| Study programme competencies |
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Code
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Study programme competences
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| A1 |
Coñecer e aplicar os métodos e as técnicas de análise lingüística e literaria. |
| A2 |
Saber analizar e comentar textos e discursos literarios e non literarios utilizando apropiadamente as técnicas de análise textual. |
| A6 |
Ter un dominio instrumental avanzado oral e escrito da lingua inglesa. |
| A10 |
Ter capacidade para avaliar criticamente o estilo dun texto e para formular propostas alternativas e correccións. |
| A11 |
Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada. |
| A14 |
Ser capaz para identificar problemas e temas de investigación no ámbito dos estudos lingüísticos e literarios e interrelacionar os distintos aspectos destes estudos. |
| A15 |
Ser capaz de aplicar os coñecementos lingüísticos e literarios á práctica. |
| A17 |
Coñecer a historia e a cultura das comunidades anglófonas. |
| A19 |
Coñecer a situación sociolingüística da lingua inglesa. |
| A20 |
Coñecer a variación lingüística da lingua inglesa. |
| B1 |
Utilizar os recursos bibliográficos, as bases de datos e as ferramentas de busca de información. |
| B2 |
Manexar ferramentas, programas e aplicacións informáticas específicas. |
| B3 |
Adquirir capacidade de autoformación. |
| B4 |
Ser capaz de comunicarse de maneira efectiva en calquera contorno. |
| B5 |
Relacionar os coñecementos cos doutras áreas e disciplinas. |
| B6 |
Ter capacidade de organizar o traballo, planificar e xestionar o tempo e resolver problemas de forma efectiva. |
| B7 |
Ter capacidade de análise e síntese, de valorar criticamente o coñecemento e de exercer o pensamento crítico. |
| B8 |
Apreciar a diversidade. |
| B9 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
| B10 |
Comportarse con ética e responsabilidade social como cidadán/á e profesional. |
| C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
| C3 |
Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida. |
| C4 |
Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseadas no coñecemento e orientadas ao ben común. |
| C5 |
Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras. |
| C6 |
Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse. |
| C7 |
Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida. |
| C8 |
Valorar a importancia que ten a investigación, a innovación e o desenvolvemento tecnolóxico no avance socioeconómico e cultural da sociedade. |
| Learning aims |
| Subject competencies (Learning outcomes) |
Study programme competences |
| During and (especially) at the end of the course, the students are expected to:
-Approach the world of English language/s and culture/s from an ethical and postcolonial point-of-view
-Analyze the sociocultural, political, economic, and military aspects surrounding the expansion of the English language and its consequences (e.g. capitalism, colonialism, globalization, migration)
-Locate the geographical regions and/or countries of English varieties around the world
-Know the main cultural features of the mentioned regions and/or countries (history, literature, religion, customs, etc)
-Identify the phonological, morphological, and lexical characteristics of English accents and dialects
-Recognize other varieties of English related to gender, class, age, ethnicity, profession, etc
-Speak articulately and listen respectfully in and out of class
-Read and write critically and creatively |
A1
A2
A6
A10
A11
A14
A15
A17
A19
A20
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B1
B2
B3
B4
B5
B6
B7
B8
B9
B10
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C2
C3
C4
C5
C6
C7
C8
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| Contents |
| Topic |
Sub-topic |
1. Introduction
2. Basic concepts: accent, bilingualism, creole, dialect, diglossia, idiolect, jargon, pidgin, register, slang, etc.
3. The Queen’s English; BBC English. Can a person or a corporation own a language? Standard British English as dialect
4. English in Great Britain and Ireland (London varieties, Scottish English, Wenglish, North of England, South of England, the Midlands)
5. English in the Americas (General American English, African-American English, Canadian English, Chicano English, Louisiana creole, Caribbean English)
6. English in Africa (Nigeria, Ghana, Liberia, Cameroon, South Africa)
7. English in Asia and Oceania (India, Australia, New Zealand, Maori English, Solomon Islands Pidgin)
8. Other English varieties according to gender, class, age, ethnicity, and profession (e.g. English for academic purposes)
9. Conclusions and feedback
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| Planning |
| Methodologies / tests |
Ordinary class hours |
Student’s personal work hours |
Total hours |
| Workbook |
16 |
27 |
43 |
| Workshop |
16 |
16 |
32 |
| Supervised projects |
2.5 |
24 |
26.5 |
| Oral presentation |
0.5 |
10 |
10.5 |
| |
| Personalized attention |
0.5 |
0 |
0.5 |
| |
| (*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
| Methodologies |
|
Methodologies |
Description |
| Workbook |
Son un conxunto de textos e documentación escrita que se recolleron e editaron como fonte de profundización nos contidos traballados. |
| Workshop |
Modalidade formativa orientada á aplicación de aprendizaxes na que se poden combinar diversas metodoloxías/probas (exposicións, simulacións, debates, solución de problemas, prácticas guiadas, etc) a través da que o alumnado desenvolve tarefas eminentemente prácticas sobre un tema específico, co apoio e supervisión do profesorado. |
| Supervised projects |
Metodoloxía deseñada para promover a aprendizaxe autónoma dos estudantes, baixo a tutela do profesor e en escenarios variados (académicos e profesionais). Está referida prioritariamente ao aprendizaxe do “cómo facer as cousas”. Constitúe unha opción baseada na asunción polos estudantes da responsabilidade pola súa propia aprendizaxe.
