Anglo-American Studies and English Language Teaching

Recommended Prerequisites

First degree with at least 80 ECTS in English.

C1 level of English (Common European Framework of Reference for Languages).

Teaching Methods

Essentially interactive and task-based methods, including the analysis and discussion of texts (curriculum guidelines, guides, textbooks, articles and works on FL teaching and learning) and other materials (images, films), practical tasks (e.g. searching for and selecting materials for lesson modules), and oral presentations of individual or group work.

Learning Outcomes

At the end of the semester, students will

1. Characterize, contextualize and have a critical perspective on the intercultural approach to FL teaching, understanding its fundamental concepts and principles;

2. Be aware of the linguistic and cultural diversity of the Englishes spoken worldwide, as well as of the various key markers of identity;

3. Be able to make a critical examination of EFL textbooks, paying attention to the overt and covert meanings of both texts and images;

4. Be able to design alternative contents with the purpose of developing learners’ language and (inter)cultural knowledge and skills;

5. Be able to select appropriate visual and textual materials for teaching the topics and grammar items included in the national curriculum guidelines for 7th to 12th year English courses, and learn how to adapt them.

Work Placement(s)

No

Syllabus

1. The intercultural approach to teaching English as a foreign language:

1.1. Context, definition, fundamental concepts and principles;

1.2. Competences and knowledge.

2. National curriculum guidelines for 7th to 12th year English courses:

2.1. Critical intercultural approach to thematic fields and grammar areas;

2.2. Varieties of English;

2.3. Cultures and identities (gender, race, class, religion, etc.).

3. Critical analysis of textbooks:

3.1. The overt curriculum and the hidden curriculum;

3.2. Designing alternative content (materials, exercices and activities).

4. Using authentic materials in the classroom:

4.1. Image (film, photography, painting, cartoons);

4.2. Text (various genres);

4.2.1. Literary texts (poems, short stories, novels, autobiographies);

4.2.2. Selecting, editing and exploring texts: excerpts, adaptations/abridgments, full text (extensive reading);

4.2.3. Creating text-based tasks and activities.

Head Lecturer(s)

Maria Teresa de Castro Mourinho Tavares

Assessment Methods

Continuous Assessment
Report of a seminar or field trip: 10.0%
In-class participation and oral presentation: 20.0%
Research work: 30.0%
Project: 40.0%

Bibliography

Beacco, J.-C. et al. (2010). Guide for the Development and Implementation of Curricula for Plurilingual and Intercultural Education. Strasbourg: Council of Europe.

Byram, M., Gribkova, B., Starkey, H. (2002). Developing the Intercultural Dimension in Language Teaching. Strasbourg: Council of Europe.

Byram, M. & Grundy, P. (Eds.) (2003). Context and Culture in Language Teaching and Learning. Clevedon: Multilingual Matters.

Fenner, A-B. (Ed.) (2001). Cultural Awareness and Language Awareness Based on Dialogic Interaction with Texts in Foreign Language Learning. Strasbourg: Council of Europe.

Fenner, A-B. & Newby, D. (2006). Coherence of Principles, Cohesion of Competences: Exploring Theories and Designing Materials for Teacher Education. Strasbourg: Council of Europe.

Luís, A. (Ed.) (2013). O cruzamento de saberes na aula de Inglês. Contributos para uma prática multidisciplinar. Coimbra: IUC.

UNESCO (2013). Intercultural Competences. Conceptual and Operational Framework. Paris: UNESCO.