BURGETT, Bruce, and Glenn, HENDLER, ed. by. Keywords for American Cultural Studies. New York: NYC, 2014. ISBN 978-0-8147-0801-9.

CARPIO, Glenda R,. and Werner, SOLLORS, ed. by: African American Literary Studies: New Texts, New Approaches, New Challenges Universitätsverlag WINTER Gmbh. A Quarterly, Volume 55, No. 4. 2010. ISSN: 0340-2827. https://www.jstor.org/stable/i40051482

CARTER, Jacoby Adeshei, "Alain LeRoy Locke", The Stanford Encyclopedia of Philosophy (Summer 2012 Edition), Edward N. Zalta (ed.) URL = <https://plato.stanford.edu/archives/sum2012/entries/alain-locke/>. Summer 2012.

DU BOIS, W. E. Burghardt: The Study of the Negro Problems. The Annals of the American Academy of Political and Social Science. Jan., 1898. Vol. 11 (Jan., 1898), pp. 1 - 23. Sage Publications, Inc. in association with the American Academy of Political and Social Science. https://www.jstor.org/stable/pdf/1009474.pdf

LOCKE, Alain Enter the New Negro. National Humanities Center Resource Toolbox. The Making of African American Identity: Vol. III, 1917 - 1968

http://nationalhumanitiescenter.org/pds/maai3/migrations/text8/lockenewnegro.pdf

30%. Active participation in discussions

30% continuous written assignment

40% final work submission: essay

Minimum Required Level: 60 percent

Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A

Maximum 2 absences allowed. Students must submit valid proof of absence.

The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.

The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.

1.Začiatky obchodu s otrokmi. Politika kolonializmu.

2.Kon3trukcia afro-americkej identity v 19. storočí. Občianska vojna: kontroverzie, a dôsledky.

3.Vznik miest v USA. Migrácia do veľkých miest.

4.Harlem: kultúrne a intelektuálne miesto v meste.

5.Myslitelia harlemskej renesancie.

6.Vizuála, poetic a performatívna estetika harlemskej renesancie.

7.Pád burzy. Sociálny, ekonomický a kultúrny dopad.

8.Hnutie za občianske práva. Historické kroky vpred.

9.Od Harlemu k Bronxu. Vznik mestskej subkultúry.

10.Príbeh hip hopu.

11.Od grafiti k street artu

100/ 0 continuous assessment

Students can contextualise the Harlem Renaissance movement in the twenties of 20th C with the social, historical and cultural development of the USA before the movement and afterwards. SS know the characteristic features of Harlem neighbourhood in New York in the context of urban and cultural development of the city, but also other important metropolitan communities in the USA. Students are able to define critically, and present orally and in a written form their opinions on the concepts of black culture, slavery, slave trade, racism, race, ethnicity, metropolis, urban space, civil rights movement, subculture, hip hop, street art, black lives matter movement, white suprematism, systemic racism, intercultural awareness. Students understand the development of metropolitan culture and subculture in the USA in the second half of 20th C and are able critically evaluate the context with the Harlem Renaissance. One of the education results that, however, cannot be quantified, but is equally important, is the growth of SS’s sensitivity in the question of migration, social inequality, and identity construction.

CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.

JOYCE, James. Dubliners. London: Penguin, 2012. ISBN 9780141199627.

O'CONNOR, Frank. Classic Irish short stories. Oxford: Oxford University Press, 1985. ISBN 9780192819185.

WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.

Additional literature will be introduced to students during the course.

Interim Evaluation

- 20% active participation in seminars

- 20% presentation during class

Final Evaluation:

- 60% seminar work

Grading Scale:

A – 92 to 100%

B – 84 to 91%

C – 76 to 83%

D – 69 to 75%

E – 60 to 68%

FX (failed, no credits awarded) < 60%.

Up to 2 absences are allowed without the need for documentation.

Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.

Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).