Este sistema de ensino baséase en dous elementos básicos: a aprendizaxe independente dos estudantes e o seguimento desa aprendizaxe polo profesor-titor. |
| Oral presentation |
Intervención inherente aos procesos de ensino-aprendizaxe baseada na exposición verbal a través da que o alumnado e profesorado interactúan dun modo ordenado, propoñendo cuestións, facendo aclaracións e expoñendo temas, traballos, conceptos, feitos ou principios de forma dinámica. |
| Personalized attention |
|
Methodologies
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| Oral presentation |
| Supervised projects |
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| Description |
I am available to the students in my office during tutorial hours, as well as via phone and email.
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| Assessment |
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Methodologies
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Description
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Qualification
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| Oral presentation |
You will have to do a PROJECT or oral PRESENTATION in groups between 3 and 10 people. It will consist of presenting a text--a fragment from a movie or a TV series, an interview, a comic sketch, etc--in an English variety which is considered non-standard. While presenting, students will not be allowed to read from any kind of notes. You will have to both RECORD and UPLOAD the presentation, as well as email me the SCRIPT (both in Word and PDF formats); the details and deadline will be provided in class. Finally, you will learn a non-standard English variety while you work together and, hopefully, have some fun. |
15 |
| Workshop |
The workshops (or "practical classes") will take place in the computer room. We will read, listen to, and analyze texts in different varieties of English. Many of these texts will be audiovisual. We might also correct assignments from previous days. I will create a FORUM on MOODLE and students will have to post their analyses and comments there; your grades in this section will depend upon the information you post on this forum. |
15 |
| Workbook |
In every "theory class," apart from the teacher's LECTURE, there will be a DEBATE about the READING/S of the week; at the beginning of the semester, I will leave the READER at the photocopy shop. Although the readings are mainly on language and literature, I will also provide you with information on the history, culture, geography, and other details corresponding to the places where each English variety is spoken.
Students' spontaneous participation will be graded independently from the kind of oral participation which shows that you actually did the readings. Hence, SPONTANEOUS participation is worth 5% and READING-DERIVED participation 15% of the total of this section.
You are required to do a thorough reading of each assigned text, which implies that you take some notes. You must come to class ready to ask questions and give your opinion during the lecture and discussion. I will assess most of your readings orally; however, if it were necessary, I can also ask you to take a written test.
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20 |
| Supervised projects |
You will have to write TWO individual PAPERS in MLA style (between 500 and 750 words EACH ONE). Once I have corrected the first one, you will have to rewrite and return it to me again. If you don't submit the rewritten version, I will not give you a grade. The second paper will only be submitted once; however, you will have to take into account the suggestions I gave you the first time. The FIRST PAPER is worth 20% and the SECOND ONE 30% of the total of this section. Although the "topics" of the papers are free, the structure must be the following:
-Title
-Introduction
-Thesis Statement
-Body
-Conclusion
-Works Cited
-Appendix
The list of Works Cited will have to include (at least):
-one book chapter,
-one academic article accessed through the JSTOR database from our library website
The rest of the guidelines will be provided in class.
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50 |
| |
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Assessment comments |
-Together with
class attendance (see below), the workshops, readings, papers, and oral
presentation are MANDATORY. So that I can work out your final mark, you will
need to be graded with at least a 4 in the aforementioned activities. To pass
the course, your final grade must be equal to or higher than 5. -You are allowed
to miss only 4 classes. Missing 5 or more classes will imply failing the first
opportunity and accessing the July opportunity. Note that I am using a
continuous assessment method; this means, you need to continuously attend
classes for me to be possible to assess you. -EXTRA:
Students are encouraged to obtain extra points in TWO ways: (1) DOING
AN INDIVIDUAL 10-MIN. IN-CLASS PRESENTATION: you can present on any
non-standard variety any time during the semester; you will need to notify me
one week in advance. (2) DOING A GROUP PRESENTATION OPEN TO THE PUBLIC IN
DECEMBER: this activity is similar to staging a theater play in a non-standard
English variety; I offer my help with your rehearsals. Participating in
either of these ways can suppose up to an extra 10% which will
be added to your final grade. -In case of workers'
strike, if it were necessary, the teacher will provide the students with
didactic material through Moodle. In case of students' strike, the teacher
could ask the students to submit an assignment equivalent to the classwork.
