English Literature &

Culture

Máster en Enseñanza

Bilingüe

2017 - 18

MEBS16-DLAE [2]

Asignatura: MEBS16 English Literature & Culture

Titulación: Máster en Enseñanza Bilingüe

Carácter: optativo

Idioma: inglés

Modalidad: semipresencial

Créditos: 6

Curso: 2017-18

Semestre: 2º

Grupo: MEB

Profesores/Equipo Docente: Dr. Òscar O. Santos-Sopena

1. COMPETENCIAS Y RESULTADOS DE APRENDIZAJE /

COMPETENCES AND LEARNING OUTCOMES

1.1. Competencias/Competences:

Competencias básicas / Basic competences

· CB1 Saber aplicar los conocimientos adquiridos y la capacidad de resolución de problemas en

entornos nuevos o poco conocidos dentro de contextos más amplios (o multidisciplinares) relacionados

con su área de estudio.

· CB3 Saber comunicar conclusiones, así como los conocimientos y las razones últimas que las

sustentan, a públicos especializados y no especializados de un modo claro y sin ambigüedades. · CB4

Habilidad de aprendizaje que permita continuar estudiando de un modo autodirigido o autónomo.

Competencias generales / General competences

· CG2 Conocer los problemas específicos de la enseñanza de LE, tanto lingüísticos como culturales en

un entorno de enseñanza bilingüe.

· CG4 Capacidad para realizar un análisis crítico, evaluación y síntesis de ideas nuevas y complejas

que permitan la autonomía en la formación y la actualización continua del conocimiento en el ámbito de

la enseñanza de LE.

· CG5. Ser capaz de transmitir valores sociales y culturales acordes con la actualidad multilingüe y

multicultural.

· CG7 Adquirir conocimientos teóricos básicos encaminados a fundamentar una práctica docente

informada

Competencias específicas / Specific competences

· CE1 Diseñar currícula integrados dentro su área de conocimiento junto con contenidos lingüísticos

para elaborar programas de enseñanza bilingües inglés/español.

· CE2 Crear y adaptar materiales didácticos para la enseñanza bilingüe inglés/español graduando el

nivel lingüístico y con sensibilidad a los distintos ritmos de aprendizaje, adecuando el material auténtico

y convirtiéndolo en material didáctico.

· CE3 Conocer los instrumentos de planificación y evaluación necesarios en la enseñanza/aprendizaje

de inglés/español.

· CE4 Desarrollar y aplicar metodologías didácticas adaptadas a la diversidad de los estudiantes en un

entorno bilingüe inglés/español.

· CE5 Evaluar tanto los contenidos lingüísticos como los socioculturales en la enseñanza bilingüe

inglés/español.

· CE6 Incorporar nuevas estrategias, materiales docentes y tecnologías de la información a las

actividades en el aula bilingüe inglés/español.

· CE9 Ser capaz de valorar, seleccionar y utilizar textos literarios adecuados para el desarrollo de la

competencia lingüística y la aproximación al contexto socio-cultural de la LE (español/inglés).

· CE10 Ser capaz de comunicarse con fluidez a nivel C1 del MCERL.

MEBS16-DLAE [3] 2017-2018

· CE13 Conocer y saber aplicar las ventajas del enfoque comunicativo y el

aprendizaje por tareas para la interacción lingüística en inglés y en español.

· CE30 Conocer los elementos curriculares, la metodología y los objetivos del área

de la Literatura y la cultura inglesa en un entorno bilingüe.

· CE31 Ser capaz de adaptar los contenidos a la diversidad de los estudiantes del área de la Literatura

y la cultura inglesa.

· CE32 Ser capaz de utilizar las técnicas didácticas más apropiadas para el área de la Literatura y la

cultura inglesa.

1.2. Resultados de aprendizaje / Learning outcomes

Los resultados de aprendizaje que se espera de los alumnos son los siguientes:

· Que sepan aplicar los conocimientos adquiridos y la capacidad de resolución de problemas en

entornos nuevos dentro de su área de estudio, la enseñanza/aprendizaje de LE

· Que sean capaces de comunicarse razonadamente sobre temas relacionados con su área de estudio.

· Que sean capaces de adquirir nuevo conocimiento de forma autónoma en su campo de estudio, la

enseñanza/aprendizaje de LE.

· Que conozcan los problemas lingüísticos y culturales de la enseñanza/aprendizaje de LE.

· Que sean capaces de realizar análisis crítico, evaluación y síntesis de ideas nuevas en dicho campo.

· Que sean capaces de transmitir valores sociales y culturales que atiendan a la realidad multilingüe y

multicultural europea.

· Que sepan fundamentar su práctica docente de manera informada según los conocimientos

adquiridos. · Que sepan diseñar currícula integrados en el área de la enseñanza/aprendizaje de

inglés/español. · Que sean capaces de crear y adaptar materiales didácticos para la enseñanza bilingüe

teniendo en cuenta los distintos niveles de competencia lingüística y los distintos ritmos de aprendizaje.

· Que conozcan los instrumentos de evaluación necesarios en la enseñanza/aprendizaje de la lengua

inglesa.

· Que sepan desarrollar y aplicar metodologías adaptadas a la diversidad de los estudiantes en un

entorno bilingüe.

· Que sepan evaluar contenidos lingüísticos y culturales en la enseñanza bilingüe inglés/español. ·

Que sean capaces de incorporar nuevas estrategias, materiales y tecnologías a las actividades del

aula bilingüe inglés/español.

· Que sepan seleccionar y utilizar textos adecuados con vistas al desarrollo de la competencia

lingüística y cultural de la LE inglés/español.

· Que practiquen y adquieran las destrezas necesarias para alcanzar el nivel C1 en lengua inglesa ·

Que conozcan y sepan o aplicar las ventajas del enfoque comunicativo y el aprendizaje por tareas para

la interacción lingüística en inglés y en español.

· Que conozcan los elementos curriculares, la metodología y los objetivos del área de la Literatura y la

cultura inglesa en un entorno bilingüe; que sepan adaptar los contenidos a la diversidad de los

estudiantes; saber utilizar las técnicas didácticas más apropiadas para el área.

Learning outcomes:

• Be able to apply knowledge and problem-solving ability in new within scenarios in their field of study,

FL teaching and learning.

• Be able to communicate on matters related to their field of study.

• Be able to acquire new knowledge in their field of study, FL teaching and learning.

• To know the language and cultural problems of FL teaching and learning.

• Be able to perform critical analysis, evaluation and synthesis of new ideas in the field.

• Know how to transmit social and cultural values that meet the European multilingual and multicultural

reality.

• Know how to base their teaching practice in an informed manner according the acquired knowledge.

• Be able to design integrated curriculum in the area of FL teaching and learning.

MEBS16-DLAE [4]

• Be able to create and adapt materials for bilingual education taking into account different levels of

language proficiency and different learning styles.

• Know and be able to apply the required assessment tools in FL teaching and learning.

• Know how to develop and apply and adapt methodologies taking into account the diversity of students

in a bilingual context.

• Be able to assess linguistic and cultural content in FL teaching and learning.

• Know how to incorporate new strategies, materials and technologies to the classroom activities in FL

teaching and learning

• Know how to select and use appropriate texts for the development of language and cultural skills in FL

teaching and learning.

• Be able to practice the communication skills necessary to acquire level C1 of the CEFR.

• Know how to apply the benefits of the communicative approach and task-based learning for linguistic

interaction in FL.

• Know the elements of the curriculum, methodology and objectives of the area of English Literature and

culture in a bilingual environment, being able to adapt content to the diversity of students and to use

teaching the most appropriate techniques for the area.

2. CONTENIDOS/CONTENTS

2.1. Requisítos previos / Previous requirements

Demonstrate sufficient performance at level B2 in English.

2.2. Descripción de los contenidos/ Brief description of contents

This course presents an introduction to Anglo-Saxon literature and culture by exploring representative

works of British and North-American literature within the context of cultural and social developments.

The course is aimed at strengthening the students’ ability to appreciate the different literary genres

(poetry, drama, prose), improving the critical skills necessary for understanding and evaluating various

literary works and developing the students’ aesthetic appreciation of literature. The course will also

improve the students’ ability to read, write, and speak English effectively.

2.3. Contenido detallado/Academic content

MEBS16-DLAE [5] 2017-2018

ON-LINE SESSIONS

Session Contents Assignment Pages and

Activities

1

Jane Austen:

Mansfield Park. Novels of

manners and marriage; art, design and social aspirations in the Regency Era; use of irony; stylistic elements

Literary analysis & discussion;

group work and tasks on

selected topics. Packet pp. 3-

7

2

Edgar Allan Poe:

“The Black Cat ”,

“The Tell-tale Heart” and

Terror, guilt and madness; Gothic fiction; the dark, inner realms of Romanticism

Charles Dickens:

A Christmas Carol. Social

and cultural background of Victorian England; Dickens’s heroes and villains; economic exploitation in capitalist London

Individual student assignments; literary analysis & discussion; group work and questions on selected topics.

Packet pages:

“The Black Cat” pp. 8-12

“The Tell-tale Heart” pp. 13-15

Literary analysis & discussion; group

work on selected topics. Packet pp. 16-27

3

Matthew Arnold:

"Dover Beach". Definitions of culture; religion and morality; traditional poetic and rhetorical devices – rhyme and meter; word choice

Charlotte Perkins Gilman:

“The Yellow Wallpaper”

Politics, society and women’s

rights; the Women’s Movement

and the Anthony Amendment;

narrative techniques

Literary analysis & discussion;

group work group on selected topics. Packet p. 28

Group literary analysis of specific passages.

Packet pp. 29-38

4

Bram Stoker Dracula. Mixed

narrative: letters, journals,

newspapers, diaries; Christianity in turn-of-the century British

society; superstition and

otherwordly forces. Gothic

literary conventions

Group tasks involving textual explication; individual assignments.

Packet pp. 39-48

MEBS16-DLAE [6] 2017-2018

5

Joseph Conrad:

Heart of Darkness.

Philosophical and social foundations of the British Empire; the horror within; racism and corruption in human relations. Recurrent imagery

Individual assignments; group tasks involving textual analysis;

discussions of stylistic techniques and word repetitions. Packet pp. 49-63

6

Robert Frost:

“Stopping by Woods on a

Snowy Evening” and “Desert

Places”. Nature and poetry; the Transcendental tradition in

New

England; rhyme and meter;

sound and sense; imagery and meaning

Tasks and questions

related to textual analysis of the poems; individual assignments

Packet p. 64

7

James Joyce:

Ulysses. Narrative techniques; point of view; stream of consciousness; Homeric parallels. Modernism - radical experiments in style; allusions; multiple levels of meaning; Dublin; Molly Bloom’s soliloquy. Irish cultural background

Textual analysis and explanation.

Individual assignments and discussion questions.

Packet pp. 65-91

ON-LINE SESSIONS TOTAL

IN-CAMPUS SESSIONS

Session Contents Activities

MEBS16-DLAE [7] 2017-2018

1

Introduction to the British

Literature and History of the

English Language and Culture

Shakespeare and other main

authors

Jane Austen

Presentation of the course goals, objectives and contents of the program; explanation of

assignments and work required throughout the

semester

Choosing individual assignments

Discussion of topics and Teaching

activities Questions related to topic

2

Edgard Allan Poe

Charles Dickens Dickens

Discussion of topics and

Teaching activities

Questions related to topic

3

Mathew Arnold

Charlotte Perkins Gilman

Bram Stoker

Discussion of topics and

Teaching activities

Questions related to topic

4

Joseph Conrad

Robert Frost

James Joyce

Discussion of topics and

Teaching activities

Questions related to topic

2.4. Assignments / Actividades Dirigidas

Durante el curso se podrán desarrollar algunas de las actividades, prácticas, memorias o proyectos

siguientes, u otras de objetivos o naturaleza similares:

Actividades en el Campus Virtual – Foro de discusión semanal.

The teaching methodology combines face and online teaching, so it will be a mixed methodology

(blended learning), which relies on the use of ICT (Virtual Campus UNNE on Blackborad platform) to

support collaborative work (forums, chat, videoconference meeting) the guidance of Professor

(calendar, bulletin board, folder, links) and the delivery of jobs (tasks and tool box to work).

The program combines various elements to develop methodological reflection. This is specified in an

interactive methodology that requires the participation of students and teacher in the discussion of

issues. Class participation is a key aspect of this course which is based on a communicative approach.

Participation means being able to ask questions, answer questions when called upon, volunteering

answers to questions and actively listening to others.

MEBS16-DLAE [8] 2017-2018

Previous reading of the texts proposed for discussion and further consideration will allow students to

seek information through the resources available and be able to judge it critically for use in further

learning and research processes.

The training actions of this Master are specified as follows:

• Teaching sessions o In-campus teaching sessions o Online teaching sessions

• Learning activities, individual and in groups outside the classroom sessions

• Tutorials

• Additional training activities

The formative activities and the methodology of this course combine theoretical and practical classes

with the personal work of the student. The explanation of the important themes, decisive events and

fundamental concepts which have contributed to the development of Literature and Culture in English

speaking countries will aid the students to understand the present and add to their knowledge of the

past. The students will be involved in distinct interactive activities applying the theoretical competencies

which they acquire:

• In working teams, the students will study concrete aspects of the course material which

afterwards they will communicate to their fellow classmates.

• Projects will be carried out on literary and cultural topics with the objective of learning and

understanding historical origins and the distinctive factors which are intertwined with these

themes.

• The students, guided by the professor, will research and uncover information about aspects

related to the course themes in order to participate in oral presentations and classroom/online

discussions.

• The students will complete at least two obligatory assignments throughout the semester. In

addition, they will be required to make an oral analysis of literary material prepared for the

purpose of deepening their understanding of the course material.

On tutoring sessions, students will be guided on difficulties they might encounter, obtaining counselling

mainly on skills and competencies they need in order to complete the academic papers required in the

subject.

3. SISTEMA DE EVALUACIÓN / EVALUATION SYSTEM

3.1. Calificaciones / Grading

0 - 4,9 Suspenso (SS)

5,0 - 6,9 Aprobado (AP)

7,0 - 8,9 Notable (NT)

9,0 - 10 Sobresaliente (SB)

La mención de "matrícula de honor" podrá ser otorgada a alumnos que hayan obtenido una

calificación igual o superior a 9,0.

MEBS16-DLAE [9] 2017-2018

3.2. Evaluación / Assessment

Convocatoria ordinaria

Sistemas de evaluación Porcentaje

Examen final o trabajo final presencial 70%

Participación en las actividades programadas 15%

Presentación de trabajos y proyectos (Prácticas individuales y trabajo en equipo) 15%

Convocatoria extraordinaria

Sistemas de evaluación Porcentaje

Examen final o trabajo final presencial 70%

Participación en las actividades programadas 15%

Presentación de trabajos y proyectos (Prácticas individuales y equipo) 15%

Assessment tools:

1. Attendance and participation in working groups, forums and class discussions

2. Group and individual activities.

3. Development and delivery of presentation of a research paper summary

Evaluation criteria:

• Ability for teamwork and problem solving.

• Ability to search information through various sources and resources, to judge it with

psycholinguistic criteria and to use it appropriately for teaching or research purposes.

• Ability to relate the content to teaching practice and other areas of knowledge.

• Active participation in class discussions.

• Ability to argue, defend with relevant data and contrast items proposed.

• Use of typographical, structural and presentation conventions as well as capacity for reflection,

analysis and draw conclusions.

Ordinary Evaluation:

o Directed Activities (practice, tutorials, exercises & on-line

activities, final assignment, etc.) 15%

o Online and in–campus classes participation 15%

o Final Exam 70%

Please note that your final mark is the result of the average of your marks providing you have completed compulsory assignments and exam.

Students are expected to have all lessons and set tasks prepared on the dates indicated. Late work will not be accepted and will not receive a mark.

Plagiarism (illegal and unauthorised copying) is penalised with a zero grade 0 for the entire course.

MEBS16-DLAE [10] 2017-2018

Extraordinary Evaluation:

• Repeat exam 70%

• The grades obtained in on-line exercises and activities,

written assignments and oral presentation are kept 30%

3.3. Restricciones / Restrictions

Minimum passing grade:

It is necessary to obtain a pass (5) in the final exam (either in the regular or repeat evaluation). Any

grade under 5 is considered a fail.

Attendance:

In order to make up the final average grade, the student is required to attend a 75% of the sessions

specified in the syllabus. Otherwise he might not be allowed to sit the final exam (convocatoria ordinaria)

Writing conventions

Be careful with the use of English. Make sure you revise grammar, spelling and punctuation before

handing in activities /projects exams. Handwriting must be legible.