The aim of the course is to familiarize students with the basic framework of Irish literature and culture of the 20th and 21st centuries. Selected literary works represent key movements in Irish literature and culture. The reading and analysis of the texts and films is complemented by the historical and social contexts of Ireland, Great Britain, the EU, and the USA. A “close reading” approach will be the point of departure for the discussion of selected texts and films. Based on their analyses, students present their insights and develop their artistic-critical and presentation skills. One of the course’s content aspects is a critical perspective on the reception of Irish literature in the Slovak (Czech) translation environment.

1. Introduction to the study of Irish literature and film.

2. Ireland in the Sixties. "What do you do with your revolution once you've got it?" The Rocky Road to Dublin (1967), directed by Peter Lennon, cinematography by Raoul Coutard.

3. "History is a Nightmare from which I am trying to Awake." Literary, Historical, and Cultural Context of J. Joyce's Ulysses. 100 Years of James Joyce's Ulysses (2022), directed by Ruán Magan.

4. Reading Joyce's Dublin in Dubliners (1914).

5. Ireland and Hollywood. The Image of Ireland Abroad. The Quiet Man (1952), directed by John Ford.

6. Reading Irish poetry. Yeats, and after Yeats. Poetry as an Agency of Change in a Conservative Cultural Climate. W.B. Yeats, Seamus Heaney, Sinéad Morrissey.

7. Irish Drama in Historical and Cultural Context. Playwrights: Samuel Beckett, G.B. Shaw, Oscar Wilde, J.M. Synge.

8. Struggle for Independence. Tradition of Hunger Strikes in Ireland and Northern Ireland. Hunger (2008), directed by Steve McQueen.

9. Reading Social and Cultural situation in Ireland in Contemporary Irish Fiction: Jan Carson, Claire Keegan, Sally Rooney, Colm Tóibín.

10. Growing up in Ireland: The Quiet Girl (2022), directed by Colin Baired.

40/60 (%)

Student who completes the course will be familiar with selected works of Irish literature and filmography and their artistic context. They will be able to place the works within a broader historical context and critically analyze them. They will possess literary-critical skills, strengthened through detailed analysis of texts in class, and will be capable of using interpretive skills and critical thinking in the realm of Irish studies. The student will be able to identify the fundamental cultural and historical context of Irish culture and apply this knowledge with insight and a critical perspective on the current situation in the EU, Great Britain, and the USA.

CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.

JOYCE, James. Dubliners. London: Penguin, 2012. ISBN 9780141199627.

O'CONNOR, Frank. Classic Irish short stories. Oxford: Oxford University Press, 1985. ISBN 9780192819185.

WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.

Additional literature will be introduced to students during the course.

Interim Evaluation

- 20% active participation in seminars

- 20% presentation during class

Final Evaluation:

- 60% seminar work

Grading Scale:

A – 92 to 100%

B – 84 to 91%

C – 76 to 83%

D – 69 to 75%

E – 60 to 68%

FX (failed, no credits awarded) < 60%.

Up to 2 absences are allowed without the need for documentation.

Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.

Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).

The aim of the course is to familiarize students with the basic framework of Irish literature and culture of the 20th and 21st centuries. Selected literary works represent key movements in Irish literature and culture. The reading and analysis of the texts and films is complemented by the historical and social contexts of Ireland, Great Britain, the EU, and the USA. A “close reading” approach will be the point of departure for the discussion of selected texts and films. Based on their analyses, students present their insights and develop their artistic-critical and presentation skills. One of the course’s content aspects is a critical perspective on the reception of Irish literature in the Slovak (Czech) translation environment.

1. Introduction to the study of Irish literature and film.

2. Ireland in the Sixties. "What do you do with your revolution once you've got it?" The Rocky Road to Dublin (1967), directed by Peter Lennon, cinematography by Raoul Coutard.

3. "History is a Nightmare from which I am trying to Awake." Literary, Historical, and Cultural Context of J. Joyce's Ulysses. 100 Years of James Joyce's Ulysses (2022), directed by Ruán Magan.

