Subjects

Your browser does not support JavaScript, or its support is disabled. Some features may not be available.

Theoretical Issues in the Didactics of Anglophone Literatures - OD0101004

Title:	Teoretické otázky didaktiky anglicky psané literatury
Guaranteed by:	Katedra anglického jazyka a literatury (41-KAJL)
Faculty:	Faculty of Education
Actual:	from 2017
Semester:	summer
E-Credits:	0
Examination process:	summer s.:
Hours per week, examination:	summer s.:0/0, other [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 is intended for doctoral students only priority enrollment if the course is part of the study plan

Guarantor:	doc. PhDr. Petr Chalupský, Ph.D.

Opinion survey results Examination dates Schedule Noticeboard

Annotation -

Last update: GRMELOVA/PEDF.CUNI.CZ (12.01.2012)

Theories of literary interpretation and the didactics of Anglophone Literatures, especially the didactic impact of reader-oriented theories. Postcolonial theories and their contribution to the literary canon in L2.

Literature -

Last update: JANCOVI/PEDF.CUNI.CZ (04.12.2009)

AEGERTER, L.P. (1997) "A Pedagogy of Postcolonial Literature", College Literature, 24(2):142-50.

AGATHOCLEOUS, T. (2003) Teaching Literature. London-New York: Palgrave-Macmillan. 0-333-987-93-4.

COOK, G. (1994) Discourse and Literature. Oxford University Press. ISBN: 0-19-437185-9

GILROY, M. (1996) "Teaching Literature in a Foreign Language". Language Teaching 29: 213-25.

GRIFFITH, P. (1987) Literary Theory and English Teaching. Philadelphia: Open UP. ISBN: 0-335-15250-3.

HIRVELA, A. (1996) "Reader-response Theory and ELT". ELT Journal 50: 127-134.

ISER, W. (2006). How to Do Theory.Oxford: Blackwell Publishers. ISBN:13- 978-1-4051-1579-1.

Syllabus -

Last update: GRMELOVA/PEDF.CUNI.CZ (08.01.2012)

Wolgang Iser’s reader-oriented theory and its impact on L2 literature teaching.

The phenomenological basis of Iser’s theory, an active role of students and employment of their knowledge and experience for an interpretation of a literary work which is viewed as a multiplicity of meanings. The indeterminacy in the text is always open to new interpretations

Postcolonial theory and its impact on the expansion of literary canon. Postcolonial literature in L2.

An integrated model for teaching literature - combining the cultural and language models with the personal development model..