-Repeat students
(repetidores/as), who have schedule conflicts, must contact me at the
beginning of the semester. Then, I will assign them specific exercises and
tasks (e.g. presentation) which they will need to submit according to a
calendar I will create for them. If they fail to do the assignments on time,
they will have to take the July opportunity (oportunidad de julio). -Students must
submit the assignments on the agreed-upon dates. Short delays will imply a
discount of 25% from the grade of that task. Long delays will need to be
officially justified (e.g. with a doctor's note), otherwise the assignments
will not be accepted. -A paper
showing traces of plagiarism will be graded with a 0. -There will be NO
EXAMS either in January or in July. The students taking the oportunidad
de julio (July opportunity) will be assigned the following tasks:
(readings: 20%) 200/220-word critical reviews of several of the class readings,
(workshop: 15%) gathering of materials--e.g. articles, stories, video clips,
songs, etc--which are specifically related to the English varieties studied in
class, two papers (50%), and an individual oral presentation (15%). The rest of
details and dates will be announced on the Moodle platform in due time. -Either in
January or July, the students who do not fulfill 50% of the requirements will
be graded as Non presentados/as (Did Not Sit). -Those
who are officially registered as part-time students, and have been granted
permission not to attend classes, as stipulated in the regulations of this
University, will be assessed in either of the opportunities according to the
same criteria specified for the second opportunity. |
| Sources of information |
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Basic
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Basic Bibliography Ahmad, Dohra, ed. Rotten English: A
Literary Anthology. New York:
Norton & Co., 2007. Print. Cheshire,
Jenny. English Around the World: Sociolinguistic Perspectives.
Cambridge: CUP, 1991. Print. Crystal,
David. English as a Global Language. Cambridge: CUP, (1997) 2003.
Print. Freeborn,
Dennis, et al. Varieties of English: An Introduction to the
Study of a Language. London: Macmillan, 1993. Print. Graddol, David,
Dick Leith, and Joan Swann. English: History, Diversity and Change.
London: Open University, 1996. Print. Hickey, Raymond,
ed. Legacies of Colonial English: Studies in Transported Dialects.
Cambridge: CUP, 2004. Print. Hughes, Arthur,
Peter Trudgill, and Dominic Watt. English Accents and Dialects: An
Introduction to Social and Regional Varieties of British English. London:
Hodder Arnold, 2005. Print. Kortmann,
Bernd, et al. A Handbook of Varieties of English. 2
Vols.and CD. Berlin: Mouton de Gruyter, 2004. Print. Krachu, Braj B.,
Yamuna Kachru, and Cecil L. Nelson, eds. The Handbook of World
Englishes. Oxford: Blackwell, 2006. Print. Schneider,
Edgar. Postcolonial English: Varieties Around the World. Cambridge:
CUP, 2007. Print.
Basic Filmography The Adventures of
Priscilla, Queen of the Desert.
Dir. Stephan Elliot. Perf. Terence Stamp, Hugo Weaving, Guy Pierce, etc.
Gramercy Pictures, 1994. Film. Bend It like
Beckham. Dir. Gurinder
Chadha. Perf. Parminder Nagra, Keira Knightley, etc. 20th Century
Fox, 2002. Film. Keeping Up
Appearances. Dir. Harold
Snoad. Perf. Patricia Routledge, Clive Swift, etc. BBC, 1990-1995. Film. My Fair Lady. Dir. George Cuckor. Perf. Audrey Hepburn,
Rex Harrison, etc. Warner Bros, 1964. Film. Monsoon Wedding. Dir. Mira Nair. Perf. Vasundhara
Das, Vijay Raaz,
etc. Mirabai Films, 2001. Film. Real Women Have
Curves. Dir. Patricia
Cardoso. Perf. America Ferrera, Lupe Ontiveros, etc. HBO,
2002. Film. Basic Websites English Online. Eva L. Easton. 1997. Web. 1 July 2014. The Routes of
English. BBC Radio
4. n.d. Web. 1 July 2014. Worldwide Accents
of English. Gabrielle
Azzaro. 2000. Web. 1 July 2014. |
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Complementary
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| Recommendations |
| Subjects that it is recommended to have taken before |
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| Subjects that are recommended to be taken simultaneously |
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| Subjects that continue the syllabus |
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