course syllabus information
TRANSCRIPT
Course Syllabus Information
Below you will find details of all the courses we offer to Exchange students. These
are listed in the same order as on the options form.
UNIT TITLE English as a Foreign Language Proficiency (15 credits & 30 credits)
UNIT
ABBREVIATION
BRIEF SUMMARY This unit facilitates general language skills in English as a Foreign
Language at Pre-Proficiency level, corresponding to level C1.2 of the
Common European Framework for languages.
INDICATIVE
CONTENT Specimen syllabus:
Understanding and writing reviews
Idioms and phrasal verbs
Expressing opinions
Responding to short stories
Making predictions and discussing the future
Letters of application, thanks and apology
Discussing past and future plans in relation to subject area
UNIT LEARNING
OUTCOMES
On successful completion of this unit students will be able to
communicate in English as a Foreign Language at Pre-Proficiency
level, corresponding to level CEF C1.2
BREAKDOWN OF STUDENT LEARNING ACTIVITY
Summative assessment (25%) Directed study (25%) Student-centred learning (50%)
ITEMS RECOMMENDED THAT STUDENTS SHOULD BUY
One of the following: Hornby, A.S. 2005. Oxford Advanced Learners‟ Dictionary. Oxford: OUP. Cambridge Advanced Learners‟ Dictionary with CD-Rom. 2008.
SUMMATIVE ASSESSMENT
Portfolio (100%: 15 credits- Term 1 only) Exam (100% : 15 credits- Term 2 only) Terms 1 & 2; Portfolio (50%) & Exam (50%)
EMPLOYABILITY AND SUSTAINABILITY OUTCOMES
Work within social, environmental and community contexts
ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT
Summative assessment Portfolio and exam, testing reading and writing skills. Formative assessment (a) Listening skills assessed via whole-class exercise, marked and returned with comments. (b) Oral skills assessed on a one-to-one basis, formative feedback provided.
ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT
Detailed assessment criteria clearly specify how different levels of performance are distinguished and rewarded.
Cambridge: CUP. Collins Cobuild Advanced English Learners‟ Dictionary. 2006.
ESSENTIAL READING / RESOURCES
McCarthy, M. and O‟Dell, F. 2010. English Idioms in Use (Advanced). Cambridge: CUP. Hewings, M. 2005. Advanced Grammar in Use with Answers. Cambridge: CUP.
DATE OF APPROVAL
UNIT TITLE English as a Foreign Language Mastery (15 & 30 credits)
UNIT
ABBREVIATION
BRIEF SUMMARY This unit facilitates general language skills in English as a Foreign
Language at Mastery level, corresponding to level C2.2 of the
Common European Framework for languages.
INDICATIVE
CONTENT Specimen syllabus:
Newspapers and their language
Summarising and evaluating information
Idioms, slogans, clichés
Commonly confused words
Nuances of linguistic and cultural meaning
Justifying opinions related to the quality of a product, service or subject area
UNIT LEARNING
OUTCOMES
On successful completion of this unit students will be able to:
1. Communicate in English as a Foreign Language at Mastery level,
corresponding to level CEF C2.2
BREAKDOWN OF
STUDENT
LEARNING
ACTIVITY
Summative assessment (25%) Directed study (25%) Student-centred learning (50%)
SUMMATIVE
ASSESSMENT
Portfolio (100%: 15 credits- Term 1 only) Exam (100% : 15 credits- Term 2 only) Terms 1 & 2; Portfolio (50%) & Exam (50%)
EMPLOYABILITY
AND
SUSTAINABILITY
OUTCOMES
Analyse real world situations critically
ASSESSMENT
STRATEGIES FOR
EACH ELEMENT OF
ASSESSMENT
Summative assessment Portfolio and exam, testing reading and writing skills. Formative assessment (a) Listening skills assessed via whole-class exercise, marked and returned with comments. (b) Oral skills assessed on a one-to-one basis, formative feedback provided.
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
Detailed assessment criteria clearly specify how different levels of
performance are distinguished and rewarded.
ITEMS
RECOMMENDED
THAT STUDENTS
SHOULD BUY
One of the following: Hornby, A.S. 2005. Oxford Advanced Learners’ Dictionary. Oxford: OUP. Cambridge Advanced Learners’ Dictionary with CD-Rom. 2008. Cambridge: CUP. Collins Cobuild Advanced English Learners’ Dictionary. 2006.
ESSENTIAL
READING /
RESOURCES
McCarthy, M. and O‟Dell, F. 2008. Collocations in Use (Advanced).
Cambridge: CUP.
Vince, M. 2003. Advanced Language Practice with Key. Oxford:
Macmillan.
DATE OF
APPROVAL
UNIT TITLE Business English
BRIEF SUMMARY This course unit is designed to give an insight into some of the
features of the business world, while at the same time supporting
the English language development of participants.
UNIT CODE NUMBER 44603012
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and related studies
UNIT LEADER(S) Anthony Picot
CREDIT VALUE 20 CREDITS AT LEVEL: 3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Seminars 44
Independent
study 156
UNIT STATUS Core Option
PRE-REQUISITES IELTS 6.5, TOEFL 575, or equivalent
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On successful completion of the unit, students will be able to:
1. Discuss and comment on issues of general interest as
well as in the field of Business English;
2. Read major types of business texts and understand the
main points as well as detail;
3. Write natural and near-fluent English, using registers
appropriate to a business context;
4. Understand most types of aural material as required in a
business context;
5. Give business presentations.
CURRICULUM
OUTLINE The syllabus covers a number of the main areas of Business
English, such as:
Company Structures
Human Resources Management
Meetings
Retailing
Franchising
International Business Styles
Banking
The Stock Market
Import and Export
Marketing
Business Media
Students will be working at a proficiency level which corresponds
to a near-fluent level of English. At this level, students are
encouraged to improve their use of English by way of extending
their vocabulary and phraseology as relating to the world of
business and refining the appropriate language styles and
registers.
Expression and understanding of spoken and written language
will be broadened using a wide range of texts from course books,
the press and business broadcasts.
TEACHING AND
LEARNING
STRATEGIES
Teaching will be delivered via seminars, tutorials, and group
work. Audio-visual input will be used as one of the main teaching
and learning aids. Throughout the year, students will develop
their aural skills through listening comprehension exercises and
their oral skills through presentations and participating in seminar
discussions. Individual learning skills will be developed through
private study. Written coursework will afford students the
opportunity to develop skills of description, analysis, comparison,
evaluation and the capacity to construct an argument.
ASSESSMENT
STRATEGIES The unit has three elements of assessment, 50 % coursework
and 50% formal examination, as follows:
1. An oral presentation followed by questions and
discussion. (25% of unit marks, testing Learning
Outcomes 1 and 5.)
2. A one-hour listening comprehension exercise. (25% of
unit marks, testing Learning Outcome 4.)
3. A two-hour written examination divided into two sections.
Section One requires a written response to a written text.
Section Two requires a written answer from a choice of
three questions based on the syllabus. (50% of unit
marks, testing Learning Outcomes 2 and 3.)
Exchange students studying for less than the full academic
year will be subject to an appropriate and suitably modified set
of assessment strategies.
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria are set out in the departmental
publication Department of Languages, Assessment Criteria.
INDICATIVE STUDENT
LEARNING
RESOURCES
Tullis, Graham New Insights into Business. Longman: 2000. & Trappe, Tonya. Cambridge International Dictionary of English, CUP, 1995.
Internet Resources
http://www.efl.net http://www.bbc.co.uk/hi/english/business/default.stm
http://www.newslink.org
ANY ADDITIONAL
NOTES AND
COMMENTS
DATE OF APPROVAL September 2004
DATE OF MOST
RECENT
CONSIDERATION:
UNIT TITLE Life in Modern Britain
BRIEF SUMMARY This unit provides an overview of current British life in terms of
institutions, as well as current issues and events. It enables
students to gather information and viewpoints from a British
perspective as well as from their European counterparts.
