Study programme competencies |
Code
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Study programme competences / results
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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. |
A9 |
Elaborar textos orais e escritos de diferente tipo en lingua galega, española e inglesa. |
A11 |
Ter capacidade para avaliar, analizar e sintetizar criticamente información especializada. |
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. |
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. |
C2 |
Dominar a expresión e a comprensión de forma oral e escrita dun idioma estranxeiro. |
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. |
Learning aims |
Learning outcomes |
Study programme competences / results |
During and (especially) at the end of the course, it is expected that the students know how...
- to approach the world of linguistic and cultural varieties of English from an ethical and postcolonial
point of view;
- to analyze the socio-cultural, political, economic and military issues surrounding the expansion of the English language and its consequences (e.g. capitalism, colonialism, globalization, and migration);
- to locate the geographical regions and/or countries of the varieties of English worldwide;
- to familiarize themselves with the main cultural characteristics (history, literature, religion, customs, etc.) of the regions and/or countries mentioned;
- to identify the phonological, morphological, and lexical characteristics of the different varieties;
- to recognize the varieties of English regarding gender, class, age, ethnicity, profession, etc.
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A1 A2 A6 A9 A11 A17 A19 A20
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B1 B2 B3 B4 B6 B7 B8
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C2 C4
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Contents |
Topic |
Sub-topic |
1. Introduction and basic concepts.
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World Englishes. Colonialism, postcolonialism and diasporas. English v. english.
Accent, bilingualism, creole, dialect, diglossia, idiolect, jargon, lingua franca, pidgin, register, slang, etc.
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2. English at the center of the Empire. |
The Queen’s English. BBC English. Standard British English as dialect. London varieties, Scottish English, Wenglish, North of England, South of England, the Midlands. |
3. English in the Americas. American englishes. |
General American English, African-American English, Canadian English, Chicano English, Louisiana creole, Caribbean English. |
4. English in Africa. |
Cameroon, Ghana, Kenya, Liberia, Nigeria, South Africa. |
5. English in Asia and Oceania.
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India, Australia, New Zealand, Maori English, Solomon Islands Pidgin. |
6. Other English varieties. |
Academic English (e.g. MLA). English according to gender, class, age, ethnicity, profession, etc. |
Planning |
Methodologies / tests |
Competencies / Results |
Teaching hours (in-person & virtual) |
Student’s personal work hours |
Total hours |
Directed discussion |
A6 A9 A11 A17 A19 A20 B2 B3 B4 B6 B7 B8 C2 C4 |
16 |
26 |
42 |
Workshop |
A1 A2 A6 A9 A11 A17 A19 A20 B1 B2 B3 B4 B6 B7 B8 C2 C4 |
16 |
16 |
32 |
Mixed objective/subjective test |
A1 A2 A6 A11 A20 B6 B7 B8 C4 |
2.5 |
25 |
27.5 |
Oral presentation |
B4 B5 B10 C2 C3 C4 C8 |
0.5 |
10 |
10.5 |
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Personalized attention |
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0.5 |
0 |
0.5 |
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(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Directed discussion |
LARGE GROUP classes will be devoted to the presentation and discussion of the background material and the oral and written texts that will illustrate the general concepts. Readings, viewings and/or listening activities will be assigned for each day and students will be expected to demonstrate their grasp of this previously reviewed material. |
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 Englishl. Students will be asked to engage with the material in writing, usually on Moodle. |
Mixed objective/subjective test |
Exam that integrates standard essay questions and standard objective questions.
As for essay questions, the exam collects open questions. In addition, as objective questions, it can combine multiple-choice, ordering, short-answer, discrimination, completion and/or association questions. |
Oral presentation |
Tasks completed individually and collaboratively in which students will demonstrate orally their grasp of the material. |
Personalized attention |
Methodologies
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Oral presentation |
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Description |
I am delighted to meet the students in my office and/or through Teams during office hours.
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Assessment |
Methodologies
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Competencies / Results |
Description
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Qualification
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Oral presentation |
B4 B5 B10 C2 C3 C4 C8 |
-Individual in-class presentation: 10%. Your presentations need to make a practical analysis—of the phonetic, grammatical, and/or lexical features—of a song, a film, a story, etc. in a (non-standard English) variety NOT treated in class.
-Group video-presentation (OPTIONAL): 10%. You have to record a video between 3 and 9 students, where each of you respectfully imitates a (non-standard English) accent. You can choose any variety except the one of your individual presentation.
The rest of the guidelines will be provided in due time. |
20 |
Workshop |
A1 A2 A6 A9 A11 A17 A19 A20 B1 B2 B3 B4 B6 B7 B8 C2 C4 |
In the workshops, the students will have to contribute their analysis and comments on the material covered that day (or others) on the Moodle forum (20%). Towards the end of the course, there will be a practical test on paper format (10%).
|
30 |
Mixed objective/subjective test |
A1 A2 A6 A11 A20 B6 B7 B8 C4 |
The final exam will consist of questions and/or exercises about the mandatory readings. There will be a mid-term exam about the first half of said readings. The students who pass it will only have to study the second half for the final exam; the ones who fail the mid-term will be examined of the whole syllabus in June and/or July. |
50 |
Directed discussion |
A6 A9 A11 A17 A19 A20 B2 B3 B4 B6 B7 B8 C2 C4 |
Students will have a reading calendar and will have to read the texts before class in order to follow the teacher's explanation, participate in debates, answer questions, etc. Oral participation will count as EXTRA POINTS (see observations).
