Module Guide and Assessment (2)

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   UNIVERSITY OF NOTTINGHAM MALAYSIA CAMPUS SCHOOL OF EDUCATION MODULE STRUCTURE/GUIDE SEMESTER 1 2014/2015 (Sem 1)   1. School and Faculty: School of Education, Faculty of Arts and Social Sciences 2. Academic Programme : BA in Education/B.Ed TESOL 3. a. Module/Course Code:  XX1M04  b. Credits: 20 4. Module Title: Literature in the Language Classroom   5. Module Status: Core/Elective  6. Session Day and Time Lecture & Tutorial : Thursday 9-11 Wednesday 10-1 (individual/group) Room : BA18 Room : B1B31b 7. Tutor 1 : Ganakumaran Subramaniam Day and Time for Consultation: Wednesday, 10am  –  1pm Tel : 03-89248691 E-mail : Room No. :B1B31b Tutor 2:   Day and Time for Consultation: Tel : E-mail : Room No. :    2 8. Module Objective and Learning Outcomes: This module will introduce students to a variety of methodologies that could be used to teach literature in the language and literature classrooms. Students will explore teaching approaches for the three main literary genres. They will also be introduced to the aspects of testing and evaluation in literature. Aims    define and revise their definitions of “literature.”      analyze what happens in a reader’s  mind by exploring literary theories and practices and compose a philosophy of teaching literature   analyze various curricular organizational strategies and create a curriculum outline for a literature-based course   analyze the benefits and drawbacks of various literature teaching strategies   drawing connections between literature and personal experience, prior knowledge, other literature, writing, non-fiction, film, technology, music, and/or art.   create a literature teaching unit with theoretical basis, text rationales, objectives, assessments, and methods of meeting the needs of specific population Module aims  The module provides an introduction to understanding issues in the teaching of literature. It considers the ways in which new developments about the teaching of literature can transform thinking. 21. Learning outcomes   A Knowledge and understanding Students will develop:  A1 a broad understanding of the nature of literature and teaching of literature  A2 a basic understanding of how the use of literary texts effectively to achieve various educational goals  A3 an appreciation of the changing environments in which the teaching of literature has developed B Intellectual skills Students will develop: B1 an appreciation of the relationship between the theory and the practice of literature in the classroom B2 an awareness of the issues surrounding teaching literature in different contexts B3 a sensitivity to issues of inclusion C Professional practical skills Students will develop: C1 an understanding of approaches to teaching of literature C2 an ability to observe and identify different practices in the teaching and assessment of literature D Transferable (key) skills Students will: D1 Develop the ability to adopt a critical approach D2 Communicate accurately, clearly, concisely and confidently to a variety of audiences in written, verbal and visual forms D3 Evaluate evidence critically in relation to competing ideas  3 9. Module Synopsis (as in programme document) : The module provides an introduction to understanding issues in the teaching of literature. It considers the ways in which new developments about the teaching of literature can transform thinking. 10. Module Material: (course text/s, equipment, software, supplementary material) 1. Research articles 2. Literary texts  3. Digital literature  11. Core References (as in programme document):  Appleman, Deborah. Critical Encounters in High School English: Teaching Literary Theory to Adolescents . New York: Teachers College Press, 2000. Liesveld, Rosanne, JoAnn Miller, and Jennifer Robison. Teach with Your Strengths: How Great Teachers Inspire Their Students. New York: Gallup Press, 2005. Rosenblatt, Louise M. The Reader, the Text, the Poem: The Transactional Theory of the Literary Work.  Carbondale, IL: Southern Illinois University Press, 1978. Wilhelm, Jeffrey D. “You Gotta BE the Book”: Teaching Engaged and Reflective Reading with Adolescents . Urbana, IL: National Council of Teachers of English, 1997. Carter, R. and M. Long. 1991. Teaching Literature. Hong Kong: Longman Carter, R. and W. Nash. 1990. Seeing Through language. Oxford: Blackwell. Carter, R. and J. McRae. (Eds.) 1996. Language, Literature and the Learner: Creative Classroom Practice. London: Longman Ganakumaran Subramaniam and Shanthini Pillai (Eds.) 2012. Developing Literacies through Alternative/Formative Assessments. August Publishing Malaysia Ganakumaran Subramaniam (ed), 2007, Approaches to Teaching Literature, MELTA-Sasbadi ELT Series, Sasbadi Sdn. Bhd., Damansara, Selangor. Ganakumaran Subramaniam.(ed.) 2003. Teaching of Literature in the ESL/EFL Context  . SASBADI-MELTA ELT Series. Petaling Jaya: Sasbadi Sdn. Bhd .  4 12. Teaching-Learning Approach/Methodology : (lecture, tutorials, projects, self study, etc.) Lecture : 20 hrs (2 hrs/week over 1 semester) Guided Reflection: 10 hrs (1 hrs/week over 1 semester) Self-study: 160 hrs (6 hrs/week over 1 semester) 13. Assessment: (Please state in detail structure of assessment - on-going, coursework, formal examination (mid-term/final), etc.) Semester One: Feature of Literature Syllabi  –  review literature syllabus : 30 % (ind) Coursework Project: Literature teaching activity module : 30 % (pair) Coursework Developing a literature assessment : 30% (ind) Coursework Class Seminar : 10 % 14. Important Dates (Tentative):* Semester One:  Assignment 1 due  –  Friday 31 October 2014  Assignment 2 due - Friday 28 November 2014  Assignment 3 due  –  Friday 26 December 2014  15. Teaching Schedule: Semester One   Week Topic Notes 1 Induction Discussion of module details and assignments/coursework 2 Definition of literature The Use of Literature as Resource and for Study in the ESL Classroom   Using literature for teaching elements of language   Creating critical appreciation and thinking through literary texts    Literature with a small ‘l’ vs. big ‘L’  This unit explores the notion of literature from historical, social and cultural perspectives. It considers issues related to the classification of literature It reviews the assumptions behind the use of literature for language learning
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