UNIT CODE NUMBER 44603005
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and related studies
UNIT LEADER(S) Fiona Long
CREDIT VALUE 20 CREDITS AT LEVEL: 2
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures/seminars
44
Independent
study 156
UNIT STATUS Core option
PRE-REQUISITES None
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On completion of the unit, students will be able to:
1. Analyse and describe specific areas of life in modern
Britain
2. Produce written argument under timed conditions
examining aspects of modern British life
3. Critically comment on a negotiated topic relevant to British
life
4. Research independently and present orally a specific topic
based on the syllabus
CURRICULUM
OUTLINE
The syllabus includes topics taken from the list below, in addition
to current affairs.
National identity and ideas of Britishness
British attitudes
British government and the law
English language in transition
Education
Work and leisure patterns
Multiculturalism
Religious diversity
The British family
Women in Britain
Britain in Europe
The British Press
The right to protest
British Institutions
TEACHING AND
LEARNING
STRATEGIES
Teaching and learning will take place in lectures, seminars and
tutorials. Throughout the autumn and spring terms there will be a
weekly lecture examining a range of topics in the areas of life in
modern Britain. Each lecture is followed by a seminar. Student
input in the form of individual or small group presentations is
central to most seminars. It is essential that students play an
active part in collaborative learning, through presentations of
papers and by participating actively in the discussions that follow
the presentations.
ASSESSMENT
STRATEGIES
The unit has two elements of assessment, 25% coursework and
75% formal examination, as follows:
1. An oral presentation followed by questions and discussion (25% of unit marks, testing Learning Outcomes 3 and 4).
2. A three-hour written examination (75% of unit marks,
testing, Learning Outcomes 1 and 2).
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria are set out in the Department of
Languages Assessment Criteria booklet.
INDICATIVE STUDENT
LEARNING
RESOURCES
BRYSON, B Notes from a Small Island. London: Black, 1996 COLLIE, J What‟s it like? Life and Culture in Britain today. Cambridge: CUP, 2000 HARVEY, P Britain Explored. Harlow: Longman, 1992 MIKES, G How to be a Brit. Harmondsworth: Penguin, 1986 O‟DRISCOLL, J Britain: The Country and its People. Oxford: OUP, 1995 PAXMAN, J The English: A Portrait of a People. London: Penguin, 1999 ROOM, A An A to Z of British Life. Oxford: OUP, 1990 STORRY, M & British Cultural Identities. London: P. CHILDS Routledge, 1997
ANY ADDITIONAL
NOTES AND
COMMENTS
DATE OF APPROVAL May 2002
DATE OF MOST
RECENT
CONSIDERATION:
UNIT TITLE Schools of Linguistics
BRIEF SUMMARY The Schools of Linguistics unit aims to enable students to fulfil and
develop their intellectual potential through the analytic study of
language. The unit will exploit theoretical approaches related to the
study of language, exploring Greek views on the origin of language,
Latinists‟ perception of Latin and modern linguists‟ objective views.
On completion, students will have developed valuable skills
required for further independent study and research and a variety of
transferable skills.
UNIT CODE NUMBER 44503001
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and related studies
UNIT LEADER(S) Dr C.Belkacemi
CREDIT VALUE 20 CREDITS AT LEVEL: 3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures/seminars
35
Independent study
165
UNIT STATUS Core mandatory for Linguistics route; core option for other routes
PRE-REQUISITES None
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On successful completion of this unit, students should be able to:
1. Show a clear understanding of the theories that led to the development of modern linguistics with particular emphasis on the syntactical aspect;
2. Construct an argument in a clear and informed manner both (a) orally and (b) in writing;
3. Research the topic and give a rational and critical evaluation of their findings;
4. Demonstrate skills of description, analysis, evaluation and
argumentation under timed conditions.
CURRICULUM
OUTLINE
The unit will examine the different phases that marked the birth of Modern Linguistics. It will undertake the study of the traditional grammarians and their grip on language and will compare it to the approach taken by 20th century linguists such as Boas, Sapir, Bloomfield and Ferdinand de Saussure and more contemporary linguists such as Chomsky. Students will be required to undertake the study of TGG, Principles and Parameters, θ-theory, the X-bar theory, Move, and some aspects of the Minimalist Program.
TEACHING AND
LEARNING
STRATEGIES
The unit is run through a series of lectures and seminars.
ASSESSMENT
STRATEGIES
There will be :
A presentation (worth 25% of unit marks and testing learning outcomes 2a and 3) and
a three hour examination (worth 75% of unit marks and testing learning outcomes 1, 2b and 4).
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria for examinations and presentations are set
out in the Department of Languages Assessment Criteria booklet
distributed to all students
INDICATIVE STUDENT
LEARNING
RESOURCES
Allerton, D.J. Essentials of Grammatical Theory, Routledge: London, 1979
Baker, C.L English Syntax. Cambridge, Mass: MIT Press. 1989
Bloomfield, L. Language. London: Allen and Unwin1933.
Borsley, R.D Syntactic Theory: A Unified Approach. London: Edward Arnold, 1991
Bresnan, J Lexical-Functional Syntax. Oxford, Blackwell (2001)
Carnie, A. Syntax. A Generative Introduction. Blackwell Publishing. Oxford 2002 Chomsky, N. Syntactic Structures. The Hague: Mouton. 1957
Aspects of the Theory of Syntax. Cambridge, MIT Press. 1965
Barriers , MIT (fifth printing) 1994
The Minimalist Program 1995
Foley, W.A & Functional Syntax and Universal Grammar,
Van Valin, R.D Cambridge: CUP, 1984.
Haegeman, L. English Grammar: A Generative
& Gueron, J Perspective, Oxford: Blackwell.1999
Haegeman, L (ed.) Elements of Grammar: Handbook in Generative Syntax, Dordrecht, Boston: Kluwer Academic Publishers 1997
Haegeman, L. Government and Binding Theory, Oxford: Blackwell,1994
Jakobson, R. „Implications of language universals for linguistics‟ in: Greenberg , J.H, ed.,Cambridge: M.I.T Press, 208-219. 1963
Jespersen, O The Philosophy of Grammar. New York: Norton. 1965
Lasnik, H Syntax Structures Revisited: Contemporary Lectures on Classic Transforma. Cambridge: Mass. M.I.T. Press. 2000
McMahon, A.M.S Understanding Language Change. Cambridge CUP 1994 Matthews, P.H Grammatical theory in The United States from Bloomfield to Chomsky, Cambridge: C.U.P 1993
Newmeyer, F.J Grammatical Theory: Its limits and Possibilities.Chicago: Chicago University Press. 1983
Ouhalla, J. Transformational Grammar, London: Edward Arnold, 1999
Radford, A Transformational Grammar: A First Course, Cambridge: CUP. 1988
Robins,R.H A short history of Linguistics, London: Longman, 1967
Sapir, E Language, New York: Harcourt, Brace and world.1921 Saussure, F. de Cours de Linguistique Générale (3rd ed),
Paris: Payot. 1962
ANY ADDITIONAL
NOTES AND
COMMENTS
Employability/PDP
On completion, students will have developed valuable skills
required for further independent study and research as well as a
variety of transferable skills such as group-work, logical thinking
and presentation of arguments.
