Universidad Nacional Abierta y a Distancia
Vicerrectoría Académica y de Investigación
Course: Language and Culture
Code: 551036
Learning Guide - Task 1 Critical Analysis of Language and
Culture in Global Contexts
1. Information of the Task
Table 1. Description.
Aspect
1. Type of activity
2. Evaluation moment
3. Managing unit
4. Score of the Task
5. The activity starts on:
6. The activity ends on:
7. Student independent work
hours
Description
Independent
Initial
Escuela de Ciencias de la
Educación ECEDU
25
Tuesday, March 31, 2026
Monday, April 13, 2026
8
2. Detailed Description of the Learning Activity
Through this activity, the following learning outcome is expected to be
achieved:
Analyze the relationship between language and culture through the
interpretation of authentic texts and intercultural cases in global
contexts.
The activity consists of:
This individual activity invites students to explore how language reflects
culture through the analysis of authentic texts and intercultural
situations. Students will interpret cultural meanings, identify implicit
values, and reflect critically on how language operates in global
contexts.
Additionally, students must participate in the collaborative forum, where
they will share their analysis and engage in academic discussion with
peers to contrast perspectives and enrich intercultural understanding.
The following materials and resources are required for the development
of this activity:
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Brian Nolan. (2022). Language, Culture and Knowledge in
Context : A Functional-Cognitive Approach. University of Toronto
Press. https://research-ebscocom.bibliotecavirtual.unad.edu.co/linkprocessor/plink?id=578f7f27
-7fed-3eda-bd9b-70f91ecb3e46
Byram, M. (1997). Teaching and Assessing Intercultural
Communicative Competence. Multilingual Matters.
https://dokumen.pub/teaching-and-assessing-interculturalcommunicative-competence-revisited-9781800410251.html
Chen, L. (2024). The role of phraseology in language-culture
teaching in CFL : theoretical issues and methodological practices.
Revue Recherches En Didactique Des Langues et Cultures, 1(22–
1), 1–18. https://doiorg.bibliotecavirtual.unad.edu.co/10.4000/11q9p
Deli, Z. P. (2024). Representing American Culture in Teaching
English as a Global Language. Americana: E-Journal of American
Studies in Hungary, 20(2), 14–28. https://doiorg.bibliotecavirtual.unad.edu.co/10.14232/americana.2024.2.1428
Díaz Ramírez, M. ., Lee, L. L. ., Aguilar Cruz, P. J. ., Picón Jácome,
E. ., Alfonso Bermúdez, L. M., Parra Pérez, D. A., Shugurova, O.,
Cárdenas Vergaño, N., Otálora, M. C. ., Vanegas Rojas, M. .,
Toscano Pretelt, E. O. ., Olarte Roa, D. H., Pérez Hernández, J. C.
., Londoño Alape, E. A. ., Martínez Verdugo, D. L. ., Díaz Ramírez,
M. I. ., & Pérez Cárdenas, L. V. (2025). Pedagogical Mediation in
the Digital Era: Research and Practices in Technology-enhanced
Language Learning. Sello Editorial UNAD.
https://doi.org/10.22490/UNAD.9786287786356
Elizabeth Ijalba, Patricia Velasco, & Catherine J. Crowley. (2019).
Language, Culture, and Education : Challenges of Diversity in the
United States. Cambridge University Press. https://researchebscocom.bibliotecavirtual.unad.edu.co/linkprocessor/plink?id=9dce7fb1
-9d1f-3457-8dfc-ff55bf0ef6e9
Kramsch, C. (1998). Language and Culture. Oxford University
Press. https://library.ablaikhan.kz/wp-
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content/uploads/2022/01/Language-and-Culture-ClaireKramsch.pdf
Kramsch, C. (2013). Culture in foreign language teaching.
https://files.eric.ed.gov/fulltext/EJ1127430.pdf
Sergio, A. O. (2025). Dynamic Planning: Designing Active Classes
for Transformative Learning – Learning Styles
[Objeto_virtual_de_Informacion_OVI]. Repositorio Institucional
UNAD. https://repository.unad.edu.co/handle/10596/66473
To develop this activity, follow these steps:
Step 1: Exploration of theoretical foundations
Read the assigned materials to understand key concepts such as
language-culture relationship, intercultural competence, and meaning in
context.
Step 2: Analysis of authentic material
Select one authentic text or intercultural case provided in the course
and conduct a critical analysis, identifying:
Cultural elements reflected in language
Implicit meanings, values, or assumptions
Differences between cultures represented
Step 3: Forum participation and discussion
Post your analysis in the discussion forum, including:
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A clear interpretation of the text/case
A critical reflection on the relationship between language and
culture
Then, respond to at least two classmates, providing constructive
feedback, comparisons, or additional perspectives.
Step 4: Submission of individual product
Submit a written critical analysis, integrating:
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Theoretical concepts
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Interpretation of the selected material
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Personal reflection on intercultural understanding
3. Guidelines for Developing and Submitting Learning Evidence
Learning evidence refers to the actions, products, or observable processes
that are done or delivered to demonstrate acquired capabilities, skills,
aptitudes, and attitudes. These serve to allow the teacher to assess and
evaluate student performance effectively.
The evidence to be developed individually are:
• Elaboration of a critical analysis report that interprets an authentic text
or intercultural case, identifying the relationship between language and
culture through theoretical support.
• Identification of cultural elements and meanings through a structured
analysis that evidences the interpretation of implicit values, assumptions,
and cultural perspectives.
• Reflection on intercultural understanding that demonstrates awareness
of how language shapes communication in global contexts and its
implications for meaning-making.
The evidence to be developed collaboratively are:
• Participation in an academic discussion forum presenting a well-argued
analysis of the selected text or case, supported by theoretical concepts.
• Interaction with peers through constructive feedback, contributing
critical insights, comparisons, or alternative interpretations to enrich the
discussion.
• Synthesis of collective perspectives through responses that demonstrate
the ability to engage in intercultural dialogue and expand understanding
based on peer contributions.
For developing and submitting evidence, please consider the following
guidelines:
1. Before submitting the requested product, the group should check that
it complies with all the requirements indicated in this activity guide.
Please note that all individual or group written products must comply with
“spelling and mechanics” standards and the submission conditions defined
in this activity guide.
Regarding the use of references, consider that the product of this activity
must comply with the standards of APA.
In any case, comply with the referencing standards and avoid academic
plagiarism. To do so, you can support yourself by reviewing your written
products using the Turnitin tool available in the virtual campus.
4. Academic Situations
Consider that in Agreement 029 of December 13, 2013, Article 99, the
following actions are considered as offenses against academic order,
among others: item e) "Plagiarism, that is, presenting as one's own the
entirety or part of a work, paper, document, or invention created by
another person. It also includes the use of false citations or references,
or proposing citations where there is no match between the citation and
the reference," and item f) "Reproducing or copying, for profit,
educational materials or results of research products that have intellectual
property rights reserved for the University."
The academic sanctions that the student will face are as follows:
a) In cases of proven academic fraud in the respective academic work or
evaluation, the grade imposed will be zero points without prejudice to the
corresponding disciplinary sanction.
b) In cases related to proven plagiarism in academic work of any nature,
the grade imposed will be zero points, without prejudice to the
corresponding disciplinary sanction.
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