as
px?direct=true&db=e000xww&AN=290856&lang=es&site=eds-live&scope=site
Londoño, M. (2022). TEF 5307_Relationship_between_language_and_society.

[Objeto_virtual_de_Informacion_OVI]. Repositorio Institucional UNAD.
https://repository.unad.edu.co/handle/10596/48355
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a

Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf
Unit 2: Language, Culture, and Mind
In this unit, the following contents will be addressed:
• Natural Constructions and Social Kinds Politeness

• Cultural, Developmental and Evolutionary Perspectives in Cognitive Linguistics
3
To address the contents, the following bibliographic references are required:
Paul Kockelman. (2010). Language, Culture, and Mind: Natural Constructions and Social
Kinds. Cambridge University Press.
https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/login.aspx?dir
ect=true&db=e000xww&AN=317566&lang=es&site=eds-live&scope=site
Chris Sinha. (2017). Ten Lectures on Language, Culture and Mind: Cultural, Developmental
and Evolutionary Perspectives in Cognitive Linguistics. Brill.
https://bibliotecavirtual.unad.edu.co/login?url=https://search.ebscohost.com/login.aspx?dir
ect=true&db=e000xww&AN=1587281&lang=es&site=eds-live&scope=site
VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a

Edición [PDF]. Universidad Nacional Abierta y a Distancia.
https://repository.unad.edu.co/static/pdf/Norma_APA_7_Edicion.pdf
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching
(2nd ed.). Cambridge University Press.
6. Organization of Weekly Academic Activities and Course Evaluation Plan
Initial Moment
Task 1: Cultural dinner

To be developed from week 1 to week 2
This responds to Learning Outcome: 1
The activities are read the contents of the unit 1, watch the video and record the video.
Evaluation of Task 1
The evaluation criteria for this activity are read the contents, watch and record the video,
participate in the forum; Present a PDF File according to APA standards.
The highest score for this activity is 25 points.
The highest score for this evaluation moment is 25 points, corresponding to 5% of the
course evaluation.
Intermediate Moment
4
Task 2: Theater or cultural performance

The activities are: To create a video presentation in English on a provided topic for sharing
and discussing with the collaborative group on Padlet.
The evaluation criteria for this activity are: Participate actively on task; Use active reading
to create video; Use English properly while writing; Use English properly while speaking;
Present a PDF File according to APA standards.
Task 3: Cultural Role Plays

The activities are: Create everyday situations or social events based on different cultures for
students to practice the language while exploring customs and traditions. For example,
simulating a business negotiation in a specific cultural context.
The evaluation criteria for this activity are: Participate actively on task; Try to perform with
meaning; Try to convey English pronunciation; Present a PDF File according to APA
standards.
course evaluation.
Final Moment
Task 4: Culture Research and Presentation

This responds to Learning Outcomes: 4
The activities are Assign students the task of researching a specific culture and presenting it
to the rest of the class through an essay. This can include aspects such as history, music,
literature, festivals, and beliefs. Presentations can be in the form of reports, visual
presentations, or even short videos.
The evaluation criteria for this activity are: Participate actively on task; Interpret writing
prompt; Write a complete essay; Use of Grammar and Spelling; Present a PDF File
according to APA standards.
5
course evaluation.
7. Teacher’s Support
To develop the course activities, you will have the support of a teacher or tutor. The options
for this academic support are:
• Virtual Campus E-mail

• Collaborative Forums
• Skype Sessions
• Online Conference Sessions or Web Conferences

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Universidad Nacional Abierta y a Distancia

Vicerrectoría Académica y de Investigación

Syllabus of the Course Language and Culture, Code 551036

Academic degree level: Profesional Training field: Disciplinar

Number of credits: 2 Course type: Theoretical

2. Course Learning Purpose

The course learning purpose is:

• To reinforce in students their understanding of intercultural communication and the

At the end of the course the student will be able to:

The Learning Strategy is organized in 4 Tasks:

Task 1 - Cultural dinner.

Task 3 - Cultural Role Plays.

Task 4 - Culture Research and Presentation

5. Course Contents and Bibliographic References

Unit 1: Language, Culture, and Identity

In this unit, the following contents will be addressed:

Language, Culture, and Identity

To address the contents, the following bibliographic references are required:

Philip Riley. (2007). Language, Culture and Identity : An Ethnolinguistic Perspective.

Londoño, M. (2022). TEF 5307_Relationship_between_language_and_society.

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a

Unit 2: Language, Culture, and Mind

In this unit, the following contents will be addressed:

• Natural Constructions and Social Kinds Politeness

VIMEP. (2020). Instructivo para la usabilidad de Normas internacionales de citación APA 7a

6. Organization of Weekly Academic Activities and Course Evaluation Plan

Task 1: Cultural dinner

To be developed from week 3 to week 7

Task 3: Cultural Role Plays

Task 4: Culture Research and Presentation

• Virtual Campus E-mail

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