DATE OF APPROVAL May 2002
DATE OF MOST
RECENT
CONSIDERATION:
Benchmarking Uniwide Languages: CEF
Uniwide Levels
CEF Levels
EFL 15-credit units (7.5 ECTS)
EFL 30-credit units (15 ECTS)
Beginners
A1.1
A1
Elementary
A1.2
Threshold
A2.1
A2
Pre-Intermediate
A2.2
Intermediate
B1.1
B1
Post-Intermediate
B1.2
Pre-Advanced
B2.1
B2
EFL Advanced
Advanced
B2.2
EFL Advanced
Post-Advanced
C1.1
C1
EFL Proficiency
Pre-Proficiency
C1.2
EFL Pre-Proficiency
Proficiency
C2.1
C2
EFL Mastery
Mastery
C2.2
EFL Mastery
UNIWIDE LANGUAGES TIMETABLE 2012-13
20-credit units: Teaching takes place in Autumn Term, 24th September – 14th December 2012 only
(3-hr classes + 1 hr conversation)
Monday
Tuesday Wednesday
Thursday Friday
4 – 7
Chinese Intermediate French Beginners Italian Pre-Intermed Spanish Beginners Spanish Intermediate
Arabic Intermediate Chinese Pre-Interm French Pre-Interm
Italian Intermediate Spanish Pre-Intermed Spanish Advanced
UNIWIDE LANGUAGES TIMETABLE 2012-13
15-credit units (7.5 ECTS): Teaching takes place in Spring Term, 7th January – 22nd March 2013 only
*EFL courses take place in both terms and provide 30 credits (15 ECTS)
Monday
Tuesday Wednesday
Thursday
9 – 12
EFL Proficiency A EFL Mastery A
1 – 4
Arabic Beginners B Chinese Beginners B German Beginners B Japanese Beginners B Spanish Beginners C Spanish Beginners D Spanish Elementary B
4 – 7
Arabic Beginners A Chinese Beginners A French Beginners A French Elementary A German Beginners A Italian Beginners A Japanese Beginners A Spanish Beginners A Spanish Pre-Advanced
Arabic Elementary Chinese Elementary French Intermediate A French Advanced French Pre-Advanced German Elementary Italian Elementary Spanish Beginners B Spanish Elementary A Spanish Intermediate A
Chinese Beginners C French Beginners B French Elementary B German Intermediate Italian Beginners B Japanese Elementary Spanish Beginners E Spanish Intermediate B
Arabic Proficiency Chinese (Mandarin) for Cantonese Speakers EFL Proficiency B EFL Mastery B French Beginners C French Post-Intermediate German Post-Intermediate German Pre-Advanced Italian Beginners C Spanish Beginners F Spanish Post-Intermediate
Contemporary French Film: Tradition and Change
BRIEF SUMMARY Stage 3 option unit offered by the Department of Languages that
provides opportunities for students to acquire specialised and in
depth knowledge of contemporary French cinema
UNIT CODE NUMBER 44103011
HOME PROGRAMME BA (Hons Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and related studies
UNIT LEADER(S) Isabelle Vanderschelden
CREDIT VALUE 20 CREDITS AT LEVEL 3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures/ seminars
35
Private study
including
assessments 165
UNIT STATUS Core option
PRE-REQUISITES Introducing French Cinema
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On successful completion of this unit, a student will have
demonstrated competence in the following:
1. Research a negotiated topic relevant to the study of a
contemporary French film and present a discussion paper
demonstrating a familiarity with the principles and critical
theory of film studies and/or with the stylistic and æsthetic
strategies used in French cinema;
2. Produce written arguments in timed conditions that critically
assess contemporary French film‟s trends and evolution as
well as interpreting and commenting upon the socio-cultural
issues that emerge from contemporary French films.
CURRICULUM
OUTLINE
The unit will discuss a number of films from the 1980s to
the present day.
It will focus more particularly on elements of continuity
within the tradition of French cinema and patterns of
change identified within the period covered. Topics
covered may include:
Genre analysis in the context of tradition and change (documentary, social realism, comedy)
The relationships between popular, commercial films and a more auteurist approach to cinema
The evolution of the concept of auteur
Culture and society issues raised in film such as marginality, family, violence, multicultural France
Film style and æsthetics
Postmodernism in French film
Ideology in film
The representation of history
Gender issues including the place of women directors
Reception and spectatorship
National/regional identity and recent transnational influences
Technical and theoretical concepts will be used when
appropriate.
ASSESSMENT
STRATEGIES
1. A formal research paper / presentation worth 50% of unit
marks and testing learning outcome 1.
2. A two-hour written examination worth 50% of unit marks
and testing learning outcome 2.
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria for presentation and examinations are set
out in the Department of Languages Assessment Criteria Booklet
that is distributed to students.
INDICATIVE STUDENT
LEARNING
RESOURCES
Proposed set films: at least eight to be chosen yearly amongst the
following (This list is indicative and films may change depending on
availability):
Diva, Jean-Jacques Beineix, 1980
Le Dernier métro, François Truffaut, 1980
Sans Toit ni loi, Agnès Varda, 1985,
La Vie est un long fleuve tranquille, Etienne Chatiliez, 1987
Milou en mai, Louis Malle, 1989
Monsieur Hire, Patrice Leconte, 1989
L.627, Bertrand Tavernier, 1992
L‟Appât, Bertrand Tavernier, 1995
Gazon Maudit Josiane Balasko, 1995
La Cérémonie, Claude Chabrol, 1995
Ridicule, Patrice Leconte, 1996
Un Héros très discret, Jacques Audiard, 1996
La vie rêvée des anges, Erick Zonca, 1998
La nouvelle Eve, Catherine Corsini, 1999
Ressources humaines, Laurent Cantet, 1999
Jeanne d‟arc Luc Besson 1999
Le Placard Francis Veber 1999
Ça commence aujourd‟hui, Bertrand Tavernier, 1999
Le Goût des autres Agnès Jaoui 2001
Caché Michael Hanneke 2004
BIBLIOGRAPHY
(i) Required reading Austin, G., French Contemporary Cinema Manchester University
Press, 1996
Powrie, P., French Cinema in the 1980s The crisis of masculinity
Oxford: Clarendon, 1997.
Powrie, P., French Cinema in the 1990s Continuity and Change
Oxford University Press, 1999.
Powrie P. (ed) 24 Frames: The Cinema of France London:
Wallflower 2006.
Powrie P. and K. Reader French Cinema: A Students‟Guide
London: Arnorld, 2002.
Temple, M. and M. Witt The French Cinema Book London: BFI,
2004.
(i) Recommended reading Austin, G., Claude Chabrol, Manchester University
Press, 1999.
Altman, R., Film/Genre London: British Film Institute, 1999.
Atack, M., May 68 in French Fiction and Film Oxford: OUP, 1999.
Bordwell, D., and K. Thompson, Film Art: an Introduction
Mc-Graw-Hill, 1990.
Boggs J. and D. Petrie The Art of Watching Films seventh ed.,
London: McGrawHill, 2007.
Boorman, J. and W. Donohue eds., Projections 9:
French Film-makers on film-making London Faber and
Faber, 1999.
Buss, R. French Film Noir London: Boyars, 1994.
Caughie, J., Theories of Authorship London Routledge,
1981.
Corrigan, T., A Short Guide to Writing about Film New
York: HarperCollins, 1994.
Dyer, R., and G. Vincendeau, Popular European
Cinema, London: Routledge, 1992.
Everett, W., European Identity in Cinema Exeter: Intellect, 1996.
Ezra, E and S. Harris France in focus: film and national identity
Oxford: Berg, 2000.
Fitterman-Lewis, S. To Desire Differently: Feminism and the French
Cinema Urbana and Chicago: University of Illinois Press, 1990.
(Chapter on Sans toit ni loi).
Flower, J., ed. France Today London: Hodder and
Stoughton, 1997.
Forbes, J., The Cinema in France after the New Wave
London: Macmillan, 1992.
Forbes, J. and M. Kelly (Eds.) French Cultural Studies
Oxford, Oxford university Press, 1995.
Forbes, J. and S. Street European Cinema: An
Introduction, Basingstoke: Palgrave, 2000.
French, P., ed., Malle on Malle London: Faber and
Faber, 1993.
Friedberg, A. (1994) Window Shopping: Cinema and the Postmodern University of California Press. Hay, S., Bertrand Tavernier The Film-maker of Lyons
London: Tauris, 2000.
Hayward, S., French National Cinema London:
Routledge, 1993.
Hayward, Susan, Cinema Studies: The Key Concepts, third edition,
London: Routledge, 2006.
