Sociolingüística y
Pragmática
Máster en Enseñanza
Bilingüe
GUÍA DOCENTE
Asignatura: Sociolingüística y Pragmática Titulación: Máster en Educación Bilingüe Curso Académico: 2017-18 Carácter: Obligatoria Idioma: Inglés Modalidad: Semipresencial Créditos: 4 Curso: 1º Semestre: 1º
Profesores/Equipo Docente: Dr. Dña. Mercedes Pérez Serrano
1. COMPETENCIES and LEARNING OUTCOMES
1.1. Competencies
The student will progressively acquire the following competences: 1.1.1. Basic competences
CB4. Gain learning skills that allow the student to continue studying independently. 1.1.2. General competences
CG2. Know the specific problems of foreign language teaching, both linguistic and cultural in a bilingual teaching context.
CG3. Apply the acquired knowledge in order to make appropriate decisions regarding the factors involved in learning and teaching a foreign language process.
CG4. Gain skills to make a critic analysis, evaluation and summary of new and complex ideas towards a continuous and independent training in foreign language teaching.
CG6. Know how to communicate with colleagues in the scientific community and with the general public about your field of expertise.
CG7. Acquire theoretical knowledge towards an informed teaching practice. CG9. Reflect on the psychological processes and the factors involved in learning a foreign language.
1.1.3. Specific competences
CE3. Know the planning and assessment tools necessary in teaching and learning English/ Spanish.
CE4. Develop and apply methodologies to meet the needs of the diverse students in a bilingual context (English/ Spanish).
CE5. Assess both linguistic and sociocultural contents in bilingual teaching (English/ Spanish).
CE8. Be capable of using specialized terminology in English and Spanish in the field of Second Language Acquisition.
CE10. Be capable of communicating fluently at a C1 level in the CFER.
CE11. Be capable of applying different strategies in order to teach communicative skills (written and oral interaction, production and comprehension) according to the foreign language learner’s characteristics.
Upon successful completion of this subject the student will have achieved the following learning outcomes:
Apply the various skills acquired in solving problems related to the use and
description of English language.
Know and apply the rules to socio-linguistic communicative acts relevant to the
matter, taking into account all the pragmatic variables.
Apply effective concepts, tools and methods learned in this course to their
professional life.
2. CONTENTS
2.1. Previous requirements
Demonstrate sufficient performance at level B2 in English 2.2. Description of contents
This course presents an introduction to language as a social phenomenon dependent
on context. It aims to help students reflect on the relationship between linguistic
phenomena and social reality, and acquire the terminology and basic concepts in the
theoretical and methodological aspects of sociolinguistic research, both theoretical
and applied.
The importance of a pragmatic approach to language will be considered. Concepts
such as linguistic competence, communicative and pragmatic competence are
reviewed along with the foundational theories of Pragmatics.
Presentación de la asignatura. Explicación de la Guía Docente.
1. Sociolinguistics, psycholinguistics & Ethnography of Communication Languages in contact. Bilingualism, interference and code switching. 2. Language variation: diachronic, diaphasic, diatopic, diastratic.
Variables of language change: age, sex, social status. 3. Intercultural communication
Ethnocentrism and Stereotypes Cultural variables.
4. Symbols, rituals, values and taboo Liminality
Courtesy, intercultural competence. Euphemism. 5. Verbal communication.
Cooperative Principle (Grice). Conversational maxims. Speech Acts Theory (Austin and Searle)
6. Relevance theory (Sperber & Wilson ) Nonverbal communication
7. Intercultural competence. Acquisition stages. Attention to diversity 2.4. Actividades Dirigidas
Along the course, practical activities or projects will be done by the students:
Directed activity 1 (DA1): Review activities. Students individually will have to do review activities applying the knowledge acquired in each didactic unit.
Directed activity 2 (DA2): Pragmatic analysis of a text. In pairs or groups, students will have to analyse a text from a pragmatic point of view (conversational maxims, courtesy, speech acts…), integrating the knowledge acquired in the course.
3. EVALUATION SYSTEM 3.1. Grading: 0 - 4,9 Suspenso (SS) 5,0 - 6,9 Aprobado (AP) 7,0 - 8,9 Notable (NT) 9,0 - 10 Sobresaliente (SB) 3.2. Assessment: Convocatoria ordinaria
Modalidad: Semipresencial y A distancia
Sistemas de evaluación Porcentaje
Examen final o trabajo final presencial 70%
Participación en las actividades programadas 15%
Presentación de trabajos y proyectos (Prácticas individuales y trabajo en equipo) 15%
Convocatoria extraordinaria
Modalidad: Semipresencial y A distancia
Sistemas de evaluación Porcentaje
Examen final o trabajo final presencial 60%
Participación en las actividades programadas 10%
Presentación de trabajos y proyectos (Prácticas individuales y equipo) 30%
3.3. Restrictions: Minimum passing grade:
It is necessary to obtain a pass (5) in the final exam (either in the regular or repeat evaluation). Any grade under 5 is considered a fail.
