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LING20100

Academic Year 2026/2027

Intercultural Communication (LING20100)

Subject:
Linguistics
College:
Arts & Humanities
School:
Languages, Cultures & Linguis
Level:
2 (Intermediate)
Credits:
5
Module Coordinator:
Dr Sandrine Peraldi
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module explores communication across cultures and languages. It examines key concepts of culture, with a particular focus on non-essentialist perspectives and the role of culture in the construction and negotiation of self-identities and perceptions of others.

Drawing on examples from both face-to-face and mediated forms of communication, including digital environments, the module investigates how individuals from diverse cultural backgrounds interact and make meaning. It also explores the opportunities and challenges that can arise in intercultural encounters, fostering a critical understanding of communication in an increasingly interconnected world.

The module adopts a highly interactive and practice-oriented approach, centred on the analysis of real-life critical incidents and group discussions. Through the examination of authentic intercultural encounters, students are encouraged to reflect on their own assumptions, develop analytical skills and engage critically with different perspectives on communication, culture & identity.


About this Module

Learning Outcomes:

By the end of this module, students will be able to:

- critically evaluate both lay and academic conceptualisations of culture, with particular attention to non-essentialist approaches;
- analyse the relationships between culture, identity and the representation of self and others;
- examine the complex interplay between language, communication, and culture in a variety of contexts;
- identify and critically reflect on challenges and opportunities in intercultural communication;
- finally, demonstrate increased intercultural awareness and the ability to engage constructively with cultural diversity.

Indicative Module Content:

Main themes covered in the module:

- Definitions and conceptualisations of culture
- Models of intercultural communication and cultural analysis (e.g. Iceberg Model, Onion Model)
- Verbal and non-verbal communication across cultures, including kinesics, proxemics and paralanguage
- Intercultural communication in digital environments, including websites and advertising
- Cultural dimensions and frameworks for understanding cultural variation (e.g. power distance, individualism and collectivism)
- The construction of self and otherness in intercultural encounters
- Culture shock, adaptation and intercultural adjustment
- Face, facework and politeness strategies in intercultural communication
- The management of intercultural misunderstandings
- Intercultural awareness, reflexivity, and communicative competence

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Competent

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Competent

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

20
Autonomous Student Learning

56
Seminar (or Webinar)

24
Total

100

Approaches to Teaching and Learning:
The module adopts a student-centred and highly interactive approach to learning. Teaching is based on a range of collaborative activities, including group discussions, case studies, critical incident analyses, role-plays and fieldwork observations.

Students are encouraged to engage actively with course materials, reflect on their own experiences and assumptions, and develop their understanding through peer interaction and critical discussion.

The module is delivered using a blended learning approach, combining face-to-face teaching with online learning activities. Online resources and tasks complement in-class sessions, providing opportunities for independent learning, reflection and continued engagement with key concepts and intercultural communication issues.

Requirements, Exclusions and Recommendations
Learning Recommendations:

LING 10010 Language Use and Communication


Module Requisites and Incompatibles
Incompatibles:
LING30220 - Intercultural Communication


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Group Work Assignment: Contrastive analysis of media from different national cultures, demonstrating your ability to critically apply ICC frameworks. Stage 2 & 3 should form separate groups. Week 12 Graded No
65
 No
Portfolio: Weekly reflective journal documenting engagement with course materials, class discussions and personal learning, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 9, Week 10, Week 11, Week 12 Pass/Fail Grade Scale No
35
 No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 11:00 - 11:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 12:00 - 12:50
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