Literature in the EFL classroom - OPNA2A113A

• Title: Literatura ve výuce anglického jazyka
• Guaranteed by: Katedra anglického jazyka a literatury (41-KAJL)
• Faculty: Faculty of Education
• Actual: from 2019
• Semester: summer
• E-Credits: 2
• Examination process: summer s.:
• Hours per week, examination: summer s.:0/2, C [HT]
• Capacity: unknown / 20 (unknown)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: taught
• Language: English
• Teaching methods: full-time
• Teaching methods: full-time
• Note: course can be enrolled in outside the study plan; enabled for web enrollment; priority enrollment if the course is part of the study plan
• Guarantor: PhDr. Mgr. et Mgr. Radek Vít, Ph.D.
• Teacher(s): PhDr. Mgr. et Mgr. Radek Vít, Ph.D.
• Pre-requisite : OPNA2A108A
• Is co-requisite for: OPNA2A115A, OPNA2A114A

Annotation

English

Last update: PhDr. Eva Skopečková, Ph.D. (27.01.2019)

The course focuses on the ways of using L2 literary texts in the EFL classroom reflecting the specific aspects of the didactics of literature (English literature), ELT methodology principles, the differences in L1 and L2 reading as well as the current trends and changes of the Czech curriculum. Students acquire theoretical and experiential knowledge and develop teaching skills relating to an effective and optimal use of L2 literature in the EFL classroom. Students’ seminar papers and presentations will show that they are able to employ particular techniques and approaches to L2 literary texts reflecting the above mentioned aspects.

Czech

Last update: doc. PhDr. Petr Chalupský, Ph.D. (27.01.2020)

Cílem kurzu je seznámení s novými metodickými postupy pro práci s cizojazyčnými literárními texty ve výuce anglického jazyka, tj. v souladu s principy didaktiky anglického jazyka, novými kurikulárními dokumenty, ale také specifickými aspekty literatury. Studenti se naučí vyhledávat a zpracovávat vhodné autentické texty tak, aby rozvíjeli nejen komunikativní kompetence žáků, ale i jejich motivaci k osvojení anglického jazyka, kulturní povědomí a estetické cítění. Náplní seminářů je příprava textů odpovídajících věku, jazykové úrovni a zájmu žáků (od říkadel, básní, až po delší prozaické útvary či práce s překladem).

Descriptors

Last update: doc. PhDr. Petr Chalupský, Ph.D. (06.02.2022)

Seminář bude probíhat v čase daném rozvrhem přes MICROSOFT TEAMS.

Literature

Last update: doc. PhDr. Petr Chalupský, Ph.D. (27.01.2020)

Course Books:

Bassnett, S. and Grundy, P. Language Through Literature: Creative Language Teaching through Literature. London: Longman, 1993.

Carter, R.; Long, N.M. Teaching Literature. New York: Longman, 1991.

Carter, R. and Long, M. N.  The Web of Words: Exploring Literature Through Language. Cambridge: CUP, 1987.

Collie, J.; Slater, S. Literature in the Classroom. Cambridge: CUP, 1992.

Grabe, W.; Stoller, L. F. Teaching and Researching Reading. Harlow: Pearson Education Limited, Longman, 2002.

Greenall, S.; Swan. M. Effective Reading – Reading Skills for Advanced Students. CUP, 1996.

Greenwood, J. Class Readers. Oxford: OUP, 1988.

Grellet, F. Developing Reading Skills – A practical Guide to Reading Comprehension exercises. CUP, 1981.

Lazar, G. Literature and Language Teaching. Cambridge: CUP, 1993.

Nezkusil, V. Nástin didaktiky literární výchovy (čtyřletá gymnasia a třídy víceletých gymnázií) Z praxe pro praxi. Praha: Pedf UK , 2004.

Nuttall, Ch. Teaching Reading Skills in a Foreign Language – Practical Language Teaching. Heinemann, 1982.

 

Suggested resource books:

Čaňková, M. Open Channels. (A Course of the 20^th century British literature). Voznice: Leda, 1997.

Eagleton, T. Literary Theory – An Introduction. Oxford: Basil Blackwell, 1983

Showalter, E. Teaching Literature. Blackwell Publishing, 2003.

Skopečková, E. Literární text ve výuce anglického jazyka. Specifické aspekty didaktiky anglicky psané literatury ve výuce anglického jazyka v kontextu současných proměn české vzdělávací soustavy. Plzeň: Západočeská univerzita, 2010

Widdowson, H.G. Stylistics and the Teaching of Literature. Longman, 1975.

Wellek, R. Teorie literatury. Olomouc: Votobia, 1998.

Výzkumný ústav pedagogický v Praze. Rámcový vzdělávací program pro gymnaziální vzdělávání – pilotní verze. Praha: Tauris, 2004.

Výzkumný ústav pedagogický v Praze. Rámcový vzdělávací program pro základní vzdělávání. Praha, 2005.

Syllabus

Last update: doc. PhDr. Petr Chalupský, Ph.D. (27.01.2020)

1. Why literature in the EFL? (definitions of ‘literature’, the specificity of ‘literature’, L2 literature in the EFL classroom).   Analysis of present-day English textbooks focussing on literary texts.
2. Why teach literature? (literature as a resource language competence and literary competence, etc.); peer-teaching.
3. Approaches to teaching literature in L2 class, text selection, simplification and graded readers; peer-teaching.
4. New trends and innovations in the Czech curriculum; peer-teaching.
5. Literature and Experience (the process of reading; teacher-centred and student-centred literature classes).
6. Materials design and lesson planning: Novels and short stories; peer-teaching.
7. Materials design and lesson planning: Poetry; peer-teaching.
8. Materials design and lesson planning: Plays; peer-teaching.
9. Developing  Ss´s reading skills, motivation, peer-teaching.

10. Issues in the testing of literature, work-sheets to guide pupils in their reading; peer-teaching.

Course completion requirements

Last update: doc. PhDr. Petr Chalupský, Ph.D. (27.01.2020)

a)       Attendance: 80%, (2 absences are allowed)

b)       Active class participation and homework assignments completion.  

c)       Ss prepare (individually or in pairs, depending on the number of participants) a peer-teaching activity to demonstrate their ability to use L2 literary texts in the EFL classroom, including pre-reading, while-reading and a follow-up activity, taking into account the specific aspects of the didactics of literature - English literature, ELT methodology principles, the differences in L1 and L2 reading as well as the current trends and changes of the Czech curriculum.

d)       A lesson plan where Ss demonstrate their ability to use L2 literary texts in the EFL classroom and a follow-up reflection where they explain how and why they selected the text and the activities to stimulate and motivate the pupils, taking into account the specific aspects of the didactics of literature - English literature, ELT methodology principles, the differences in L1 and L2 reading as well as the current trends and changes of the Czech curriculum.

e)       Failure to prepare for a lesson is qualified as an absence.

f)       Arrive on time. 2 (unexcused) late arrivals equal an absence.