4. Reading Joyce's Dublin in Dubliners (1914).

5. Ireland and Hollywood. The Image of Ireland Abroad. The Quiet Man (1952), directed by John Ford.

6. Reading Irish poetry. Yeats, and after Yeats. Poetry as an Agency of Change in a Conservative Cultural Climate. W.B. Yeats, Seamus Heaney, Sinéad Morrissey.

7. Irish Drama in Historical and Cultural Context. Playwrights: Samuel Beckett, G.B. Shaw, Oscar Wilde, J.M. Synge.

8. Struggle for Independence. Tradition of Hunger Strikes in Ireland and Northern Ireland. Hunger (2008), directed by Steve McQueen.

9. Reading Social and Cultural situation in Ireland in Contemporary Irish Fiction: Jan Carson, Claire Keegan, Sally Rooney, Colm Tóibín.

10. Growing up in Ireland: The Quiet Girl (2022), directed by Colin Baired.

40/60 (%)

Student who completes the course will be familiar with selected works of Irish literature and filmography and their artistic context. They will be able to place the works within a broader historical context and critically analyze them. They will possess literary-critical skills, strengthened through detailed analysis of texts in class, and will be capable of using interpretive skills and critical thinking in the realm of Irish studies. The student will be able to identify the fundamental cultural and historical context of Irish culture and apply this knowledge with insight and a critical perspective on the current situation in the EU, Great Britain, and the USA.

BARRER, Peter a Bohdan ULAŠIN. From Here To University. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4466-1.

BÖHMEROVÁ, Ada (ed.). Slovak Studies in English: Identity in Intercultural Communication. Bratislava: Ševt, 2011. ISBN 978-80-8106-047-2.

HARPUR, John. Innovation, Profit, and the Common Good in Higher Education: the New Alchemy. New York: Palgrave Macmillan, 2010. ISBN 978-0-230-53787-3.

LOWMAN, Joseph. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1990. ISBN 1-55542-221-7.

MARTIN, Judith N. a Thomas K. NAKAYAMA. Intercultural Communication in Contexts. Boston: McGraw-Hill, 2007. ISBN 978-0-07-110703-7.

NICHOLS, Gill. Professional Development in Higher Education: New Dimensions and Directions. London: Kogan Page, 2001. ISBN 0-7494-3207-1.

The course is designed as an intensive course of 28 full-time teaching hours. Since the goal is practical work in the field of global issues in education and intercultural communication, the course requires active class participation, the ability to discuss and argue the issues discussed in English, and to present one's findings on the basis of the materials read and discussed (50% of the total grade). The other 50% of the grade consists of a final written student response to the knowledge, skills, and attitudes acquired, consisting of a narrative response of approximately 1000-1500 words and a questionnaire with questions about the course.

Grading scale:

A ≥92%

B ≥84%

C ≥76%

D ≥68%

E ≥60%

Fx <60%

Participation in the course requires at least a B2 level of English according to the Common European Framework of Reference for Languages (CEFR).

The course focuses on the introduction and theoretical support of topics that are important for future English language teachers, especially with regard to the intercultural dimension of their profession. The topics of the course vary according to the current issues that (not only) foreign language teachers may encounter in their practice - from issues specific to English-speaking areas (race, colonialism) to specific topics that are increasingly resonating also in the Central European area (human rights issues, ethnic orations, approaches to teaching and discussing so-called sensitive topics, e.g. the Holocaust).

Formally, the course relies on collaboration with academics from international backgrounds as well as NGO staff in relevant fields.

100/0

By the end of the course, the student is familiar with specific topics that are relevant to current issues in global education and is able to discuss and write about societal issues potentially related to the practice of teaching. Students will become familiar not only with the global dimension of the contemporary educational process but also with the basics of intercultural communication.

Form of teachinng is face-to-face. During seminars various teaching techniques and activities for pronunciation are implemented and pronuciation focusing on different aspects is practiced. Forms of work are in pairs and groups. Autonomous learning includes completion of pronunciation assignments and their presentation.