Hayward, S., Luc Besson Manchester: Manchester University
Press, 1998.
Hayward, S. and G. Vincendeau eds. French Films: Texts and
Contexts, Second edition, London: Routledge, 2000.
Hayward, Susan and Phil Powrie The Films of Buc Besson: Master
of Spectacle Manchester: Manchester University Press, 2006.
Higson, A. „The Concept of national Cinema‟ Screen 30
(1989), 4:36-46.
Hjort, M. and S. MacKenzie (eds.), Cinema and Nation
London: Routledge, 2000.
Holmes, D. and R. Ingram, François Truffaut
Manchester: Manchester University Press, 1998.
Hughes A. and K. Reader, Encyclopedia of Contemporary French
Culture London Routledge, 1998.
Hughes, A. and J. Williams, Gender and French cinema Oxford:
Berg, 2001.
Kawin, B. How Movies Work Berkeley: University of California
Press, 1992.
Kidd W. and S. Reynolds Contemporary French Cultural
Studies London: Arnold, 2000.
King, G Film Comedy London: Wallflower, 2002.
Kostankarakos, Myrto ed., Spaces in European Cinema
Exeter: Intellect, 2000.
Maclean, M. (ed.), The Mitterrand Years: legacy and
Evaluation London: Macmillan, 1998.
Mazdon L., ed. France on film London: Wallflower, 2000.
Neale, S. and F. Krutnik Popular Film and Television Comedy
Routledge, 1990.
Perry, S. (ed.), Aspects of Contemporary France London
Routledge, 1997.
Perry, S. and M. Cross, (eds.), Voices of France Social,
Political and Cultural Identity London: Pinter, 1997.
Powrie, P. Jean-Jacques Beineix Manchester: Manchester
University Press, 2001.
Rollet, B., Coline Serreau Manchester: Manchester University
Press, 1998.
Silverman, M., Facing Postmodernity: Contemporary
French Thought on Culture and Society London:
Routledge, 1999.
Smith, A., Agnès Varda Manchester: Manchester
University Press, 1998.
Tarr, C., Diane Kurys Manchester: Manchester
University Press, 1998.
Turner, G., Film as Social Practice, third edition, London:
Routledge, 1999.
Vincendeau, G., The Companion to French Cinema, London:
Cassell BFI, 1995.
Wilson, E., French Cinema since 1950 London: 1999
ANY ADDITIONAL
NOTES AND
COMMENTS
Employability and PDP
In this unit, students will have the opportunity to acquire
or develop the following transferable skills: note taking,
extensive reading, critical and analytical thinking, time
management, written and oral communication,
presentation skills.
DATE OF APPROVAL May 2002
DATE OF MOST
RECENT
CONSIDERATION:
UNIT TITLE The French Speaking World: Issues in Sociolinguistics
BRIEF SUMMARY The unit will examine the linguistic and social matters that shaped
the French language. It is designed to inform students about the
particular characteristics of the language and the components that
form its various registers. It will also examine French in the world, its
dominance and its decline.
UNIT CODE NUMBER 44103009
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and related studies
UNIT LEADER(S) Dr C. Belkacemi
CREDIT VALUE 20 CREDITS AT LEVEL: 3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures/seminars
35
Independent study
165
UNIT STATUS Core option
PRE-REQUISITES None
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On completion of this unit, students should be able to:
1. Demonstrate a knowledge and an understanding of the relationship linking language to society and how society is constructed through language but also how language in itself is altered and reinvented by society;
2. Produce work underlining the relationship between language use, social communities and social attitudes;
3. Produce reasoned argumentation related to the subject
based on research and class notes
CURRICULUM
OUTLINE
The unit will examine the linguistic and social matters that shaped
the French language. It is designed to inform students about the
particular characteristics of the language and the components that
form its various registers. It will also examine French in the world, its
dominance and its decline.
The unit will also investigate the policy-making processes and assess how successive governments responded to and managed the socio-linguistic and political environments. Another dimension that will form part of this unit is the study of the rôle the French
language played in other countries which led either to its adoption as an official language or to a lesser extent to its adoption as a “langue véhiculaire”. By the same token topics like lingua franca, diglossia, pidgins and creoles will also be studied.
TEACHING AND
LEARNING
STRATEGIES
Delivery of this unit will be through lectures and seminars. Students
will be required to engage in independent learning and to present
their findings in oral presentations followed by class discussions.
ASSESSMENT
STRATEGIES
ACW presentation in class: (25% of unit marks testing learning outcome 3)
One 3 hour examination: (75% of unit marks testing learning outcomes 1 and 2)
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria for examinations and presentations are set
out in the Department of Languages Assessment Criteria booklet,
distributed to all students.
INDICATIVE STUDENT
LEARNING
RESOURCES
Ager, D. Language Policy in Britain and France: The
Processes of Policy. London: Cassell,
Wellington House, 1996
Sociolinguistics and contemporary French.
Cambridge: CUP, 1990
Styles and registers in Contemporary French. London:
University of London Press, 1970.
Ball, R. The French Speaking World. London:
Routledge 1997
Batchelor, R. & Guide to contemporary French Usage
Offord, M Cambridge: CUP.1982
Battye, A, Hintze, M The French Language Today, London:
& Rowlet, P. Routledge,. 2000
Fasold, R. Sociolinguistics of Language, Oxford:
Blackwell,1990
Ferguson, C. „Diglossia‟. Word15: 325-40, 1959.
Hymes, D. (ed). Pidginization and Creolization of languages.
Cambridge: CUP. 1971
Labov, W. The social stratification of English in New
York city, Georgetown University Press,
1966.
Lodge, A. „Authority, prescriptivism and the French
standard language.‟ Journal for French
Language Studies 1(1): 93-111, 1991.
French from dialect to standard. London:
Routledge, 1993.
Milroy, L. Language and Social Networks. Oxford:
Blackwell, 1980.
Milroy, J. Linguistic Variation and Change. Oxford:
Blackwell. 1992.
Milroy, J & Milroy, L Authority in Language (3 Ed.). London:
Routledge. 1999
Offord, M. & A Literary and Linguistic Companion. London:
Chapman, R. Hitchcott,N. Routledge. 2001
Sanders, C.French today. Cambridge: CUP.
1993.
Trudgill, P. The Social Differentiation of English in
Norwich. Cambridge: CUP. 1974
On Dialect. Oxford: Blackwell. 1983
Walter, H. Le français dans tous les sens. Paris: Laffont.
1988
French inside out. (Translated by P. Fawcett). London:
Routledge. 1994
Wardhaugh, R. An Introduction to Sociolinguistics. Oxford:
Blackwell. 1986
Wise, H. The vocabulary of Modern French (Origins,
Structure, Function), London: Routledge
1997.
ANY ADDITIONAL
NOTES AND
COMMENTS
Employability/PDP
On completion, students will have developed valuable skills
required for further independent study and research as well as a
variety of transferable skills such as group-work, logical thinking and
presentation of data.
DATE OF APPROVAL
DATE OF MOST
RECENT
CONSIDERATION:
UNIT TITLE Contemporary Spain
BRIEF SUMMARY This unit provides the opportunity to study in depth some of the
key themes and issues in Spain today. These include national and
regional identity, immigration, drought, foreign relations, Spain and
Europe, unemployment, the media and social change. The
significance of these issues will be identified and the
consequences assessed.
UNIT CODE NUMBER 44403006
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and Related Studies
UNIT LEADER(S) David Corkill
CREDIT VALUE 20 CREDITS AT LEVEL: 3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures/seminars:35
Independent study
165
UNIT STATUS Core option
PRE-REQUISITES None
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On successful completion of the unit, students are expected to
have demonstrated a satisfactory level of competence in the
following areas:
1. Delivery of an oral presentation on an agreed topic related
to the key themes and issues in Spain today.
2. Production of written argument under timed conditions that
relates to current issues in contemporary Spain.
CURRICULUM
OUTLINE
The curriculum is structured around the key political, economic
and social issues that Spaniards identify they are concerned with.