3.4.Plagio / Plagiarism

You are required to develop the proposed activities yourself. Plagiarism (illegal and unauthorized

copying) will be penalized with a zero grade (0). Nebrija University will treat cases of plagiarism very

seriously. Plagiarism includes, but is not limited to: using someone else’s (Internet, books, classmates,

etc.) ideas or words without appropriate acknowledgement. All suspected cases of academic dishonesty

will follow the procedures outlined in the Reglamento del Alumno (Universidad Nebrija).

4. BILIOGRAFÍA / BIBLIOGRAPHY

BASIC READING LIST

REQUIRED:

MEBS16 English Literature & Culture Texts Pack

(Photocopy packet available online)

RECOMMENDED:

Ruland, R. & Bradbury, R (1991) From Puritanism to Postmodernism. A History of American Literature.

New York: Penguin Books.

Sanders, A. (2004) The Short Oxford History of English Literature. 3rd Edition. Oxford University.

MEBS16-DLAE [11] 2017-2018

SUGGESTED COMPLEMENTARY BOOKS:

Abrams, M.H. (ed.) (2000) Norton Anthology of English Literature. 7th Edition - 6 volumes. New York:

Norton & Co.

Alexander, M. (2000) History of English Literature. Palgrave

Barnet, Sylvan & William Cain (2003) Short Guide to Writing About Literature. 9th Edition. New York:

Longman.

Baugh, A. (ed.) (1976) A Literary History of England. London: Routledge.

Baym, N. (ed.) (2003) Norton Anthology of American Literature. 6th Edition – 5 Volumes. New York:

Norton & Co., 2003.

Burgess, A. (1958) English Literature. New York: Longman.

Coote, S. (1993) Penguin Short History of English Literature.

Cuddon, J.A. (1998) Penguin Dictionary of Literary Terms and Literary Theory. Penguin.

Drabble, M. (ed) (1995) Oxford Companion to English Literature. Oxford University Press Ford,

B. (1984) New Pelican Guide to English Literature. Penguin. 9 Volumes.

Grant, M. & Hazel, J. Who's Who in Classical Mythology. Oxford.

Manguel, A. and Guadalupi, G. (1993) The Dictionary of Imaginary Places. London: Bloomsbury.

McQuade, D. et. al. (eds) (1993) The Harper American Literature. 2nd Edition. Volume 2. Harper Collins

Publishers, Inc.

Ousby, I. (ed.) (1996) Cambridge Paperback Guide to Literature in English. Cambridge University Press.

Porter Abbott, H. (2008) Cambridge Introduction to Narrative. Cambridge University Press.

ADDITIONAL LITERARY AND CULTURAL STUDIES:

Arlett, R. (1996) Epic Voices: Inner and Global Impulse in the Contemporary American and

British Novel. Susquehanna University Press.

Gross, H. (1968) Sound and Form in Modern Poetry. Ann Arbor, Michigan: Univ. of Michigan Press.

Jaffe, A. (2005) Modernism and the Culture of Celebrity. Cambridge University Press.

Kalaidjian. W. (2006) The Cambridge Companion to American Modernism. Cambridge University

Press.

Kenner, H. (1975) A Homemade World: The American Modernist Writers. New York.

Manguel, A. and Guadalupi, G (1999) Dictionary of Imaginary Places. Bloomsbury.

Markman, E. (2000) Gothic Fiction. Edinburgh University Press.

McCabe, S. (2005) Cinematic Modernism: Modernist Poetry and Film. Cambridge University Press.

Quinney, L. (1999) Poetics of Disappointment: Wordsworth to Ashbery. University of Virginia Press.

Updike, J. (1984) Hugging The Shore. New York, Random House.

Walder, D. (2003) Literature in the Modern World. Oxford University Press.

INTERNET LINKS

In addition to an abundance of relevant websites, students should make use of the many electronic

resources – journals, indexes, archives, etc.- available in the library.

Victoria and Albert Museum:

http://www.vam.ac.uk/content/exhibitions/exhibition-from-club-to-catwalk-london-fashion-in-the-80s/

BBC history: http://www.bbc.co.uk/history/

The Times Online: http://www.timesonline.co.uk/tol/news/

The Guardian: http://www.guardian.co.uk/

The Museum of London: http://www.museumoflondon.org.uk/london-wall/

MEBS16-DLAE [12] 2017-2018

The Design Museum: http://designmuseum.org/

Tate Blog: Youth and Art:

http://www.tate.org.uk/context-comment/blogs/tate-debate-what-importance-youth-art

British Life, Culture, and Customs: http://projectbritain.com/

Life in the UK test (British citizenship test): www.lifeintheuk.net/test/

Smithsonian American Art Museum: http://americanart.si.edu/

National Museum of American History:

http://americanhistory.si.edu/

Smithsonian Latino Center:

http://latino.si.edu/

National Museum of African American History & Culture:

https://nmaahc.si.edu/

BBC history: http://www.bbc.co.uk/history/

IIP Digital Outline of the American Literature. N.d. web. 10 Feb. 2015.

http://iipdigital.usembassy.gov/st/english/publication/2011/07/20110727110855su0.6739575.html#axz

z3WSolZ3bC

IIP Digital Outline of U.S. History. 12 Nov. 2011. Web 19 Feb. 2016.

http://iipdigital.usembassy.gov/st/english/publication/2011/04/20110428150452su0.6368306.html#axz

z40cs0OMZw

Saving American Battlefields: Civil War Trust. A Brief Overview of the American Civil War. N.d. Web 18

Feb. 2016. http://www.civilwar.org

A Defining Time in Our Nation's History. N.d. Web. 18 Feb. 2015.

http://www.civilwar.org/education/history/civil-war-overview/overview.html

MEBS16-DLAE [13] 2017-2018

5. DATOS DEL PROFESOR

Nombre y Apellidos Òscar O. Santos-Sopena

Departamento Lenguas Aplicadas

Titulación académica Doctor en Filología

Correo electrónico osantos@nebrija.es

Localización Campus de Princesa. Sala de Profesores

Tutoría Contactar con el profesor previa petición de hora por e-mail

Experiencia docente,

investigadora y/o

profesional, así como

investigación del

profesor aplicada a la

asignatura, y/o

proyectos

profesionales de

aplicación.

Òscar O. Santos-Sopena es Doctor en Filología por la Universidad de Maryland (EE.UU.), la Universidad Complutense de Madrid y la UNED. Ha impartido docencia en numerosas universidades españolas y extranjeras como The Catholic University of America, University of Maryland-College Park, Universidad de las Américas (México), West Texas A&M University, Universidad Antonio de Nebrija y UNED. En la actualidad, es Profesor Ayudante Doctor en la Universidad Politécnica de Madrid (Departamento de Lingüística Aplicada a la Ciencia y a la Tecnología). Sus líneas de investigación y docencia giran en torno al estudio de las conexiones y las transmisiones culturales/interculturales entre el lenguaje, la cultura y el pensamiento crítico socio-cultural en la tradición peninsular ibérica y del Mediterráneo.

Asimismo, ha participado en numerosos grupos de investigación y proyectos de innovación educativa en torno al estudio de las

estrategias de la comunicación oral y escrita en contextos multiculturales, multilingües y profesionales. La metodología empleada en su investigación parte de las Humanidades Digitales, para examinar sus intersecciones, convergencias y divergencias dentro de una vertiente multidisciplinaria y de corte comparatista de las literaturas y culturas castellana, catalana, inglesa, italiana y francesa. A nivel pedagógico forma parte de diversos grupos de investigación a nivel internacional desarrollando nuevos métodos didácticos y tecnológicos en el aprendizaje del español-inglés como lengua extranjera, la comunicación oral/escrita y la traducción. Algunas de sus investigaciones más recientes son: “Migración y lengua en la enseñanza ELE: aprendientes lengua romance en la Comunidad de Madrid”, "Heritage Speaker Writing Competence and Assessment through Identity-Based, StudentCentered Exams and Portfolios", "Blended Learning in a Foreign Language Classroom and Online Writing Tools" y "Using Facebook in Education". Ha impartido más de 70 conferencias, seminarios y talleres en torno a estos temas y ha publicado en numerosas revistas indexadas a nivel nacional e internacional.

Profesor acreditado por ANECA en la figura de ayudante doctor.