• Offered for Year: 2026/27

• Module Leader(s): Dr Yao Wang

• Owning School: Education, Communication & Language Sci
• Teaching Location: Newcastle City Campus

Semesters

Your programme is made up of credits, the total differs on programme to programme.

Aims

The module’s overall aim is to provide a critical introduction to the study of inter- and cross-cultural communication. It focuses on the theoretical as well as on the experiential dimension of intercultural communication. Central importance is given to people’s lived experiences, how they shape intercultural encounters between individuals from different backgrounds, and how they support us to reflect on and negotiate our understanding of the world, identities and attitudes to ‘the other’. Students will be encouraged to take part in structured individual and small group online activities (e.g. discussions on Canvas). These will support the creation of an inclusive learning environment and encourage participation whilst accounting for the multiple skills and experiences brought by the students themselves. Students will be given an up-to-date reading list in line with current CCC/ICC research from multiple global contexts and across higher education systems. The module will also draw on multimedia and digital resources (e.g. blog posts) to encourage engagement with ‘real life’ examples of CCC/ICC.
Specific module aims are:
- To develop an understanding of key issues and concepts in the study of inter- and cross-cultural communication
- To introduce key theoretical approaches to the study of inter- and cross-cultural communication
- To develop an understanding of challenges and opportunities in intercultural encounters across a range of ‘real life’ contexts such as workplaces, international mobility (e.g. the study abroad experience), diasporic communities (e.g. the refugee experience)
- To develop an understanding of the relationships between culture, language, and identity
- To introduce global perspectives on the study of inter-and cross-cultural communication, beyond the ‘western’ Anglophone world
- To reflect on the complexity in our identities and attitudes towards others, and on our own experiences of intercultural encounters

Outline Of Syllabus

This is an introductory module, and many of these topics will be covered in more detail in other, optional, modules.

Week-by-week outline of module:

Week 1: Module overview - Why study ICC/CCC?
Introduction to module aims and assessment; Unpacking of key concepts

Week 2: Understanding ‘culture’
Introduction to and discussion of different dimensions of ‘culture’

Week 3: Understanding identity
Introduction to and discussion of different dimensions of identity

Week 4: Interculturality and intercultural encounters
What is interculturality?; Discussion of challenges and opportunities in intercultural encounters

Week 5: Theoretical approaches to the study of ICC/CCC
Introduction to a range of theoretical approaches and conceptual frameworks relevant to the field of ICC/CCC

Week 6: Interculturality in context
Introduction to how ‘culture’ is relevant/made relevant across a range of 'real life' contexts (e.g. workplaces, social relationships, education)

Week 7: Interculturality, mobility and migration
Discussion of intercultural transitions in mobility contexts (e.g. international students, diasporas, refugees)

Week 8: Intercultural Communicative Competence
Introduction to conceptual models, and discussion of how to assess intercultural communicative competence

Week 9: Global perspectives on intercultural communication
Examples of approaches to ICC across global contexts, including beyond the ‘western’ Anglophone world

Week 10: Interculturality in online/virtual contexts
Introduction to how ‘culture’ is relevant/made relevant in communication in virtual spaces

Week 11: Module conclusion and Q&A
Summary of key issues and assessment questions and answer session

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

In the first part of the module (Weeks 1-5) lectures will introduce key concepts and theoretical approaches. This part of the module will be supported by structured formative online learning activities on Canvas (group and/or individual). In the second part (Weeks 6-11) key issues in inter- and cross-cultural communication will be discussed in relation to ‘real life’ intercultural encounters across a range of contexts such as education, workplaces, international mobility and migration. Attention will be given to current affairs and to students’ own inter/cross-cultural experiences. This more experiential part of the module will be accompanied by weekly small-group seminars to enable students to draw on their experiences and allow for critical discussion.

Lectures will allow for a blend of theoretical input concerning issues surrounding inter- and cross-cultural communication and discussion of students’ own intercultural experiences. The aim is to promote a discursive and dialogic type of learning environment in which learners are guided to exchange ideas and experiences.

Independent study will enable wider reading and assignment preparation. In the final week (Week 11), students will be able to review their learning in the module and discuss assignment topics.

Participation is at the centre of this module: as a range of theories, frameworks and contexts will be explored, it is important that students engage with the readings, tasks on Canvas and in discussions in order to critically unpack key issues.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

Part 1 (maximum 500 words) requires students to present a critical, reflective account of an intercultural encounter, illustrated by one key photograph that represents the encounter and supports the written reflection.

Part 2 (maximum 3,000 words) requires a critical and referenced discussion of key issues and concepts emerging from Part 1, drawing on relevant theoretical and empirical literature in intercultural communication.

The assignment assesses both students’ understanding of intercultural communication theory and their development of skills in intercultural self-reflection. In Part 1, students describe and critically reflect on an intercultural encounter of their choice drawn from a range of settings (e.g. classroom, study or travel abroad experience, workplace, or family setting). The inclusion of a visual element is intended to enhance assessment authenticity in response to the increasing use of generative AI. Requiring students to ground their reflection in a self-generated photograph linked to a specific intercultural encounter emphasises situated, personal engagement and supports experiential learning. This approach strengthens academic integrity by foregrounding reflexivity and the application of intercultural communication theory to lived experience.

In Part 2, students critically engage with key concepts arising from the encounter, integrating module content and relevant academic literature to analyse and interpret their experience.

Overall, this assessment enables students to reflect on topics and issues covered in the module while providing an experiential learning opportunity that explicitly links theoretical approaches to lived intercultural experiences. The inclusion of a reflective, experience-based component is designed to evaluate students’ ability to critically engage with one or more aspects of intercultural communication using theories and frameworks introduced in the module, and to encourage learning through structured reflection on personal intercultural encounters. In doing so, the assessment aims to support students in developing greater confidence and reflexivity when operating in an increasingly complex and globally interconnected world.

Reading Lists

• ALC8013's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• ALC8013's Timetable