course syllabus information

51
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.

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Page 1: Course Syllabus Information

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.

Page 2: Course Syllabus Information

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.

Page 3: Course Syllabus Information

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

Page 4: Course Syllabus Information

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.

Page 5: Course Syllabus Information

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

Page 6: Course Syllabus Information

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

Page 7: Course Syllabus Information

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.

Page 8: Course Syllabus Information

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:

Page 9: Course Syllabus Information

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

Page 10: Course Syllabus Information

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

Page 11: Course Syllabus Information

ANY ADDITIONAL

NOTES AND

COMMENTS

DATE OF APPROVAL May 2002

DATE OF MOST

RECENT

CONSIDERATION:

Page 12: Course Syllabus Information

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.

Page 13: Course Syllabus Information

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.

Page 14: Course Syllabus Information

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:

Page 15: Course Syllabus Information

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

Page 16: Course Syllabus Information
Page 17: Course Syllabus Information

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

Page 18: Course Syllabus Information

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

Page 19: Course Syllabus Information

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.

Page 20: Course Syllabus Information

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

Page 21: Course Syllabus Information

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

Page 22: Course Syllabus Information

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:

Page 23: Course Syllabus Information

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.

Page 24: Course Syllabus Information

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:

Page 25: Course Syllabus Information

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

Page 26: Course Syllabus Information

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.

Page 27: Course Syllabus Information

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:

Page 28: Course Syllabus Information

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

Page 29: Course Syllabus Information

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

Page 30: Course Syllabus Information

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.

Page 31: Course Syllabus Information

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)

Page 32: Course Syllabus Information

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

Page 33: Course Syllabus Information

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)

Page 34: Course Syllabus Information

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:

Page 35: Course Syllabus Information

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.

Page 36: Course Syllabus Information

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%

Page 37: Course Syllabus Information

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

Page 38: Course Syllabus Information

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

Page 39: Course Syllabus Information

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

Page 40: Course Syllabus Information

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.

Page 41: Course Syllabus Information

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)

Page 42: Course Syllabus Information

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.

Page 43: Course Syllabus Information

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

Page 44: Course Syllabus Information

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.

Page 45: Course Syllabus Information

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

Page 46: Course Syllabus Information

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

Page 47: Course Syllabus Information

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

Page 48: Course Syllabus Information

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

Page 49: Course Syllabus Information

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.

Page 50: Course Syllabus Information

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

Page 51: Course Syllabus Information

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: