How does studying literature help future teachers of English? Why study Shakespeare, Twain, and James if you will only need to make your future students proficient in the English language? This course asks questions about the fundamental purpose of literature teaching at our department and further afield, ranging through theories of transnationalism, interculturalism, and applied linguistics. Also, we will examine the frameworks of US and British literature and ask if they are still fit-for-purpose, while exploring other more recent possibilities. The course will mainly be concerned with theoretical texts, but on the practical side a major output will be to design the culture curricula in a BA program for second-language teachers of English. Based on the new study program at the Department of English at the University of West Bohemia, the course engages with ideas that may surprise you.
Podmínky zakončení předmětu - angličtina
Poslední úprava: UAAQUINJ (24.03.2020)
1. Each week, students must email me 3 questions about the week’s reading by noon on Thursday (for those weeks in which students present, no questions are necessary). Several will be chosen for discussion in class the following day. If students fail to send questions on more than three occasions, the credit will not be awarded.
2. The first task is to design a description and syllabus of an 8-week course for a BA program; this should resemble the description and syllabus of this course on the IS. The second task is to design 6 culture courses, 2 for each year of a BA program. You must design a syllabus for two of these courses (you may revise the syllabus for your first task and use this here) and design descriptions for them all.
3. During the semester we will draw up a set of criteria for assessing the syllabi that you will design. These will be drafted on this Google Doc, accessible to students in the course. Two students will be assigned each week to draft these criteria, based on class discussion.
4. Students can miss no more than 2 classes.
For a graded essay (zkouška), students must send a proposal to the instructor (100 words, with bibliography, via email). The essay should be 3000 words long. Please note that this grade must be entered in the system by the end of three exam periods after the completion of the course. Students submitting near this deadline should note that, first, it will take 2 wks to read the essay (and rewrites may be necessary); second, it can be difficult to write the essay well a year or so after completion of the course.
For Erasmus students, a grade will be awarded on the basis of the work submitted for the credit above.
All material should be submitted electronically to firstname.lastname@example.org, in docx or odt formats (not PDF). Plagiarism of no matter what extent will result in automatic failure of the course and disciplinary action at departmental and faculty level.
Literatura - angličtina
Poslední úprava: UAAQUINJ (14.01.2020)
Claire Kramsch, “Cultural Perspectives on Language Learning,” Handbook of Foreign Language Communication and Learning, ed. Karlfried Knapp and Barbara Seidlhofer (with assistance from Henry Widdowson) (Berlin: Mouton de Gruyter, 2009), 222. 219–245
Michael Kelly, “Second Language Teacher Education,” The Routledge Handbook of Language and Intercultural Communication, ed. Jane Jackson (London: Routledge, 2012). 409–421
Karen Risager, Language and Culture Pedagogy: From a National to a Transnational Paradigm. Clevedon: Multilingual Matters, 2007.
Claire Kramsch. “Third Culture and Language Education,” Contemporary Applied Linguistics, ed. Vivian Cook and Li Wei (London: Continuum, 2009), 233–254.
John Corbett An Intercultural Approach to English Language Teaching (Clevedon: Multilingual Matters, 2003).
Adrian Holliday, Martin Hyde, and John Kullman, Intercultural Communication: An Advanced Resource Book for Students, 2nd ed.(Abingdon: Routledge, 2010).
Claire Kramsch, “Language and Culture,” Routledge Handbook of Applied Linguistics, ed. James Simpson (Abingdon: Routledge, 2010), 30–55.
Michael Byram and Karen Risager, Language Teachers, Politics and Cultures (Clevedon: Multilingual Matters, 1999, epub).
Karen Risager, Language and Culture: Global Flows and Local Complexity (Clevedon: Multilingual Matters, 2006).
Adriana Raquel Díaz, Developing Critical Languaculture Pedagogies in Higher Education: Theory and Practice (Bristol: Multilingual Matters, 2013, e-pub).
Michael Byram and Melina Porto, New Perspectives on Intercultural Language Research and Teaching (Abingdon: Routledge, 2016).
Poslední úprava: Mgr. Helena Znojemská, Ph.D. (13.12.2019)
Alter, Grit and Ulla Ratheiser. “A new model of literary competences and the revised CEFR descriptors.” ELT Journal 73.4 (Oct. 2019): 377–386
Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors. Council of Europe, 2018. Pps: 65, 116-117. 6 Mar: Status Quo Risager, Karen. Language and Culture Pedagogy: From a National to a Transnational Paradigm (2007). Ch. 2. BA Accreditation 2014. ÚALK and ÚAJD. Please describe the conceptual framework for this accreditation document. (You may want to go back to the BA courses you took at ÚALK and look at their descriptions again.)What view of anglophone literature, culture and society lies behind it? What is the relationship between that world and the second-language learner/teacher?
Intercultural Theory I Kelly, Michael. “Second Language Teacher Education,” The Routledge Handbook of Language and Intercultural Communication, ed. Jane Jackson (2012). 29 Mar: Read the following and write a brief essay (not less than 200 words) on one or more: Kramsch, Claire. “Third Culture and Language Education,” Contemporary Applied Linguistics, eds. Vivian Cook and Li Wei (2009). Risager, Karen. Language and Culture Pedagogy: From a National to a Transnational Paradigm (2007), ch. 7–8. Kramsch, Claire, and Michiko Uryu. “Intercultural Contact, Hybridity, and Third Space.” The Routledge Handbook of Language and Intercultural Communication, ed. Jane Jackson (2012). 5 Apr: Read this text:Jenkins, Jennifer. Global Englishes: A Resource Book for Students (2015) 3rd ed. Part A. Comment on the criteria in this Google Doc.
10 Apr: Upload your course description to this Doc. Everyone can read everyone else's and will comment on them in the week ahead. As described above: "The first task is to design a description and syllabus of an 8-week course for a BA program; this should resemble the description and syllabus of this course on the IS."
17 Apr: Conclude your comments on others' descriptions
24 Apr Please read the following texts and write a brief essay (not less than 200 words) on one or more Seidlhofer, Barbara. “Lingua Franca English: The European Context.” In The Routledge Handbook of World Englishes, ed. Andy Kirkpatrick (2010) Baker, Will. “English as a lingua franca and intercultural communication.” In The Routledge Handbook of English as a Lingua Franca. Eds. Jenkins, Baker, Dewey (2018) Sifakis, Nicos, and Yasemin Bayyurt. “ELF-aware Teaching, Learning and Teacher Development.” In The Routledge Handbook of English as a Lingua Franca. Eds. Jenkins, Baker, Dewey (2018) 1 May Read this article and comment on it in Google Docs Quinn, Justin. “Interculturalism and Literary Representation” (because this is an unpublished draft, access is only through yr email on the IS).
8 May: Upload your BA programs to this Google Doc. Here's the description of this task in the requirements above: "design 6 culture courses, 2 for each year of a BA program. You must design a syllabus for two of these courses (you may revise the syllabus for your first task and use this here) and design descriptions for them all."
15 May: Conclude your comments on others' programs in the Google Doc.