Literary and cultural studies in language teaching 4100-IMLiKwNJ
The course aims to equip students with knowledge of theories and approaches in cultural and literary studies, enabling them to develop critical skills in selecting and adapting materials to the needs of English language teaching at the third educational stage, in higher and adult education. The course focuses on a review of selected theories in cultural and literary studies, a discussion of key analytical concepts and categories, a cultural and literary analysis of selected cultural texts, and a reflection on the role of the student/reader as a recipient of cultural texts. A broad range of theories will be presented, including structuralism, new historicism, psychoanalysis, cultural studies, feminism, post-structuralism, and key concepts in cultural studies, such as identity, ethnicity, race, national identity, and gender.
The primary emphasis will be on a literary and cultural analysis of the reader's role as a recipient of cultural texts—the reader as a creator of meaning, a recipient of popular culture, a consumer, and a creator of style. The course prepares students to consciously choose an analytical approach and apply it when working with literary or cultural texts, taking into account the teaching goals and needs of English language teaching at the third educational stage and in higher and adult education.
Topics:
1. Selected cultural and literary theories and their application in ELT at the
third educational stage
2. Key concepts in cultural and literary studies
3. Cultural analysis of a selected cultural text
4. Literary analysis of a selected literary text
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge - the student
- identifies connections between literary content and topics covered in the English language core curriculum for high schools (e.g., developing intercultural competences, analyzing excerpts from literature for teenagers and adults, analyzing texts of culture in ELT course books) K_W12
- selects short literary and cultural texts based on their application to the EFL classroom in high schools to the content of the upper secondary school curriculum K_W12
Skills - The student is able to:
- analyze and adapt existing materials (e.g., from course books, the Internet) K_U08
- select teaching materials (texts, recordings, multimedia) appropriate to the language level and age of students in high schools K_U16
- create their own teaching materials (e.g., exercises, worksheets, project tasks) that support the implementation of the core curriculum at the third educational stage K_U16
- Use ICT technologies (e.g., applications, educational platforms, multimedia tools) to enhance the learning process. K_U16
Social Competencies - The student is ready to:
- verify information sources (e.g., textbooks, online materials, scientific articles) for reliability and educational value K_K01; K_K06
- formulate critical yet constructive opinions regarding the methods, materials, and content used in teaching K_K01
- create the right image of the teaching profession by carrying out tasks reliably and responsibly K_K06
Assessment criteria
Attendance is required to pass the course – one absence is permitted during in-person classes.
Didactic and assessment methods:
Reflective self-evaluation K_K01; K_K06
Adaptation of teaching materials K_W12; K_U08; K_U16
Continuous assessment (ongoing preparation for classes - reading texts on the Moodle platform, completing assigned tasks, and being active are required) - 40% of the final grade, calculated as follows: -one assignement = 10% of the final grade
two assignements = 20 %, three assignements = 30%, four assignements = 40% of the final grade.
Analysis in the form of an essay or PPT presentation of a selected short story or cultural text, taking into account the theories, approaches, and your own interpretation - 60% of the grade
Presentation grade - (high substantive and technical quality, original materials - 5.0; good quality - 4.0; correct quality, few errors - 3.0; poor quality and numerous errors - 2.0),
Essay grade - high substantive quality, advanced level of argumentation - 5.0; good quality - 4.0; correct quality, few errors - 3.0; poor quality and numerous errors - 2.0)
The use of AI tools and language-processing technologies is permitted only with the instructor’s consent and prior approval of the scope of their application.
The use of such tools without prior approval will be treated as a violation of academic integrity, resulting in the work being deemed non-independent and assessed with a non-classified (NC) grade.
Bibliography
Barker, Chris. Cultural Studies: Theory and Practice, Sage Publications, 2005.
Beutel, Mirija. Teaching Cosmopolitanism through Transnational Literature in English: An Empirical Evaluation of Students' Competence Development in a Life-Writing Approach to Teaching Literature. Peter Lang, 2018.
Bland, Janice (ed.). Using Literature in English Language Education: challenging reading for 8-18 year olds. Bloomsbury Academic, 2018.
Delanoy, Werner, et al. (eds.). Learning with Literature in the EFL Classroom, (Anglo-amerikanische Studien / Anglo-American Studies). Peter Lang, 2015.
Earls, Clive W. (ed.). Multilingualism and English in Twenty-First-Century Europe: Recent Developments and Challenges (Intercultural Studies and Foreign Language Learning). Peter Lang, 2016.
Horwitz, Richard P. The American Studies Anthology. SR Book, 2004.
Johnson, Gill. Culture in Our Classrooms:Teaching Language through Cultural Content, Delta Publishing, 2010.
May, Stephen, Garcia Ofelia Lin, and Angel M. Y., Encyclopedia of Language and Education: Bilingual and Multilingual Education. Springer International Publishing, 2017.
Mehdi Riazi A. Mixed Methods Research in Language Teaching and Learning. Equinox Publishing, 2017.
Mollett Amy. Brumley Cheryl, Gilson Chris, and Williams Sierra. Communicating Your Research with Social Media. SAGE Publication 2017.
Nieto, Sonia. Language, Culture, and Teaching, 3rd ed.Taylor & Francis Ltd, 2017.
Rinvolucri, Mario, and Deller Sheelagh. Culture in our Classrooms. Delta Publishing, 2018.
Soter, Anna O. Young Adult Literature and the New Literary Theories: Developing Critical Readers in Middle School. Teachers' College Press, New York, 1999.
Storey, John. Cultural Theory and Popular Culture: An Introduction. Routledge.Taylor & Francis, 2018.
Summer, Theresa (ed.). Culture and Literature in EFL Education: Relating Theory to Practice. Peter Lang, 2019.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: