University
of Rome III _ School of Humanities _
Degree in Languages and International Communication |
Academic Year: 2004-05 _ Course convener: Patrick Boylan _ Email: 1LL @ boylan.it for this module |
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First
Year English for the curriculum Languages
and Linguistics |
Topic:
Englishes of the world: similar forms,
similar mentalities? |
click
on the orangedots
cliccare
sui puntini
rossi
N.B.
I programmi dei moduli
offerti nel 2004-05 non sono più materia d'esame dopo febbraio
2008
non verranno più
conservati dopo tale data i compiti svolti dagli studenti né i
relativi voti assegnati..
Mon.
1-3 pm, Room B |
Wed.
1-3 pm, Room 18 |
Fri.
1-3 pm, Room B |
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Students' |
Welcome to the course. No news yet, but there will be as soon as lessons start...
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Syllabus |
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Knowing English means having learned not only to say things but also to see things as a native speaker of English might. This does not imply trying to imitate a "perfect Anglo speaker" (an impossible goal since the species does not exist). It does however imply undergoing a transformation of consciousness -- something much more ambitious than just "thinking in English" (the goal that ESL students often say they wish to attain). More
precisely, learning English means acquiring a new mode of being,
consonant with the kind of person one wishes to be as a speaker
of English and thus -- since one does not normally learn a
language to speak to oneself -- consonant with some reference
group of speakers of English, however marginal: the group one
wishes to be able to "talk sense" to and to "understand
from within". Neither task is simple, but both
are feasible. Indeed, since "understanding from
within" requires not only reassigning word meanings but
reconstructing reality -- culture B's "sense"
being culture A's nonsense -- clearly the acquisition of
English (or any other language) becomes immensely easier if it is
experienced as the acquisition of a mind set in tune with one's
new interlocutors. This in fact is what learning one's
native language was fundamentally all about. And yet
linguistics and literary studies either ignore
this dimension or attempt to describe it from without -- the
first like a person deaf from birth who, out of whim, has learned
to comment orchestral scores as combinations of signs; the second
like an inhibited music teacher who explains the history of an
orchestral genre but not how to compose in it (which would
require helping them "get into it"). |
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If
there is a merger, the course will not be Englishes of the
world: similar forms, similar mentalities? but rather: a.
Book: D. Crystal.1997.
English as a Global Language. Cambridge: Cambridge
University Press. |
Handouts |
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<cliccare "Learning
language as culture" (in italiano) |
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Room 18
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Overall purpose of course: see handout Learning language as culture |
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Marking Scheme |
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Italian school marking system: |
1 - 3 |
4, 5 |
6 |
7, 8 |
(9, 10) |
Points for each Task completed: |
1 |
2 |
3 |
4 |
(5) |
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The first task will be announced
at the beginning of the course. |
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