FF:AJU2107 Literature and culture in ELT - Course Information

AJU2107 Literature and culture in EFL classes

Extent and Intensity

0/2/0. 4 credit(s). Type of Completion: z (credit).
In-person direct teaching

Teacher(s)

Mgr. Lucie Podroužková, Ph.D. (lecturer)

Guaranteed by

Mgr. Lucie Podroužková, 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

Sat 22. 2. 8:30–13:30 G32, Sat 15. 3. 8:30–13:30 G32, Sat 12. 4. 8:30–13:30 G32

Prerequisites

In order to attend the course, no formal requirements are necessary. It is recommended for students who embrace an integrated approach to learning and are interested in participatory pedagogy and reader development.

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 11 student(s).
Current registration and enrolment status: enrolled: 9/11, only registered: 1/11

fields of study / plans the course is directly associated with

there are 8 fields of study the course is directly associated with, display

Course objectives

Inspired by a variety of educational theories, approaches and techniques (participatory pedagogy, drama education, value education, SEE learning, experiential learning, solidarity theory, blended learning, issue-based learning and problem-solving), the course examines and practically demonstrates the role of literature and culture in the context of upper-secondary EFL classroom.

The course's special focus targets different approaches to promoting literature and reading literacy. Understanding reading as a versatile, multidisciplinary tool for holistic and sustainable education, the course argues 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.

Learning outcomes

By the end of the course, students will:
• have an understanding of how literature and culture ties in with FRE, across the curriculum and for personal development and life-long learning;
• 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 literature/culture tasks and activities and their applicability to real teaching situations;
• have created and piloted a small-scale group project in their own teaching practice.

Syllabus

• The seminar takes place in 3 block courses sessions. BLOCK 1 Introduction. Literature in the context of EFL class. Teaching the canon vs. promoting reading literacy. Ways of reading and DEAR time. Lapbooks as reading journals. BLOCK 2 Literature for integrated curriculum (Czech, Art, Drama). Graded readers. The flipped classroom and asking reading questions. BLOCK 3 Sharing outcomes.

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
• GILL, Simon a Michaela ČAŇKOVÁ. Intercultural activities. 1st ed. Oxford: Oxford University Press, 2002.
• HAMILTON, Judith a Anne MCLEOD. Drama in the languages classroom. London: Centre for Information on Language Teaching and Research, c1993. Pathfinder.
• KRAMSCH, Claire J. Context and culture in language teaching. Oxford: Oxford University Press, c1993. Oxford applied linguistics
• KOHLS, L. Robert a John M. KNIGHT. Developing intercultural awareness: a cross-cultural training handbook. 2nd ed. Boston: Intercultural Press,
• CART, Michael. Young adult literature : from romance to realism. Chicago: American Library Association, 2010
• DELANOY, Werner a Laurenz VOLKMANN. Cultural studies in the EFL classroom. Heidelberg: Universitätsverlag Winter, c2006
• Maley, A (2001) ‘Literature in the language classroom' in The Cambridge Guide to Teaching ESOL, Cambridge University Press.
• Beach, Richard, and James Marshall. Teaching Literature in the Secondary School. Wadsworth Publishing, 1990.
• Gibson, Rex. Teaching Shakespeare: A Handbook for Teachers. Cambridge University Press, 2016.
• Eaglestone, Robert. Literature: Why It Matters. Polity Press, 2019.
• McRae, J (1994) Literature with a small 'l', Macmillan Education.
• AGO, Carol. Classics in the classroom: designing accessible literature lessons. Portsmouth: Heinemann, c2004.
• MORGAN, John a Mario RINVOLUCRI. Once upon a time: using stories in the language classroom. Cambridge: Cambridge University Press, c1983
• Duff, A & Maley, A (2007) Literature (Resource Books for Teachers), Oxford University Press.
• Young adult literature and adolescent identity across cultures and classrooms : contexts for the literary lives of teens. Edited by Janet Alsup. London: Routledge, 2010.
• OLTON, Gavin M. New perspectives on classroom drama. Hemel Hempstead: Simon & Schuster Education, 1992.
• Pulverness, A (2003) ‘Literature' in English Teaching Professional, October, Issue 29, Modern English Publishing

Teaching methods

pair and group work, DEAR time, independent online work, the flipped classroom, drama, creative writing.

Assessment methods

Attendance is compulsory. To get the credits, the students will (1) be prepared and participate in the class actively, (2) read one YA book; (3) will present a lapbook based their reading and teaching notes and activities related to it.

Language of instruction

English

Further Comments

Study Materials
The course is taught annually.

• Enrolment Statistics (recent)
  
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