Attendance:
In order to make up the final average grade, the student is required to attend a 75% of the sessions specified in the syllabus. Otherwise he might not be allowed to sit the final exam (convocatoria ordinaria)
Writing conventions
Be careful with the use of English. Make sure you revise grammar, spelling and punctuation before handing in activities /projects exams. Handwriting must be legible.
3.4. Plagiarism
You are required to develop the proposed activities yourself. Plagiarism (illegal and unauthorized copying) will be penalized with a zero grade 0. Nebrija University will treat cases of plagiarism very seriously. Plagiarism includes, but is not limited to: using someone else’s (Internet, books, classmates, etc.) ideas or words without appropriate acknowledgement. All suspected cases of academic dishonesty will follow the procedures outlined in the Reglamento del Alumno
(Universidad Nebrija).
4. BIBLIOGRAPHY
Bibliografía básica
Holmes, J. and N. Wilson (2017) (5th ed). An introduction to sociolinguistics. Oxford: Routledge.
Taylor & Francis Group.
Grundy, P. (1995). Doing Pragmatics. London: Edward Arnold.
Archer, D. K. Aijmer, A. Wichmann (2012). Pragmatics: an advanced resource book for students. New York: Routledge.
GRIMSON, A., “Culture and Identity: two different notions”, in: Social Identities, vol. 16, nº 1, January 2010, pp. 63-79.
Hamel, R. E. (1997). Introduction: Linguistic Human Rights From a Sociolinguistic Perspective. International Journal of Sociology of Language (127), 1-24.
Brown, P. and Levinson, S. (1987) Politeness: Some Universals in Language Use. Cambridge: Cambridge University Press.
Fairclough, N. (1992) Discourse and social change. Cambridge: Polity Press.
Fiske, S. and Taylor, S. (1984) Social Cognition. Reading MA: Addison-WesleyFishman, J. A. (1970) Sociolinguistics: A brief introduction. Rowley, MA: Newbury House
Grice, H. P. (1975) Logic and conversation. In P. Cole and J. L. Morgan (Eds) Syntax and Semantics 3: Speech Acts. New York: Academic Press, pp. 41-58.
Gumperz, J. (1982) Language and Social Identity. Cambridge: CUP. Gumperz, J.J. (1982) Discourse strategies. Cambridge: CUP. Hall, E. (1976) Beyond Culture. Garden City, NY, Anchor Books
Halliday, M. A. K. (1973) Explorations in the functions of language. London: Arnold. Hoffman, C. (1991) An introduction to bilingualism. London: Longman.
Hofstede, G. and Bond, M. (1984). Hofstede's culture dimensions. Journal of crosscultural psychology 15: 417-33.
Hymes, D. (ed.) (1964) Language in culture and society. New York: Harper and Row.
Hymes, D. (1972) On communicative competence, In: J.B. Pride and J. Holmes (eds) Sociolinguistics. Selected Readings.
Harmondsworth: Penguin, pp. 269-293. Labov, W. (1994) Principles of linguistic change, vol. 1. Oxford: Blackwell.
Lakoff, G. (1987) Women, Fire, and Dangerous Things: What Categories Reveal About the Mind. University of Chicago Press
Aguado Odina, Teresa y del Olmo, Margarita (eds.) (2009). Intercultural education. Perspectives and proposals. Madrid: Proyecto ALFA.
Grupo Inter. (2006). Culture is our focus, diversity is our normality. INTER guide to implement intercultural education. Viena: Navreme.
UNESCO. (2006). Guidelines on Intercultural Education. Paris : Section of Education for Peace and Human Rights. Division for Promotion of Quality Education .
Otros recursos
Lakoff, G. (2003) Metaphors We Live By. University of Chicago Press. Leech, G. N. (1983) Principles of Pragmatics. London: Longman
Levinson, S. (1983) Pragmatics. Cambridge: Cambridge University Press. Schiffrin, D. (1994) Approaches to Discourse. Oxford: Blackwell.
Sperber, D. & Wilson, D. (1986/1995) Relevance: Communication and Cognition. Oxford: Blackwell.
Watts, R. J. (2003). Politeness. Cambridge: Cambridge University Press.
5. PROFESSOR:
Nombre y Apellidos Mercedes Pérez Serrano Departamento Lenguas aplicadas Titulación académica Doctora en Lingüística Correo electrónico [email protected]
Localización Campus de Princesa. Sala de Profesores
Experiencia docente, investigadora y/o profesional.
Doctora en Lingüística por la Universidad de Salamanca. Máster en Enseñanza de Español como Lengua Extranjera por la UIMP y el Instituto Cervantes. Licenciada Filología Hispánica e Inglesa por la Universidad de Valladolid.
Profesionalmente, ha ejercido la docencia en diferentes universidades desde 2010: Universidad de York (Canadá), Universidad de Columbia en Nueva York (EEUU) y Universidad Isabel I.
Cuenta con una dilatada experiencia profesional en el campo de la enseñanza de lenguas y sus literaturas.
Sus investigaciones han sido publicadas en revistas científicas han sido en Revistas indexadas y difundidas en congresos y conferencias de ámbito internacional.
