Literature in the EFL classroom - OENAA1734Z

• Title: Literature in the EFL classroom
• Guaranteed by: Katedra anglického jazyka a literatury (41-KAJL)
• Faculty: Faculty of Education
• Actual: from 2019
• Semester: summer
• E-Credits: 4
• Examination process: summer s.:
• Hours per week, examination: summer s.:0/2, Ex [HT]
• Capacity: unknown / unknown (unknown)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: not 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.
• Pre-requisite : OPNA2A108A

Annotation

English

Last update: Kateřina Esserová, DiS. (24.09.2019)

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: Kateřina Esserová, DiS. (24.09.2019)

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 kompetenc 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).

Literature

Last update: Kateřina Esserová, DiS. (24.09.2019)

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.

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.

Requirements to the exam

Last update: Kateřina Esserová, DiS. (24.09.2019)

COURSE REQUIREMENTS:

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

b)       Active class participation and homework assignments completion.  

c)       Readings for class: assigned readings each week

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

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

f)        Presentation – Ss prepare (in pairs or in small groups) a short presentation to demonstrate their ability to use L2 literature in the EFL classroom, i.e. a short peer teaching activity (15-20 min.). (Ss can use their seminar paper topics – use of a literary text in the EFL classroom)

g)       Submission of a seminar paper (seminar papers - students select L2 literary text/s [fiction, poetry, drama – an extract, a poem, etc.] to demonstrate their ability to use L2 literature 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).

 

Syllabus

Last update: Kateřina Esserová, DiS. (24.09.2019)

1. Why literature in the EFL? (definitions of ‘literature’, the specificity of ‘literature’, L2 literature in the EFL classroom)

2. Why teach literature? (literature as a resource language competence and literary competence, etc.)
3. Literature, Relevance and Life
4. The process of Reading (reception theory)
5. Literature and Experience (the process of reading; motivating the student; teacher-centred and student-centred literature classes)

6. Classroom procedures
7. Approaches to text (a preliminary taxonomy of questions; developing responses; relating the text to the student’s personal world; asking and sequencing questions, another medium; prediction)

8. Language-based approaches (jigsaw reading; matching; gap-filling; reading aloud; alternative versions; writing creatively in a foreign language…alternative versions; writing creatively in a foreign language)

9. General Issues
10. The literature curriculum (some criteria for text selection;  simplification and graded readers; cross-cultural factors; literatures in English; issues in the testing of literature)

11. Advanced literature class (language and literariness; analyzing metaphor; guided rewriting; reader’s theatre: drama in the literature class, etc.)

12. L2 reading context - Comparing L1 and L2 reading (Linguistic and processing differences between L1 and L2 readers; Individual and experiential differences for L1 and L2 readers; socio-cultural and institutional differences influencing L1 and L2 reading development; dilemmas for L2 reading)