EL 50

DESCRIPTION

European Languages and Cultures

The course explores the relationship between concepts of language and culture and the languages of Europe from a historical and sociolinguistic perspective. The course intends to help students identify and be critical of the dierent cultural, political and social conicts and developments created, documented and challenged by language. Students will analyze literary, lmic and other cultural texts together with contextual, conceptual and theoretical sources. This is a general education course belonging to the Arts and Humanities domain. Although the course does not have prerequisites, students are preferably of junior standing.

University of the Philippines Diliman Department of European Languages College of Arts and Letters A.Y. 2012-2013 1st semester EL 50 THX Tue/Thu 14.030-16.00 PM CAL 412 EL 50 THY Tue/Thu 16.00-17.30 PM CAL 412 3 units Richard Karl Deang FC 3107 +63 2 981 8500 local 2214 rk.deang@me.com Consultation Hours Tue/Thu 8.00 AM - 13.00 PM Facebook Group EL 50 20122 el50.020122@groups.facebook.com

OBJECTIVES
to cultivate a capacity for independent, critical and creative thinking through aesthetic and interpretive modes of inquiry to broaden intellectual and cultural horizons by exposing the students to diverse European languages and cultures and their contributions to the construction of the world to raise cross-cultural awareness through the study of multi-cultural diversity while developing a deeper sense of nationalism to encourage students to understand real-life issues concerning language and culture by drawing knowledge not only from language and literary studies but also from other disciplines to infuse a passion for learning with a high sense of social engagement and moral and intellectual integrity

LANGUAGE POLICY
Our ocial language policy will favor plurilingualism, but I will mainly use Filipino and English in my lectures. All written assignments may be submitted in any of the languages that I can read: Filipino, French, English, Italian, Kapampangan or Spanish.

REQUIREMENTS
The rubrics for grading each assignment will be available in a separate document. Participation 20% This is not a lecture course. I will be talking a lot throughout the semester, but I expect you to contribute to class discussions as well. I do not require you to say incredibly brilliant things. All I ask is that you read the required readings, and that you talk about what you think of what you have read. I will give surprise quizzes if I think most of the class is not keeping up with the reading assignments. Reection papers 20% Exactly 1 page each. Times New Roman, size 12, MLA style. One for each of the following texts, except for the text on which you will deliver your report: Bienvenue chez les Chtis, La otra conquista, Tintin au Congo, Things Fall Apart, How the Garcia Girls Lost Their Accents. We will discuss the format of these papers on 15 January 2013. Final examination 20% The two-hour nal examination should demonstrate your ability to synthesize the dierent concepts we have learned in class through guided essays. Creative report 20% This is 30-minute oral report on an assigned cultural text, including a creative interpretation of the text. I expect more than a Keynote/Powerpoint presentation and a prepared script for this assignment. Final research paper 20% Develop one of your written papers or your report into an eight-page nal research paper. You may likewise write a research paper on another cultural text, with my approval. We will talk about this in further detail on 5 March 2013.

EL 50 European Languages and Cultures A.Y. 2012-13 I

COURSE OUTLINE
Refer to page 4 of this syllabus for full bibliographic information. Topics, Activities and References 0. INTRODUCTION 08.11 0.0. What Is EL 50? Language and culture in the general education program of UP 0.1. What Is Culture? 0.2. What Is Language? Kramsch. Language and Cultural Identity. 65-78. 1. EUROPE 20-22.11 Auberge espagnole [Spanish Apartment] (France, 2002) How to analyze a lm Group activity 1.1. The Idea of Europe Pagden. Europe: Conceptualizing a Continent. 33-54. 1.2. The Glory That Was Greece, The Grandeur That Was Rome... Crystal. Why Do Languages Die? Language Death. 68-90. Ostler. Three Thousand Years of Solipsism: The Adventures of Greek. . The First Death of Latin. 315-321. 2. NATIONS 06.12 2.1. The Queen's English Anderson. The Origins of National Consciousness. 37-46. McGowin. The Rise of English as a National Language. 24-37. Ostler. The Second Death of Latin. 2.2. German: The Birth of a Language and a Religion Sanders. Bible German and the Birth of a Standard Language. language change, linguistic nationism English Norman French European identity liberal education Concepts Languages

13.11 15.11

culture, civilization language, culture, identity

27.11 29.01

04.12

language prestige, language spread, language contact, language shift, language death (1)

Ancient Greek Latin

11.12

language and religion

Ecclesiastical Latin German Castillian Catalan Basque

13.12

2.3. Which Spanish for Spain? Mar-Molinero. Language and Nationalism. 2-16. . The 'Castilianisation Process: The Emergence of Spanish as Dominant Language. 17-26. Holiday recess

language and power, linguistic separatism

08-10.01

Viewing: Bienvenue chez les Ch'tis [Welcome to the Sticks] (France, 2008) How to write a reection paper How not to plagiarize 2.4. French and the Frenchication of France Nadeau and Barlow. The Dawn of Purism. Report/Paper 1: Bienvenue chez les Ch'tis [Welcome to the Sticks] (France, 2008) 3. EMPIRES language standardization, linguistic purism, language vs. dialect French Chti

15.01

17.01

How to think and read critically Goshgarian. Introduction: Thinking and Reading Critically. 1-26. Napoli and Lee-Schoenfeld. What Do We Lose When a Language Dies? And Who Cares? 215-228.

EL 50 European Languages and Cultures A.Y. 2011-12 I

Topics, Activities and References 22-24.01 29.01 Film viewing: La otra conquista [The Other Conquest] (Mexico, 2000) 3.1. God, Gold, Glory: Spanish in the New World Mar-Molinero. The 'Castilianisation Process: The Emergence of Spanish as Dominant Language. 26-37. Report/Paper 2: La otra conquista [The Other Conquest] (Mexico, 2000) How to read a novel Reading break 3.2. The Civilizing Mission of France Nadeau and Barlow. Tool for an Empire. 192-211. Report/Paper 3: Tintin au Congo [Tintin in the Congo] (Belgium, 1989) 12-14.02 19.02 Reading break 3.3. The British Empire: Where the Sun Never Set Crystal. Why English? The Cultural Foundation. English as a Global Language. 72-85. linguistic imperialism (2) writing back mimicry, hybridity English Igbo cultural assimilation colonial discourse French linguistic imperialism (1), language death (2) Spanish Quechua Concepts Languages

31.01

05.02 07.02

Akinwumi Isola, The Uses of English (Nigeria)

21.02 Report/Paper 4: Chinua Achebe, Things Fall Apart (Nigeria, 1958) 4. THE WORLD 26.02 4.1. One World, One Language! (?) Crystal. Why English? The Cultural Legacy. English as a Global Language. 86-122.

linguistic hegemony, globalization, language and the Internet migration, diaspora, linguicism, language choice, code-switching

English Esperanto Interlingua Latin American/ US Spanish

28.02

4.2. Of Gangsters, Dealers and Hookers: Hispanophobia in the United States Mar-Molinero. Spanish in a Global Era. Report/Paper 6: Julia lvarez, How the Garcia Girls Lost Their Accents (USA, 1991) How to write a research paper in the humanities 4.3. The Francophonie, Or Is English Enough? Deutscher. Language, Culture and Thought. 1-24. Nadeau and Barlow. The Francophonie. 338-358. How to read a poem Michle Lalonde, Speak White (Qubec, 1968) 4.4. The Many Voices of Europe Gal. Migration, Minorities and Multilingualism: Language Ideologies in Europe.

05.03

07.03

plurilingualism, language and cognition

French

12.03

language policy, translation and interpretation

German the languages of the Europe

5. THE PHILIPPINES 14.03 5.1. Aling Wika para sa Pilipinas? De la Pea. The Spanish-English Language War. Manarpaac. When I Was a Child, I Spake as a Child: On the Limits of a National Language Policy. course integration Spanish Philippine English Tagalog/ Pilipino/Filipino Kapampangan the languages of the Philippines

The Black Eyed Peas, Bebot (USA, 2006)

19.03 5.2. Isang Bansa, Isang Diwa? McEachern. Language Death: Coming to a Filipino Town Near You. Pangilinan. Kapampangan Lexical Borrowing from Tagalog: Endangerment rather than Enrichment. 6. CONCLUSION course integration

21.03

EL 50 European Languages and Cultures A.Y. 2011-12 I

BIBLIOGRAPHY
Literature (any unabridged edition may be used) Achebe, Chinua. Things Fall Apart. lvarez, Julia. How the Garca Girls Lost Their Accents. Lalonde, Michle. Speak White. Films Auberge espagnole. Bienvenue chez les Chtis. Graphic novel Herg. Tintin au Congo. Contextual/theoretical/conceptual sources Anderson, Benedict. Imagined Communities: Reections on the Origin and Spread of Nationalism. Rev. ed. London: Verso, 2006. Crystal, David. English as a Global Language. 2nd ed. Cambridge: Cambridge UP, 2003. . Language Death. Cambridge: Cambridge UP, 2000. De la Pea. The Spanish-English Language War. Linguae et Litterae 20-21.4-5 (2001): 6-28. Deutscher, Guy. Through the Language Glass: Why the World Looks Dierent in Other Languages. New York: Metropolitan Books, 2010. Gal, Susan. Migration, Minorities and Multilingualism: Language Ideologies in Europe. Language Ideologies, Policies and Practices: Language and the Future of Europe. Ed. Clare Mar-Molinero and Patrick Stevenson. New York: Palgrave Macmillan, 2006. Goshgarian, Gary. Exploring Language. 12th ed. New York: Longman, 2010. Kramsch, Claire. Language and Culture. Oxford: Oxford UP, 1998. Manarpaac, D. V. S. When I Was a Child, I Spake as a Child: On the Limits of a National Language Policy. Philippine English: Linguistic and Literary Perspectives. Ed. Ma. Lourdes S. Bautista and Kingsley Bolton. Hong Kong: Hong Kong UP, 2008. Mar-Molinero, Clare. The Politics of Language in the Spanish-Speaking World. London: Routledge, 2000. McEachern, Firth. Language Death: Coming to a Filipino Town Near You. Linguistic Society of the Philippines Annual Conference. U of Asia and the Pacic, Pasig. 19 May 2012. PDF le. McGowin, Alister. In the Beginning: The Story of the King James Bible and How It Changed a Nation, a Language, and a Culture. New York: Anchor, 2002. Nadeau, Jean-Benoit and Julie Barlow. The Story of French. New York: St. Martin's Grin, 2008. Ostler, Nicholas. Empires of the Word: A Language History of the World. New York: Harper Collins, 2005. Pagden, Anthony, ed. The Idea of Europe: From Antiquity to the European Union. Anthony Pagden, ed. Cambridge: Cambridge UP, 2002. Phillipson, Robert. English-Only Europe?: Challenging Language Policy. London: Routledge, 2003. . Linguistic Imperialism. Oxford: Oxford UP, 1992. Sanders, Ruth H. German: Biography of a Language. Oxford: Oxford UP, 2010. References Dalby, Andrew. Dictionary of Languages. Rev. ed. New York: Columbia UP, 1999. Fromkin, Victoria, Robert Rodman and Nina Hyams. An Introduction to Language. 9th ed. Boston, MA: Wadsworth, 2011. Mesthrie, ed. Concise Encyclopedia of Sociolinguistics. Oxford: Elsevier Science, 2001. Mesthrie, Rajend, Joan Swann, Ana Demeurt and William L. Leap. Introducing Sociolinguistics. 2nd ed. Edinburgh: Edinburgh UP, 2009.

OTHER CLASS POLICIES

Attendance No more than six absences will be allowed. Seven absences will warrant a grade of 5.0 if majority of the absences are unexcused and DRP if majority of the absences are excused. Note that every absence will severely aect your nal grade. Submissions I will deduct the equivalent of 1,0 for assignments that are submitted late. Inform me in advance if you cannot make it to a deadline. Academic integrity Cheating, plagiarism or any other form of academic dishonesty (including any attempt or participation) will not be tolerated and will be forwarded to the Student Disciplinary Tribunal for appropriate action and will entail a nal grade of 5.0 for the course. Do not forget the motto of the Iskolar ng Bayan: Honor and Excellence. Special needs If you have special needs (learning, physical impairment, etc.), please inform me at the beginning of the course.