FF:AJU5107 Literatura a kultura ve výuce - Informace o předmětu

AJU5107 Literatura a kultura ve výuce angličtiny

Rozsah

0/2/0. 4 kr. Ukončení: z.
Vyučováno prezenčně.

Vyučující

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

Garance

Mgr. Lucie Podroužková, Ph.D.
Katedra anglistiky a amerikanistiky – Filozofická fakulta
Kontaktní osoba: Tomáš Hanzálek
Dodavatelské pracoviště: Katedra anglistiky a amerikanistiky – Filozofická fakulta

Předpoklady

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

Omezení zápisu do předmětu

Předmět je určen pouze studentům mateřských oborů.

Předmět si smí zapsat nejvýše 15 stud.
Momentální stav registrace a zápisu: zapsáno: 15/15, pouze zareg.: 1/15

Mateřské obory/plány

předmět má 7 mateřských oborů, zobrazit

Cíle předmětu

Inspired by a variety of educational theories, approaches and techniques (participatory pedagogy, drama education, value education, SEE learning, experiential learning, solidarity theory, blended learning, issue-based learning and problem-solving), the course examines and practically demonstrates the role of literature and culture in the context of upper-secondary EFL classroom. The course's special focus targets different approaches to promoting literature and reading literacy. Understanding reading as a versatile, multidisciplinary tool for holistic and sustainable education, the course argues that engaging with literature not only improves language proficiency, critical reading skills and connective thinking but can also contribute to personal wellbeing, facilitate social and global awareness, and develop intercultural sensitivity.

Výstupy z učení

By the end of the course, students will:
• have an understanding of how literature and culture ties in with FRE, across the curriculum and for personal development and life-long learning;
• be equipped with methods and strategies that help promote, organize and monitor reading in the classroom and beyond effectively;
• be able to identify suitable reading material for the EL classroom as well as relevant topics in them;
• have experienced and critically reflected on sample literature/culture tasks and activities and their applicability to real teaching situations;
• have created and piloted a small-scale group project in their own teaching practice.

Osnova

• Intensive crash-course class, February 16 (8-12, 13-17)
• 1. Literature and culture in the context of EFL class and in general.
• 2. The Do-English Box: literature and culture activities.
• 3. Literature as a prompt for speaking and writing activities.
• Independent asynchronous online work, individual consultations and a teaching practice pilot (February 19-May 3)
• 4. Types of reading.
• 5. Selecting suitable reading for EFL class. Authentic and non-authentic reading material.
• 6. Literature and culture in EFL textbooks.
• 7. Literature and culture in the context of the 21st-century skills.
• A concluding reflection class (as part of a reflective seminar).

Literatura

povinná literatura
• DeCapua, A., & Wintergerst, A. C. (2016). Crossing Cultures in the Language Classroom, Second Edition . Ann Arbor: University of Michigan Press ELT.

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

neurčeno
• Gibson, Rex. Teaching Shakespeare: A Handbook for Teachers. Cambridge University Press, 2016.

Výukové metody

pair and group work, project work, DEAR time, independent online work, field work (teaching practice).

Metody hodnocení

Attendance is compulsory. To get the credits, the students will (1) read one YA book; (2) will present a mini-portfolio of class worksheets; (3) will present a project/lesson plan, preferably piloted focused on literature and/or culture.

Vyučovací jazyk

Angličtina

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