Hewings, M. 2004. Pronunciation Practice Activities; Cambridge: Cambridge University Press.

James, L., Smith, O. 2007. Get Rid of your Accent; Business&Technical Communication Services Limited.

Vaughan-Rees, M. 2002. Test your Pronunciation; Penguin.

Reid, E. 2016. Teaching English Pronuncation to Different Age Groups; Bratislava: Z-F LINGUA.

Reid, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword. In: Foreign Language Pronunciation, from Theory to Practice. Newcastle upon Tyne : Cambridge Scholars Publishing, p. ix-xvi.

Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars and completion and presentation of assignments focused on practicing pronunciation peculiarities of English and improving student’s own pronunciation. The evaluation “failed” is given to a student who misses any classes without a relevant reason and a student who fails to submit all practical assignments.

Evaluation criteria:

A – 92 až 100%

B – 84 až 91%

C – 76 až 83%

D – 68 až 75%

E – 60 až 67%

Fx <60%

Scale of assessment (preliminary/final): 100 percent continuous evaluation.

minimum level of English - B2

. Orthography and pronunciation - letter-sound relationship

2. Important principles of English pronunciation

3. Practicing pronunciation of English monophthongs, diphthongs and triphthongs

4. Communicating with single vowel sounds

5. Practicing pronunciation of English consonants and their clusters

6. Correct articulation and lip reading

7. Word stress - strong and weak syllables, stress shifts and stress in noun-verb pairs

8. Homographs and homophones in English

9. Predicting weak and strong forms of function words

10. Connected speech - linking, assimilation and elision

11. Connected speech - sentence stress and rhythm of speech

12. Connected speech - intonation in questions, “news” and “non-news”

13. Common pronunciation errors among Slovak learners of English.

100/0

Student:

- describes the sound system of the English language,

- recognizes individual sounds, sound structure of words, prosody and reduced forms,

- applies theoretical principles of English pronunciation in his/her own speech,

- analyses and evaluates the pronunciation aspect of speech,

- produces speech whose pronunciation aspect does not cause problems in communication.

Form of teachinng is face-to-face. During seminars various teaching techniques and activities for pronunciation are implemented and pronuciation focusing on different aspects is practiced. Forms of work are in pairs and groups. Autonomous learning includes completion of pronunciation assignments and their presentation.

Hewings, M. 2004. Pronunciation Practice Activities; Cambridge: Cambridge University Press.

James, L., Smith, O. 2007. Get Rid of your Accent; Business&Technical Communication Services Limited.

Vaughan-Rees, M. 2002. Test your Pronunciation; Penguin.

Reid, E. 2016. Teaching English Pronuncation to Different Age Groups; Bratislava: Z-F LINGUA.

Reid, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword. In: Foreign Language Pronunciation, from Theory to Practice. Newcastle upon Tyne : Cambridge Scholars Publishing, p. ix-xvi.

Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars and completion and presentation of assignments focused on practicing pronunciation peculiarities of English and improving student’s own pronunciation. The evaluation “failed” is given to a student who misses any classes without a relevant reason and a student who fails to submit all practical assignments.

Evaluation criteria:

A – 92 až 100%

B – 84 až 91%

C – 76 až 83%

D – 68 až 75%

E – 60 až 67%

Fx <60%

Scale of assessment (preliminary/final): 100 percent continuous evaluation.

minimum level of English - B2

. Orthography and pronunciation - letter-sound relationship

2. Important principles of English pronunciation

3. Practicing pronunciation of English monophthongs, diphthongs and triphthongs

4. Communicating with single vowel sounds

5. Practicing pronunciation of English consonants and their clusters

6. Correct articulation and lip reading

7. Word stress - strong and weak syllables, stress shifts and stress in noun-verb pairs

8. Homographs and homophones in English

9. Predicting weak and strong forms of function words

10. Connected speech - linking, assimilation and elision

11. Connected speech - sentence stress and rhythm of speech

12. Connected speech - intonation in questions, “news” and “non-news”

13. Common pronunciation errors among Slovak learners of English.

100/0

Student:

- describes the sound system of the English language,

- recognizes individual sounds, sound structure of words, prosody and reduced forms,

- applies theoretical principles of English pronunciation in his/her own speech,

- analyses and evaluates the pronunciation aspect of speech,

- produces speech whose pronunciation aspect does not cause problems in communication.

CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.

CURTIN, Jeremiah. Myths and folk tales of Ireland. New York: Dover, 1975. ISBN

0-486-22430-9.

DENNISON, Colette. This Is Ireland People Culture Landscape. Dublin: Euro Lingua, 1994. ISBN

1-874159-07-6.

FOSTER, Robert Fitzroy. The Oxford History of Ireland. Oxford: Oxford, 1992. ISBN 0-19-285271-X

WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.

Interim Evaluation:

- Active participation in class and in Irish Studies events – 20%

- In-class presentation – 20%

Final Evaluation:

- In-class final exam – 60%

Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A

Up to 2 absences are allowed without the need for documentation. Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.

Credits are assigned to the student who acquired a minimal 60 out of 100 points for the fulfillment of the given conditions. Credits are not assigned to the student who fails to submit the seminar work during semester or gains less than the pass grade of 60%. The student has the right to modify their seminar work if it is considered inadequate and/or present a second time.

Language necessary to complete the course: Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).

Additional literature:

Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.

Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie)

Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html

Irish grammar; - http://nualeargais.ie/gnag/gram.htm

Raidio na Gaeltachta, https://www.rte.ie/rnag/

TG4, https://www.tg4.ie/ga/

Week 1:

- General information about the Irish language and introduction to learning resources.

- Greetings, introductions, and language for the classroom.

Week 2:

- Irish Language pronunciation and spelling. Numbers and telephones numbers.

- A survey of Gaelic culture in Ireland and in Britain, and further afield.

Week 3:

- Telling the time.

- Myth and Legend: Leabhar Gabhála Éireann -The Book of Invasions of Ireland

Week 4:

- Talking about the weather, describing physical charecteristics I.

- Sean Nós Song and Dance

Week 5:

- Talking about the weather, describing physical charecteristics II.

- The Gaelic Cultural Revival and Irish Nationalism.

Week 6:

- An tAinm Briathra (The verbal noun). Talking about current actions and pastimes I.

- Language and Identity in Northern Ireland.

Week 7:

- An tAinm Briathra (The verbal noun). Talking about current actions and pastimes II.

- Popular Irish-Language culture today.

Week 8:

- An Aimsir Láithreach (The present habitual tense). Daily routines I.

- Minortiy Language Identity internationally and Language Revival.

Week 9:

- An Aimsir Láithreach (The present habitual tense). Daily routines II.

- Gaelic Games.

Week 10:

- Likes and Dislikes.

- Controversy surrounding the Irish Lanuage.

Week 11:

- In-class presentations.

Week 12:

- Review and Exam

40/60 % (preliminary/final)

After finishing the Irish Language and Culture 1 course, the student has developed their following elementary linguistic competencies:

- an ability to read and pronounce Irish as pronounced by native Irish-speakers

- a knowledge of basic (A1) Irish vocabulary

- a knowledge of basic (A1) Irish grammar and grammatical terminology

- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)

- an ability to make simple dialogues and communicate on basic topics such as family, food, travelling.

The student who successfully finished the Irish Language and Culture 1 course is able to critically engage in discussions about various aspects of Gaelic Culture in Ireland. The student possesses an introductory knowledge of Gaelic culture and identity, language, and history, both in Ireland and in Britain and have a an understanding of various elements of Gaelic culture in Ireland, such as:

- Sean-Nós Song and Dance

- Myth and Legend

- Folklore

- The cultural divide in Ireland between the Gaeltacht and Galltacht

- The importance of the Irish Language to Irish Identity and history

- Controversial issues surrounding the language, in Ireland, Northern Ireland, the UK, the EU, and further afield.

- Minority Language Rights and Language Revival.