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0 |
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Assessment comments |
-All activities, including exams, must be clearly written; errors of grammar, vocabulary, spelling, punctuation, and style in general will negatively affect the grades. -To pass the subject, you must obtain at least a 5 out of 10 in the two sections of the WORKSHOP, the INDIVIDUAL ORAL PRESENTATION, the MIXED-OBJECTIVE/SUBJECTIVE TEST, and the final grade. -Students' oral participation will count as extra points, which will be added to the final grade as long as it is equal to or higher than 5. -In the official JULY exam there will be questions on the compulsory readings and a practical test. The date of the exam, you will have to put the exercises on the forum and post the individual oral presentation. The group video project will also be optional. It should be noted that each student must complete the section(s) that they did not pass at the first opportunity. -The students who present to the early December call will be evaluated according to the rules specified for the July opportunity. -Students enrolled part-time and who have been granted an academic exemption should contact the teaching staff of the subject at the beginning of the course and they will be evaluated according to the criteria established for the July opportunity. -To NOT obtain the qualification of "Did Not Sit", the student must do at least half of the scoring work. -All assignments must be submitted in time and in thespecified format in order to avoid a penalty of 25% on the grade obtained. -Teachers can use the "Turnitin" plagiarismdetection service to review student work. Plagiarism in any activity will meanobtaining a "zero" in it. -If the coordinator considers it appropriate, there may be topics of self-study by the students (e.g. to increase your knowledge). These materials, which will not be subject to evaluation, will be provided on Moodle. DIVERSITY: This module can be adapted for students who need support for their particular situation (physical, visual,auditory, cognitive, learning process, or related to mental health). If necessary, students should contact the services available in UDC/in their faculty, or the Unidad deAtención a la Diversidad (ADI) at the beginning of each academic semester inthe timeframe officially established (https://www.udc.es/cufie/adi/apoioalumnado/ );alternatively, they can contact the ADI tutor in the Faculty of Philology at the following address: pat.filoloxia@udc.gal ).
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Sources of information |
Basic
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Basic Bibliography Ahmad, Dohra, ed. Rotten English: A Literary Anthology. W. W. Norton & Co., 2007. Cheshire, Jenny. English Around the World: Sociolinguistic Perspectives. Cambridge UP, 1991. Crystal, David. English as a Global Language. Cambridge UP, 2003. Freeborn, Dennis, et al. Varieties of English: An Introduction to the Study of a Language. Macmillan, 1993. Graddol, David, Dick Leith, and Joan Swann. English: History, Diversity and Change. Open University, 1996. Hickey, Raymond, ed. Legacies of Colonial English: Studies in Transported Dialects. Cambridge UP, 2004. Hughes, Arthur, Peter Trudgill, and Dominic Watt. English Accents and Dialects: An Introduction to Social and Regional Varieties of British English. Hodder Arnold, 2005. Kortmann, Bernd, et al. A Handbook of Varieties of English. 2 Vols.and CD. Mouton de Gruyter, 2004. Krachu, Braj B., Yamuna Kachru, and Cecil L. Nelson, eds. The Handbook of World Englishes. Blackwell, 2006. Schneider, Edgar. Postcolonial English: Varieties Around the World. Cambridge UP, 2007. Seoane, Elena, and Cristina Suarez-Gomez, eds. World Englishes: New Theoretical and Methodological Considerations. John Benjamins, 2016. Basic Filmography The Adventures of Priscilla, Queen of the Desert. Dir.
Stephan Elliot. Perf. Terence Stamp, Hugo Weaving, Guy Pierce, etc. Gramercy
Pictures, 1994. Bend It like Beckham. Dir. Gurinder Chadha. Perf.
Parminder Nagra, Keira Knightley, etc. 20th Century Fox,
2002. Keeping Up Appearances. Dir. Harold Snoad. Perf.
Patricia Routledge, Clive Swift, etc. BBC, 1990-1995. My Fair Lady. Dir. George Cuckor. Perf. Audrey Hepburn, Rex
Harrison, etc. Warner Bros, 1964. Monsoon Wedding. Dir. Mira Nair. Perf. Vasundhara Das, Vijay Raaz, etc. Mirabai Films,
2001. Real Women Have Curves. Dir. Patricia Cardoso. Perf. America Ferrera,
Lupe Ontiveros, etc. HBO, 2002. Basic Websites The Routes of English. BBC Radio
4. n.d. www.bbc.co.uk/radio4/routesofenglish/. 20 July 2021. Worldwide Accents of English. Gabrielle Azzaro.
2000. www.gazzaro.it/accents/files/accents2.html. 20 July 2021. |
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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