Although diverse, the interrelationship and overlap between the
issues is identified.
Issues studied in depth include:
Regional nationalism
Immigration
Spain and Europe
The economy
The media
The changing rôle of the church in Spanish society
TEACHING AND
LEARNING
STRATEGIES
The unit will be delivered through tutor lecture input, student-led
seminars and class discussions. Students will be expected to
engage in independent learning and to present their findings in the
form of an oral presentation and demonstrate skills of in depth
analysis and evaluation.
ASSESSMENT
STRATEGIES
Learning outcome 1 will be assessed by a 15 minute oral
presentation in class worth 25% of the unit marks.
Learning outcome 2 will be assessed by a three hour written
examination worth 75% of the unit marks.
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria are contained in the Assessment Criteria
booklet that is distributed to students.
INDICATIVE STUDENT
LEARNING
RESOURCES
Indicative primary reading includes:
Balfour, S. The Politics of Contemporary Spain (London:
Routledge 2005)
Graham, H & Labayni, J Spanish Cultural Studies (OUP 1997)
Harrison, R. J. & Corkill, D Spain: A Modern European Economy
(London: Routledge 2004)
Lawlor, T & Rigby, M. Contemporary Spain (London: Longman
1998)
Magone, J. Contemporary Spanish Politics (London: Routledge
2004
Smith, A & Mar-Molinero, C. Nationalism and Nation in the Iberian
Peninsula (Oxford: Berg 1996)
ANY ADDITIONAL
NOTES AND
COMMENTS
Employability and PDP
In this unit, the students will have the opportunity to acquire or
develop the following transferable skills: note-taking, in-depth
reading, analytical and comparative thinking, time management,
verbal and written communication, cultural awareness, ICT skills.
DATE OF APPROVAL May 2002
UNIT TITLE Æsthetic Traditions in Spanish Cinema
BRIEF SUMMARY Stage 3 option unit offered by the Department of Languages that
explores in depth some of the main themes and traditions in
Spanish film.
UNIT CODE NUMBER 44403009
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and related studies
UNIT LEADER(S) Carmen Herrero
CREDIT VALUE 20 CREDITS AT
LEVEL:
3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures/seminars 35
Private study (incl.
assessments) 165
UNIT STATUS Core option
PRE-REQUISITES Introduction to Contemporary Spanish Cinema
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On completion of this unit, students are expected to have
demonstrated a satisfactory level of competence in the following
areas by performance in class, by a formal presentation and by
an end of year examination. They should be able to:
1. Research a negotiated topic and present a discussion
paper;
2. Produce written arguments in timed conditions;
3. Demonstrate a familiarity with the principles of film studies
and discuss films from different critical angles;
4. Comment on the stylistic and æsthetic strategies used in
the films and analyse their effect;
5. Interpret the socio-cultural issues that emerge from films
and comment on them;
6. Carry out comparative and synthetic analyses of how the
cultural heritage of Spain has influenced Spanish
cinematic production in a variety of areas and ways.
CURRICULUM
OUTLINE
Students will study the main æsthetic trends (artistic, literary and
filmic) which have shaped the main traditions of Spanish cinema.
Topics may include:
Popular traditions of carnival and black humour (esperpento).
The influence of popular operetta (zarzuela) and theatre (astracanada and sainete).
The importance of folklore and Spanish popular music
The tradition of realism and its deformations (tremendismo) versus the avant-garde experimentation.
Particular attention will be placed upon the ways in which the
convergence of the different traditions in cultural/counter-cultural
movements challenges traditional mainstream notions.
TEACHING AND
LEARNING
STRATEGIES
Delivery of the unit will be through student led-seminars and class
discussions as well as via some tutor-led lecture input. Students
will play an active part in co-operative learning by developing their
aural skills in lectures, oral skills in seminar discussion and
individual learning skills through private study. Students will be
required to engage in independent learning and to present their in
depth findings in oral work in which they will demonstrate high
level skills of analysis, evaluation and interpretation.
ASSESSMENT
STRATEGIES
Acw: a formal research paper / presentation worth 50% of unit
marks and testing learning outcomes 1, 3 and 4.
A two-hour written examination worth 50% of unit marks and
testing learning outcomes 2, 5 and 6.
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria for examinations and presentations are
set out in the Department of Languages Assessment Criteria
booklet, distributed to all students.
INDICATIVE STUDENT
LEARNING
RESOURCES
Indicative primary and secondary sources:
Films:
Un perro andaluz (Luis Buñuel and Salvador Dalí, 1929)
La torre de los siete jorobados (Edgar Neville, 1944)
Domingo de Carnaval (Edgar Neville, 1945)
Surcos (José Antonio Nieves Conde, 1951)
Bienvenido Mr Marshall (Berlanga, 1953)
El extraño viaje (Fernando Fernán Gómez, 1954)
Muerte de un ciclista (Juan Antonio Bardem, 1955)
Calle Mayor (Juan Antonio Bardem, 1956)
El pisito (Marco Ferreri, 1959)
Viridiana (Buñuel. 1961)
El verdugo (Berlanga, 1963)
Cría cuervos (Saura, 1975)
Furtivos (José Luis Borau, 1975)
Carmen (Saura, 1983)
¿Qué he hecho yo para merercer esto? (Almodóvar, 1984)
La corte del Faraón (José Luis García Sánchez, 1985)
El milagro de P. Tinto (Javier Fesser, 1998)
Belle Epoque (Fernando Trueba, 1992)
La madre muerta ( Juanma Bajo Ulloa, 1993)
La comunidad (Alex de la Iglesia, 2000)
Airbag (Juanma Bajo Ulloa, 1997)
Torrente (Santiago Segura, 1998)
Crimen ferpecto (Alex de la Iglesia, 2004)
Suspiros de España y Portugal (José Luis García Sánchez,
1995)
Volver (Almodóvar, 2006)
Books
Allinson, Mark, A Spanish Labyrinth. The Films of Pedro
Almodóvar (London: I. B. Tauris, 2001)
Ballesteros, Isolina, Cine (ins)urgente: Textos fílmicos y
contextos culturales de la España posfranquista ( Madrid:
Fundamentos, 2001).
Evans, Peter (ed.), Spanish Cinema: the Auteurist Tradition
(Oxford: Oxford University Press, 1999)
Hopewell, John. Out of the Past: Spanish Cinema after Franco
(London: BFI, 1986)
Jordan, Barry and Mark Allinson, Spanish Cinema: A Student's
Guide (London: Hodder Arnold, 2005)
Jordan, Barry and Rikki Morgan-Tamosunas, Contemporary
Spanish Cinema (Manchester: Manchester University
Press, 1998)
Lázaro Reboll, Antonio and Andrew Willis (eds), Spanish Popular
Cinema (Manchester: Manchester University Press, 2004).
Kinder, Marsha, Blood Cinema: The Reconstruction of National
Identity in Spain (Berkeley and London: University of
California Press, 1993)
Kinder, Marsha (ed.), Refiguring Spain: Cinema /Media/
Representation (Durham and London: Duke University
Press, 1997)
Faulkner, Sally , A Cinema of Contradiction: Spanish film in the
1960s (Edinburgh: Edinburgh University Press, 2006)
Faulkner, Sally. Literary Adaptations in Spanish Cinema
(Woodbridge: Tamesis, 2004)
Gubern, Rubén (et al), Historia del cine español (Madrid:
Cátedra, 1995)
Labanji, Jo (ed.), Constructing Identity in Contemporary Spain:
Theoretical Debates and Cultural Practice, (Oxford: OUP,
2002)
Lázaro Reboll, Antonio and Andrew Willis (eds.), Spanish Popular
Cinema (Manchester: Manchester University Press, 2004).
Marsh, Steven and Parvati Nair (eds.) Gender and Spanish
Cinema (Oxford: Berg, 2004).
