AJU5107 Literature and culture in EFL classes

Faculty of Arts
Spring 2023
Extent and Intensity
0/2/0. 4 credit(s). Type of Completion: z (credit).
Teacher(s)
Mgr. Lucie Podroužková, Ph.D. (lecturer)
Guaranteed by
PhDr. Filip Krajník, Ph.D.
Department of English and American Studies – Faculty of Arts
Contact Person: Tomáš Hanzálek
Supplier department: Department of English and American Studies – Faculty of Arts
Timetable
Thu 16:00–17:40 M22
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.

The capacity limit for the course is 15 student(s).
Current registration and enrolment status: enrolled: 0/15, only registered: 0/15
fields of study / plans the course is directly associated with
there are 7 fields of study the course is directly associated with, display
Course objectives
The aim of the course is to introduce different approaches to promoting literature and reading literacy in the upper-secondary EL classroom. Understanding reading as a versatile, multidisciplinary tool for holistic and sustainable education, the course attempts to demonstrate that engaging with literature not only improves language proficiency, critical reading skills and connective thinking but can also contribute to personal wellbeing, facilitate social and global awareness, and develop intercultural sensitivity. The class will address different strategies in organizing reading in the classroom and model reading activities on a variety of reading material, with an emphasis on young adult and new adult literature.
Learning outcomes
Learning outcomes By the end of the course, students will: • have an understanding of how reading enhances key competencies as defined in FRE, its role across the curriculum and for life-long learning; • be acquainted with general concepts of young adult and new adult literatures and with selected classic and contemporary British, American and Canadian YA/NA novels; • be equipped with methods and strategies that help promote, organize and monitor reading in the classroom and beyond effectively; • be able to identify suitable reading material for the EL classroom as well as relevant topics in them; • have experienced and critically reflected on sample reading tasks and activities and their applicability to real teaching situations; • have piloted a small-scale reading project or study in their own teaching practice.
Syllabus
  • 1. Reading literacy and the status of reading in EL classroom. The potential of reading in the context of Bloom’s taxonomy of educational objectives and the 21st century skills. Reading literacy and FRE. 2. Reading culture in the classroom: types of reading, reading procedures and routines, classroom library, selection criteria and monitoring reading. 3. Authentic vs. graded reading. 4. Development of literature for children and teens. Contemporary literatures in English – from middle grade to young and new adult. 5. Literature into speaking and writing. 6. Poetry in the EL classroom. 7. Literature across the curriculum.
Literature
    required literature
  • DeCapua, A., & Wintergerst, A. C. (2016). Crossing Cultures in the Language Classroom, Second Edition . Ann Arbor: University of Michigan Press ELT.
    recommended literature
  • HAMILTON, Judith a Anne MCLEOD. Drama in the languages classroom. London: Centre for Information on Language Teaching and Research, c1993. Pathfinder.
  • Duff, A & Maley, A (2007) Literature (Resource Books for Teachers), Oxford University Press.
  • MORGAN, John a Mario RINVOLUCRI. Once upon a time: using stories in the language classroom. Cambridge: Cambridge University Press, c1983
  • Beach, Richard, and James Marshall. Teaching Literature in the Secondary School. Wadsworth Publishing, 1990.
  • GILL, Simon a Michaela ČAŇKOVÁ. Intercultural activities. 1st ed. Oxford: Oxford University Press, 2002.
  • DELANOY, Werner a Laurenz VOLKMANN. Cultural studies in the EFL classroom. Heidelberg: Universitätsverlag Winter, c2006
  • Pulverness, A (2003) ‘Literature' in English Teaching Professional, October, Issue 29, Modern English Publishing
  • KOHLS, L. Robert a John M. KNIGHT. Developing intercultural awareness: a cross-cultural training handbook. 2nd ed. Boston: Intercultural Press,
  • McRae, J (1994) Literature with a small 'l', Macmillan Education.
  • Eaglestone, Robert. Literature: Why It Matters. Polity Press, 2019.
  • OLTON, Gavin M. New perspectives on classroom drama. Hemel Hempstead: Simon & Schuster Education, 1992.
  • AGO, Carol. Classics in the classroom: designing accessible literature lessons. Portsmouth: Heinemann, c2004.
  • Maley, A (2001) ‘Literature in the language classroom' in The Cambridge Guide to Teaching ESOL, Cambridge University Press.
  • KRAMSCH, Claire J. Context and culture in language teaching. Oxford: Oxford University Press, c1993. Oxford applied linguistics
  • CART, Michael. Young adult literature : from romance to realism. Chicago: American Library Association, 2010
  • Young adult literature and adolescent identity across cultures and classrooms : contexts for the literary lives of teens. Edited by Janet Alsup. London: Routledge, 2010.
    not specified
  • Gibson, Rex. Teaching Shakespeare: A Handbook for Teachers. Cambridge University Press, 2016.
Teaching methods
Lectures, practical demonstrations, discussion, group work, reading, homework.
Assessment methods
80% attendance; weekly tasks and mini-projects; 1 book to read and discuss.
Language of instruction
English
Further Comments
Study Materials
The course is taught annually.
The course is also listed under the following terms Spring 2021, Spring 2022, Spring 2024, Spring 2025.
  • Enrolment Statistics (Spring 2023, recent)
  • Permalink: https://is.muni.cz/course/phil/spring2023/AJU5107