Marsh, Steven, Popular Spanish Film Under Franco. Comedy and
the Weakening of the State (Oxford: Berg, 2006)
Martin-Márquez, Susan, Feminist Discourse and Spanish
Cinema : Sight Unseen (Oxford: Oxford University Press,
1999)
Mira, Alberto (ed,) The Cinema of Spain and Portugal. (London:
Wallflower Press, 2005).
Pavlovic, Tatjana, Despotic Bodies and Transgressive Bodies:
Spanish Culture from Francisco Franco to Jesús Franco
(New York: State University of New York Press: 2003)
Pérez Perucha, Julio (ed.),
1906-1995 : flor en la sombra (Madrid: Catedra/ Filmoteca
Española, 1997)
Ríos Carratalá, Juan Antonio, Lo sainesteco en el cine español
(Alicante: Universidad de Alicante, 1997)
__________ . El teatro en el cine español (Alicante: Instituto de
Cultura Juan Gil-Albert, 1999)
Stone, Rob, Spanish Cinema (London and New York: Longman,
2001).
Talens, Jenaro and Santos Zunzunegui, Modes of
Representation in Spanish Cinema (Minneapolis and
London: University of Minnesota Press, 1998)
Triana-Toribio, Núria, Spanish National Cinema (London and
New York: Routledge, 2003).
Triana-Toribio, Núria et al., Alex de la Iglesia (Manchester:
Manchester University Press, 2007)
Zunzunegui, Santos, El extraño viaje. El celuloide atrapado por la
cola, o la crítica norteamericana ante el cine español
(Valencia: Ediciones Episteme, 1999)
Zunzunegui, Santos, Historias de España. De qué hablamos
cuando hablamos del cine español (Valencia: Ediciones de
la Filmoteca (Instituto Valenciano de Cinematografía
Ricardo Muñoz Suay, 2002)
ANY ADDITIONAL
NOTES AND
COMMENTS
Employability and PDP
In this unit, students will have the opportunity to acquire or
develop the following transferable skills: note taking, intensive
and extensive reading, critical and analytical thinking, time
management, verbal communication, presentation skills, cultural
awareness, ICT skills.
DATE OF APPROVAL
DATE OF MOST
RECENT
CONSIDERATION:
German Film and Popular Culture
Brief Summary : A broad survey course that seeks to introduce students to many
different types of popular culture and periods in German cinema.
Indicative Content : The films studied will be drawn from every major period of
German film-making from silent cinema right up to modern Turkish German Cinema.
Examples of popular culture will be drawn from numerous different media and
genres, including crime fiction, comedy, manga, and science-fiction and horror
Heftromane.
Assessment: 50% Assessed Coursework and 50% Examination.
Italian Culture: Myths and Realities
Topics
Content
Unit learning
outcomes
Topics will range from socio-cultural trends (education, youth
culture, family and gender dynamics) to political issues, and will be
studied in terms of their impact on contemporary Italian society.
Through an integrated approach that aims to merge language
proficiency with area studies, the unit will use authentic material,
from newspaper articles to literary texts, from films to music, to
explore issues which are of relevance to contemporary Italian
society, and at the same time to enhance the students‟
competence in Italian language.
On completion of this unit, students will be expected to be able to:
1. With guidance, analyse and evaluate aspects of Italian
culture and society, and present their findings in writing;
2. With limited guidance, locate, interpret and synthesise
information from press and journal articles, written in
English and in Italian;
3. Present and defend research findings in oral form.
Assessment
1. Essay (75%): an essay of 3000 words on a negotiated topic
related to an aspect of culture and society
2. Oral presentation (25%): an oral session in which students will
present various sides of an argument linked to one of the
topics studied. The presentation will be based on a collection
of primary and/or secondary sources, and on the students‟
personal assessment of them. This is followed by a Q&A
session. (25%)
The students will receive regular feedback to the formative
assessment, including through dedicated sessions in the
course of the academic year.
Language The unit is taught in Italian and in English. Formative assessment
will include work in Italian, whereas the summative assessment
requires students to produce materials in English
When it runs Term 1 and 2
Taught hours
per week
3 hours of seminars
Learning
activities
Summative assessment: 25%
Directed study: 25%
Student-centred: 50%
Bibliography L. Buono Hodgart, Capire l’Italia e l’italiano, Perugia: Guerra
Collins Zanichelli, il Ragazzini, Italian Dictionary. Collins, any
edition
Anna Proudfoot and Francesco Cardo, Modern Italian Grammar:
A Practical Guide. London: Routledge. 2012
France: Images and Identities
Brief summary
Indicative
Content
Unit learning
outcomes
This unit introduces students to key developments in 20th century
France and the contemporary period, by examining both the
historical context and cultural representations of (i) the Occupation
and Vichy period; (ii) colonialism and postcolonialism; (iii) post-war
social and political transformations culminating in May 1968; (iv)
contemporary issues of class, gender, race and identity.
In this unit, students will study a range of texts (including films,
fiction, bande dessinée) which illustrate the key historical periods.
Students will be able to:
1. Understand the key periods and issues in modern and contemporary France 2. Analyse a range of texts
3. Produce written arguments in an assessed essay and in an examination under timed conditions
Assessment Coursework essay (50%); Examination (50%)
Language The unit is taught in French and English
When it runs Term 1 and 2
Taught hours
per week
3 hours of seminars
Learning
activities
Summative assessment: 25%
Directed study: 25%
Student-centred: 50%
Bibliography Atack, M. (1987) Literature and the French Resistance
Manchester:MUP
Atack, M. (1999) May 68 in French Fiction and Film Oxford: OUP
Austin, G .(2008) French Contemporary Cinema Manchester: MUP
Cook, M. (ed) (1993) French Culture since 1945 London: Longman
Duchen, C. (1986) Feminism in France London: Routledge
Droz, B. (2005) La fin des colonies françaises Paris: Gallimard
Forbes, J. et al (2004) Contemporary France London: Longman
Gildea, R. (1996) France since 1945 Oxford: OUP
Horne, A (2006)A Savage War of Peace, Algeria 1954-1962 New
York:NYRB, 2006
Kelly. M. (2002)French Culture and Society London: Arnold
Moi, T (1990) French Feminist Thought Oxford: Blackwell
Powrie P. and Reader, K. (2002) French Cinema: A Students’
Guide London: Arnold
Robinson, L. (1978) Sex, Class and Culture Indiana:UP
Further Reading/ Resources
Atack, M. (1987) Literature and the French Resistance
Manchester:MUP
Atack, M. (1999) May 68 in French Fiction and Film Oxford: OUP
Austin, G .(2008) French Contemporary Cinema Manchester: MUP
Cook, M. (ed) (1993) French Culture since 1945 London: Longman
Duchen, C. (1986) Feminism in France London: Routledge
Droz, B. (2005) La fin des colonies françaises Paris: Gallimard
Forbes, J. et al (2004) Contemporary France London: Longman
Gildea, R. (1996) France since 1945 Oxford: OUP
Horne, A (2006)A Savage War of Peace, Algeria 1954-1962 New
York:NYRB, 2006
Kelly. M. (2002)French Culture and Society London: Arnold
Moi, T (1990) French Feminist Thought Oxford: Blackwell
Powrie P. and Reader, K. (2002) French Cinema: A Students’
Guide London: Arnold
Robinson, L. (1978) Sex, Class and Culture Indiana:UP
Power and Culture in the Hispanic World (30 credits)
Brief Summary
The unit will explore how cultural realities are forged amidst contradictory power relations in the Hispanic world, and how these emerge and are negotiated at the intersections of race, class, gender and sexuality. From a transnational and transatlantic perspective, it will analyse how cultural texts, both visual and written, constitute the arena where social realities and inequalities are questioned and contested.
Indicative Content
The unit will introduce and analyse different concepts and theories that will facilitate the understanding of Latin American and Spanish cultures, and will focus on the transatlantic dialogues established between the two. In so doing, this course will examine the very nature of the (power) relations between Latin American and its diasporic communities, and Spain, from postcolonial and decolonial perspectives. All these issues will be tackled through the prism of film, literature and art in order to appreciate the cultural diversity and complex power dynamics at stake in the 21st Century.
Learning outcomes
1. Develop a broader and critical view of Latin American and Spanish cultures in the 21st Century using cultural texts of different nature.
2. Research and present a negotiated topic in the area of Hispanic cultures in written form.
3. Analyse and produce structured written arguments examining aspects of Hispanic cultures under timed conditions.
Assessment
Produce a written essay and an exam by the end of the course.
Essay: (50%)(Learning Outcomes 1 and 2)
Exam: (50%) (Learning Outcomes 1 and 3)
Learning Activities
Summative assessment : 25%
Directed Study: 25%
Student-centred : 50%
Books recommended for purchase by students :
Anaya, Rudolfo. Bless Me, Ultima. NY: Warner Books, 1994. Castillo, Ana. The Mixquiahuala Letters. New York: Anchor Books, 1992.
Essential Reading/
Resources :
Alonso, Santos, La novela española en el fin de siglo 1975-2001 (Madrid: Mare Nostrum, 2003) Hurtado, Aída. The Color of Privilege. Ann Arbor: U of Michigan P, 2004.
Further Reading/
Resources :
Connell, R . 2000The Men and the Boys. St. Leonards (New South Wales):
Allen & Unwin.
Elena, A. & M. Díaz Lόpez. 2003. The Cinema of Latin America. London:
Wallflower Press.
García, Alma. Ed. 1997. Chicana Feminist Thought: The Basic Historical
Writings. New York-London: Routledge, 1997.
Hart, S. 2004. A Companion to Latin American Film. Ipswich: Boydell and
Brewer.
Roth, Benita. 2003. Separate Roads to Feminism: Black, Chicana, and
White Feminist Movements in America's Second Wave. Cambridge UP.
Shaw, D. 2003. Contemporary Cinema of Latin America: 10 Key
Films (New York and London: Continuum.
Shaw, D. (ed.). 2007. Contemporary Latin American Cinema. Breaking into
the Global Market. Lanham: Rowman & Littlefield.
Swanson, P. (ed.). 2003. The Companion to Latin Americna Studies.
London:Arnold.
Films:
Fresa y chocolate (Strawberry and Chocolate) Tomás Gutiérrez Alea
(1993)
Los diarios de motocicleta (The Motorcycle Diaries) Walter Salles (2004)
El secreto de sus ojos (The Secret in Their Eyes) Juan José Campanella
La historia oficial (The Official Version) Luis Puenzo (1984)
Unit title Intercultural Communication: 15 (Term 1) and 30 credits (Terms 1 and 2)
Aims: This unit introduces key concepts in communication and meaning negotiation in intercultural interaction and equips students with tools for carrying out empirical research and presenting research findings.
Learning
outcomes:
On successful completion of this unit, students will be able to: 1. Describe and critically analyse specific communicative patterns
that are emergent during interaction in cross-cultural settings and predict potential obstacles and problems that may arise from different cultural interactions
2. Identify, explain and analyse how such differences are reflected
and articulated in both verbal and nonverbal communication in and across different cultures
3. Make connections between theories of intercultural
communication and personal intercultural experiences and analyse them critically
4. Produce a written piece of work which problematises, and applies
analytical tools developed to, an intercultural communication issue.
Assessment: 1. Empirical 3,000 word research project on an intercultural
communication topic (15 and 30 credits units) 2. 2-hour written examination; candidates must answer two
questions out of six (30 credits unit)
Topics may
cover:
Culture and communication; identity; nationality; stereotypes; interpersonal relations across cultures; politeness and face; power, distance and social structures; conflict and culture; culture and world view; culture and translation; ethics, processes and issues in intercultural communication research.
Bibliography Kiesling, S. & Paulston, C.B. (eds.) (2005). Intercultural discourse and communication. Oxford: Blackwell. Samovar, L., Porter, R. McDaniel, E. (2012). Intercultural communication: A reader. (12th Edition). Boston: Wadsworth. Scollon, R. & Wong Scollon, S. (1995). Intercultural communication: A discourse approach. Basingstoke: Palgrave Macmillan.
UNIT TITLE Tradition and Innovation in European Cultures
BRIEF SUMMARY Stage 3 option unit offered by the Department of Languages that
explores some of the main themes of contemporary culture and
counter-culture and how they find expression in European art,
narrative and poetry.
UNIT CODE NUMBER 44503004
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages
UNIT LEADER(S) Nicoletta Di Ciolla McGowan
CREDIT VALUE 20 CREDITS AT
LEVEL:
3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures/seminars 35
Private study (incl.
assessments) 165
UNIT STATUS Core option
PRE-REQUISITES None
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On completion of this unit, students are expected to have
demonstrated a satisfactory level of competence in the following
areas:
1. Understanding and analysis of how the cultural
heritage of Europe has influenced artistic production in a
variety of areas and ways;
2. Commentary on texts and/or images, demonstrating the
use of techniques of analysis and interpretation of the
themes explored in the context of contemporary European
(counter)culture.
CURRICULUM
OUTLINE
Students will study the main themes of contemporary culture and
counter-culture and how they find expression in European art,
narrative and poetry.
Particular attention will be placed upon the ways in which
innovative artistic expression in cultural/counter-cultural
movements challenges traditional mainstream notions.
Sessions may, for example, be devoted to radical
environmentalism and ecopaganism, which would lead to an
examination of, inter alia, the Gaia theory, ecopsychology, deep
ecology, animal rights and the Earth ethic as well as the themes
of the divine feminine, the seasonal round and the balance of light
and dark.
TESOL II : Methods, Approaches and Techniques
Brief Summary
Indicative Content
Unit learning
outcomes
Practical TESOL teacher preparation unit involving teaching the
language skills and systems, materials design and language
awareness.
TESOL teacher preparation unit focuses on (in order of priority): how to
teach the four language skills and the three language systems; methods
and techniques in language teaching; language awareness; how to
evaluate and create paper-and computer-based materials; an overview
of the main approaches; lesson planning and technology in language
teaching.
On successful completion of this course, students will be able to:
1. Demonstrate a critical understanding of the theories behind the various different methodologies, approaches and techniques in TESOL 2. Show critical awareness of the features of good materials design 3. Demonstrate knowledge of the English language systems.
Assessment
A two-hour exam (ULO 1)
Portfolio comprising: A = an in-class test (students take two and choose which one to submit)
(ULO3)
and
B =one from i) materials using technology /paper-based materials +
write up (500 words) OR ii) Review of a coursebook (1,000 words)
(ULO2)
Language Some knowledge/experience of TESOL is preferred but not essential
When it runs Term 1 and 2
Taught hours
per week
3 hours of seminars
Learning
activities
Summative assessment: 25%
Directed study: 50%
Student-centred: 25%
Bibliography Books recommended for purchase by students:
Thornbury, S. & P. Watkins 2007. The CELTA Course Cambridge:
CUP
Essential Reading/Resources
Harmer, J 2004 How to Teach Writing Longman; Harlow
Harmer, J. 2011 The Practice of English Language Teaching. Longman;
Harlow
Kelly, G. 2000, How to Teach Pronunciation Longman; Harlow
Larsen-Freeman D, 2000, Techniques and Practice in Language
Teaching, OUP; Oxford
Lewis, M. (Eds) 2000 Teaching Collocation - Further Developments in
the Lexical Approach Thomson Heinle Language Teaching Publications
ELT; Hove
Littlewood, W. 1981 Communicative Language Teaching. Cambridge:
CUP.
Thornbury, S. 1999 How to Teach Grammar Longman; Harlow
Thornbury, S. 2005 How to Teach Speaking Longman; Harlow
Willis, D and Willis, J 2007 Doing Task-Based Teaching OUP: Oxford
Further Reading/Resources
Cairn, R, Jan 2000, Total Physical Response, English Teaching
Professional
Brown, J.M. & Palmer A.S, 1988, The Listening Approach, Harlow:
Longman
Howatt A, 1984, A History of English Language Teaching, Oxford: OUP
Krashen, S and Terrell, T, 1995, The Natural Approach, New York:
Prentice Hall
Lewis, M, 1996, The Lexical Approach, Hove: LTP
Littlewood, W, 1984, Foreign and Second Language Learning,
Cambridge: CUP
McArthur, T.A, 1983, A Foundation Course for Language Teachers,
Cambridge: CUP
Prabhu, 1987, Second Language Pedagogy, Oxford: OUP
Richards, J and Rogers T, 1986, Approaches and Methods in Language
Teaching, Cambridge: CUP
Saffire Revell, J, and Norman, S, 1997, Powerful Language, English
Teaching Professional
Thornbury, S. 2002 How to Teach Vocabulary Harlow; Longman
Willis, J, and Willis, D, 1996, ed Challenge and Change in Language
Teaching Oxford: Heinemann,
Willis, J, 1996, Framework for Task Based Learning, Harlow: Longman
Wilkins, D, 1976, Notional Syllabuses, Oxford: OUP
UNIT TITLE TEFL III: Issues in Teaching English as a Foreign Language
BRIEF SUMMARY An examination of some of the more contentious issues in
Teaching English as a Foreign Language. These may include
debates from fields as diverse as criticisms of TEFL methodology
from cultural perspectives, EFL as a cultural export, use of
language corpora, and second language acquisition.
UNIT CODE NUMBER 44603016
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and related studies
UNIT LEADER(S) Dr Huw Bell
CREDIT VALUE 20 CREDITS AT LEVEL: 3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures /
seminars 35
Private study (inc
assessment) 165
UNIT STATUS Core mandatory for TEFL route; core option for other routes
PRE-REQUISITES Some TEFL experience is required
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On successful completion of the unit, students will demonstrate:
1. An understanding of some of the most important areas of dispute in applied linguistics as they relate to Teaching English as a Foreign Language, and how they are related;
2. The ability to write a detailed critical assessment of one of the important issues in Teaching English as a Foreign Language.
CURRICULUM
OUTLINE
Syllabus content may include the following topics:
Criticisms of Communicative Language Teaching
The rôle of the native speaker
Linguistic imperialism
Corpus linguistics in English Language Teaching (ELT)
Critical approaches to second language acquisition
Sociological and ecological approaches to ELT
Critical applied linguistics
TEACHING AND
LEARNING
STRATEGIES
Teaching and learning will be based upon a series of lectures
supported by seminars in which student participation is actively
encouraged.
A range of printed, audio, visual and electronic resources will be
exploited as available.
Independent study using reading lists and appropriate technology
will be encouraged.
ASSESSMENT
STRATEGIES
1. 2 x 1-hr examination questions (50% of the unit marks, testing learning outcome 1)
2. 1 x 3,000-word coursework essay (50% of the unit marks, testing learning outcome 2)
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria for examinations and essays are set out
in the Department of Languages Assessment Criteria booklet,
distributed to all students.
INDICATIVE STUDENT
LEARNING
RESOURCES
Canagarajah, S. 1999. Resisting Linguistic Imperialism in English
Teaching. Oxford: Oxford University Press.
Cook, G. and B. Seidlhofer (eds). 1995. Principle and Practice in
Applied Lingustics. Oxford: Oxford University Press.
Odlin, T. (ed) 1994. Perspectives on pedagogical Grammar.
Cambridge: Cambridge University Press.
Pennycook, A. 1994. The Cultural Politics of English as an
International Language. London: Longman.
Pennycook, A. 2001. Critical Applied Linguistics: a critical
introduction. London: Lawrence Erlbaum Associates.
Phillipson, R. 1992. Linguistic Imperialism. Oxford: Oxford
University Press.
Seidlhofer, B. (ed) 2003. Controversies in Applied Linguistics.
Oxford: Oxford University Press.
Wide use will also be made of articles in a variety of journals
including Applied Linguistics, TESOL Quarterly, English
Language Teaching Journal and Modern Language Journal.
ANY ADDITIONAL
NOTES AND
COMMENTS
Employability and PDP
In this unit, students will have the opportunity to acquire or
develop the following transferable skills: note taking, analytical
reading, critical assessment, time management, written
communication, cultural awareness, ICT skills.
DATE OF APPROVAL
UNIT TITLE Testing and Evaluation
BRIEF SUMMARY This unit focuses on the various methods of assessment used in
Teaching English as Foreign Language, their rationale,
associated problems and implementation. Test construction is
also examined with regard to specific testing objectives.
UNIT CODE NUMBER 44603017
HOME PROGRAMME BA (Hons) Language Programme
HOME DEPARTMENT Languages
SUBJECT AREA Languages and related studies
UNIT LEADER(S) Anthony Picot
CREDIT VALUE 20 CREDITS AT LEVEL: 3
AMOUNT OF
STUDENT EFFORT
(HOURS)
200 LEARNING
OPPORTUNITIES
(HOURS)
Lectures/
seminars 35
Private study (inc
assessment) 165
UNIT STATUS Core option
PRE-REQUISITES None
CO-REQUISITES None
UNIT LEARNING
OUTCOMES
On successful completion of the unit, students will be able to:
1. Evaluate different kinds of tests used in TEFL and their
purpose;
2. Demonstrate critical understanding of key requirements
and problem areas in formal testing in TEFL;
3. Produce TEFL tests or other assessment tasks, using
varied task types appropriate to a variety of testing
objectives.
CURRICULUM
OUTLINE
Syllabus content will normally include the following topics:
Types of tests
Methods and approaches for testing different areas of language
Objective testing
Reliability, validity and backwash
Interpreting test scores
TEACHING AND
LEARNING
STRATEGIES
Teaching and learning will be based upon a series of lectures
supported by seminars in which student participation is actively
encouraged.
A range of printed, audio, visual and electronic resources will be
exploited as available.
Independent study using reading lists and appropriate technology
will also be an integral part of the course unit.
ASSESSMENT
STRATEGIES
1. 2 x 1-hour examination answers (50% of unit marks
testing learning outcome 1)
2. 1 x 1500 word coursework essay (25% of unit marks
testing learning outcome 2)
3. 1 x 1-hour examination answer (25% of unit marks testing
learning outcome 3)
ASSESSMENT
CRITERIA FOR
UNIT/ELEMENTS OF
ASSESSMENT
The assessment criteria for examinations and essays are set out
in the Department of Languages Assessment Criteria booklet,
distributed to all students.
INDICATIVE STUDENT
LEARNING
RESOURCES
Alderson, J. C., Clapham, C. & Wall, D. 1995 Language Test
Construction and Evaluation Cambridge: Cambridge University
Press
Allan, D. April 1999 Distinctions and Dichotomies Testing and
Assessment ETP Issue 11
Baxter, A. 1997 Evaluating your students London: Richmond
Bowler, B. & Parminter, S. April 1997 Continuous Assessment
ETP Issue 3
Dawson, J. October 1997 Assessing Spoken English ETP, Issue
5
Harris, M. January 1997 Self-assessment in formal settings ELTJ
51/1
Harris, M. & McCann, P. 1994 Assessment Oxford: Heinemann
Heaton, J. B. 1988 Writing English Language Tests Harlow:
Longman (new edition)
Hughes, A. 1989 Testing for Language Teachers Cambridge:
Cambridge University Press
McNamara, T. 2000 Language Testing Oxford: Oxford University
Press
Underhill, N. 1987 Testing Spoken Language Cambridge:
Cambridge University Press
ANY ADDITIONAL
NOTES AND
COMMENTS
Employability and PDP
In this unit, students will have the opportunity to acquire or
develop the following transferable skills: note taking, intensive
and extensive reading, time management, written
communication, cultural awareness, ICT skills.
DATE OF APPROVAL
DATE OF MOST
RECENT
CONSIDERATION: