SEMINAR 2.03: Multilingualism and the philippines and linguistic tools.

Date: on line: June 2021; face to face course: May 2023

Place: University of the Philippines (UP), University of San Agustin (USA) and Ateneo de Zamboanga University (AdZU)

Leader: Juan Antonio Perles Rochel

Summary

For this work package on Multilingualism we propose two training seminars for lecturers and academic administrators on  two different institutions: The Ateneo de Zamboanga and the University of San Agustín at Iloilo.

Both seminars will be focused from the perspective of the Common Framework of Reference for the Languages: Learning, Teaching and Assessment issued by the European Council in 2001 and recently updated by a Companion volume in 2018 with the idea of disseminating “plurilingualism” and interculturality among its member states.

More specific seminars, in consonance with the specific curricular developments of the Bachelor of Arts in English Language and Master of Arts in English at the Ateneo de Zamboanga and at the Bachelor of Liberal Arts and Sciences at the University of San Agustin at Iloilo, have been designed. These specific seminars will focus on the Teaching of Spanish as a Second Language, the language of advertising and close vs. distant reading. These seminars will be selected and/or developed according to the needs of our counterparts in the previously mentioned institutions and in 20-hour blocks.

Context

Although the Common European Framework of Reference for Languages  (CEFR) primarily  focuses  on the three items of its subtitle (Learning, Teaching and Assessment), the  document was initially  developed with the  idea of  promoting an European citizenship  based  on democratic principles and placing special emphasis  on interculturality.

From this perspective, the CEFR organizes its approaches to second language acquisition from a non-prescriptive perspective and offers academic institutions and single educators and learners a taxonomic organization to better understand how second languages are learnt. As a consequence, the  CEFR has become a basic instrument for administrators, academics and individual learners.

The CEFR considers learners of a second language as “social agents” as “they draw   upon all  of  their  linguistic and cultural  resources and experiences  in order to fully  participate in social and educational contexts” (European Council,  2018). The  concept of “Plurilingualism” is based upon this key concept and is opposed to the concept of  “Multilingualism” as it states that in a plurilingual approach the communicative competences are enhanced resulting in an interrelation and interaction of  any previous knowledge and experience of any language previously learnt. This concept is opposed to the multilingual approach, which is “attained by simply diversifying the languages on offer in a particular school or educational system, or by encouraging pupils to learn more than one foreign language, or reducing the dominant position of English in international communication” (Council of Europe, 4, 2002).

In line with this Plurilingual approach, the 2018 Companion to the CEFR develops the concept of  “Pluriculturalism” which basically draws  on the intercultural competence as delineated in the 2001 version, but adding descriptors for further building a “pluricultural repertoire”. Literature attains a privileged position in this Companion Volume as new descriptors for the reference levels are added for “reading as a leisure activity” (Council of Europe, 65, 2018).

From this perspective, the seminars offered in this Work Package are devised with the idea of developing the main principles presented in the CFRL in different areas, considered adequate and pertinent with the curricular approaches offered in the target institutions in the Philippines. 

The proposed seminars are:

  1. Seminar on  the Common European Framework of Reference and the Companion Volume.
  2. Seminar on Normative Spanish.
  3. Seminar on  Spanish/English in Advertising.
  4. Seminar on the Teaching of Spanish Grammar to international Students: Proposals from Cognitive Linguistics.
  5. Seminar on  Advertising and Second Language Acquisition.
  6. Seminar “Close reading vs. Distant Reading: Literary History and Literary Theory in the Digital Age”.
  7. Seminar “Understanding the Self: Cross-disciplinary Perspectives in Literature and Culture / Science, Technology, and Society in Contemporary Fiction”.

Objectives

In line with the ideas expressed above, the main objectives of the seminars would be the following

Seminar 1 (The Common European Framework of Reference and the Companion Volume):

  1. To analyse the main principles of the CEFR from a political perspective.
  2. To present the main achievements in the development and application of the CFRL (special emphasis on the Spanish situation).
  3. To understand the concepts developed in  the CEFR in its analysis of language competence.
  4. To revise the horizontal descriptors and  the levels of reference.
  5. To consider the options for assessment presented in the CEFR.
  6. To present and analyse the updated proposals for the 2018 Companion to the CEFR.

Seminar 2 (Normative Spanish):

  1. To  examine the most recent updates introduced in the Spanish Language  by the Spanish Royal Language Academy and the Association of Academies of the Spanish Language.

Seminar 3 (Spanish/English in Advertising):

  1. To analyse and compare the main and most frequent advertising strategies and techniques in English and  compare them with the Spanish ones. 

Seminar 4 (The Teaching of Spanish Grammar to international students: Proposals from Cognitive Linguistics):

  1. To offer a general outlook on the teaching of Spanish Language Grammar as L2 using a cognitive perspective within a model of pedagogical grammar. 

Seminar 5 (Advertising and Second Language Acquisition):

  1. To analyse the distinctive features of the discourse of advertising.
  2. To develop the inherent prospect of advertising in the promotion of intercultural values.
  3. To connect advertising material with the acquisition and learning of foreign languages.

Seminar 6 (Close reading vs. Distant Reading: Literary History and Literary Theory in the Digital Age):

  1. To delineate main intellectual trends and trajectories that have shaped the ‘distant reading’ technique.
  2. To offer an overview of strengths and weaknesses of close reading vs distant reading in the digital age.
  3. To provide new conceptualisations and methods for the study of literary texts.

Seminar 7 (Understanding the Self: Cross-disciplinary Perspectives in Literature and Culture / Science, Technology, and Society in Contemporary Fiction):

  1. To provide an overview of the theories and controversies around the relationship between science, technology and literature.
  2. To focus on the role of the humanities in society in the context of rapid technological advances.
  3. To examine case studies of the issues mentioned above.

Work Plan

Seminar 1 (5 hrs) 

The Common European Framework of Reference and the Companion Volume

  1. Definition of the CFRL and political context.
  2. Main objectives  and criteria.
  3. Multilingualism and Plurilingualism.
  4. Main Applications of the CFRL.
  5. Action oriented approach.
  6. Levels of reference.
  7. Approaches to assessment.
  8. The Companion to the CFRL and its main innovations.

Seminar 2 (5 hrs)

            Normative Spanish

  1. Main resources for linguistic update.
  2. Orthographic update (punctuation and accent).
  3. Morphosyntactic updates.
  4. New words in Spanish.
  5. Stylistic recommendations.

Seminar 3 (5 hrs)

            Spanish/English in Advertising

  1. Linguistic resources for persuasion in advertising (Spanish/English).
  2. Argumentation in Advertising (English/Spanish).
  3. Text vs Image: limits and hybrids.

Seminar 4 (5 hrs)

The Teaching of Spanish Grammar to international Students: Proposals from Cognitive Linguistics

  1. The role of grammatical contents in the Teaching of Spanish as a Foreign Language.
  2. The Michael Long Model: focus  on form and  the cognitivist  pedagogical grammar.  Teaching proposals.

Seminar 5 (5 hrs):

Advertising and Second Language Acquisition

  1. Analysis of the structure of advertisement. Print vs. TV advertising.
  2. Values, Aesthetics, Beliefs, Ideology, and Cultural manifestations, in advertising.
  3. The use of advertising material as a window to a foreign culture and language.

Seminar 6 (5 hrs):

Close reading vs. Distant Reading: Literary History and Literary Theory in the Digital Age

  1. Foundations and limitations of close-reading techniques.
  2. Origins of distant reading.
  3. Franco Moretti’s ‘Distant Reading’ and related methods.
  4. Distant Reading or Distant Horizons?
  5. Distant Reading for European Literary History Project (COST Action CA16204).

Seminar 7  (5 hrs):

Understanding the Self: Cross-disciplinary Perspectives in Literature and Culture / Science, Technology, and Society in Contemporary Fiction

  1. Science and Literature: theories and controversies (the ‘two cultures’ debate,     the one culture and the third culture).
  2. Posthumanism: definition and concepts.
  3. ‘Science-in-fiction’: texts and contexts.
  4. The Anthropocene and Literature.
  5. Technology and Literature: electronic literature.

Expected outcomes

The expected outcomes are necessarily related to the objectives presented.

Expected outcomes – Seminar 1 (The Common European Framework of Reference and the Companion Volume)

By the end of this seminar, participants

  1. will be able to apply the levels of reference in the curricular organization  of the different degrees and Master courses
  2. will develop a comparative and contrastive approach from the perspective of language politics in Europe and the Philippines

Expected outcomes- Seminar 2 (Normative Spanish)

By the end of this seminar, participants

  1. will be updated with the new and main important changes related to the Spanish norm according to the Royal Academy.

 Expected outcomes- Seminar 3 (Spanish/English in Advertising)

By the end of this seminar, participants

  1. will be able to recognise some topics related to the use of Spanish in Advertising: types of words, syntactic structures, different ways of appealing people, typology of argumentation, etc.

Expected outcomes – Seminar 4 (The Teaching of Spanish Grammar to international students: Proposals from Cognitive Linguistics)

By the end of this seminar, participants

  1. will be introduced to some cognitive aspects related to the teaching of Spanish grammar as a second language. 
  2. will be introduced to some new proposals which have to do with some aspects of Spanish grammar: past tenses, the subjunctive, etc.

Expected outcomes – Seminar 5 (Advertising and Second Language Acquisition)

By the end of this seminar, participants

  1. will be able to interpret the complexities of advertising due to its multimodal nature.
  2. will have been introduced to intercultural communication.
  3. will be able to incorporate the advertising text to the acquisition of a second or foreign language.

Expected outcomes – Seminar 6 (Close reading vs. Distant Reading: Literary History and Literary Theory in the Digital Age)

By the end of this seminar, participants

  1. will learn new conceptualisations and methods for the study of literary texts.
  2. will analyse and evaluate close reading vs distant reading techniques in the digital age.

Expected outcomes – Seminar 7 (Understanding the Self: Cross-disciplinary Perspectives in Literature and Culture / Science, Technology, and Society in Contemporary Fiction)

By the end of this seminar, participants

  1. will be able to identify and describe the impact of scientific discourses in contemporary literature and culture.
  2. will be able to examine the relevance of the intersections of literature and other disciplines.

Bibliography

Bibliography for Seminar 1 (The Common European Framework of Reference and the Companion Volume)

Breen, M. P. (1987). Paradigmas contemporáneos en el diseño de programas de lenguas. Comunicación, lenguaje y educación, 7-8, 7-32. Obtenido el 10 de octubre de 2018 desde http://www.quadernsdigitals.net/datos_web/hemeroteca/r_3/nr_47/a_680/680.html.

Canale, M. y Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1-47.

Candlin, C.N. (1987). Towards task-based language learning, en C.N. Candlin & D. Murphy. Language learning tasks. Englewood Cliffs, NJ: Prentice Hall International.

Conseil, L., García-Marques, M.E., McDaniel Mann, S. (2014). Aplicación del enfoque orientado a la acción en la enseñanza de idiomas. XI Jornadas Internacionales de Innovación Universitaria: Educar para transformar (pp. 106-113). Valencia: Universidad de Valencia.

Consejo de Europa (2002). Marco Común Europeo de Referencia para las Lenguas: aprendizaje, enseñanza, evaluación. Madrid: Secretaría General Técnica del MEC, Instituto Cervantes y Editorial Anaya.  http://cvc.cervantes.es/obref/marco. (27/03/2020)

Consejo de Europa (2018). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Companion Volume with New Descriptors, Strasbourg: Council  of Europe. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 (27/03/2020)

Delibas, M. y Günday, R. (2016). Action-Oriented Approach in Foreign Language Teaching. Participatory Educational Research (PER), Special Issue, IV, 144-153.

Dell Hymes (1972), On communicative competence, en J.B. Pride y J. Holmes (Eds.) Sociolinguistics. Selected readings (pp. 269-293). Harmondsworth: Penguin.

Dormal, A. (2008). El enfoque orientado a la acción y su repercusión en el análisis de materiales. http://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/PDF/rio_2008/46_dormal.pdf. (27/03/2020)

Fernández, S. (2011). Nuevos desarrollos y propuestas curriculares. Programar a partir del MCER. Madrid: MarcoELE.

Llorián, S. (2007). Entender y utilizar el Marco común europeo de referencia desde el punto de vista del profesor de lenguas. Madrid: Santillana, Universidad de Salamanca.

Martín Peris, E. (2004). ¿Qué significa trabajar en clase con tareas comunicativas?, REDELE, n. 0.  Obtenido el 10 de octubre de 2018 desde https://www.mecd.gob.es/dam/jcr:6c042cff-8f14-43de-87f3-9de353ab511d/2004-redele-0-18martin-pdf.pdf.

Martín Peris, E. (2005). La enseñanza de la gramática según el MCER, Carabela, 57, 81-102.

Martínez Salido, B. (2007). ¿Qué significa aprender a través de la acción?, en E. Palo y A. Fernández (Eds.) La enseñanza del español como lengua extranjera en Quebec. Actas del CEDELEQ II, 10-13 de mayo de 2007. Montreal: Université de Montreal. Obtenido el 10 de octubre de 2018 desde http://www.cre.umontreal.ca/cedeleq/documents/2BMS.pdf.

Nunan, D. (2005). Task-based Language Teaching. Cambridge: Cambridge University Press.

Piccardo, E. (2014). From communicative to action-oriented: a research pathway. Canada: Curriculum Services Canada.

Puren, Ch. (2015). Enfoque comunicativo versus enfoque orientado a la acción social. Les Cahiers du Géres, 7, 104-120.

Ríos Rojas, A. (2014). El proceso de inmersión lingüística y cultural: un nuevo enfoque orientado a la acción a través de la experiencia, en N. M. Contreras Izquierdo (Ed.) La enseñanza del español como LE/L2 en el siglo XXI (pp. 603-614). Granada: Universidad de Granada.

Robles Ávila, S. (2017). Deconstrucción del enfoque orientado a la acción, en AA.VV. La generosidad y la palabra. Estudios dedicados al profesor Jesús Sánchez Lobato (pp. 255-271). Madrid: Sgel.

______   (2019). A vueltas con el enfoque orientado a la acción: leyendo las nuevas aportaciones desde el Volumen Complementario del Marco Común Europeo de Referencia (2017)”, Álabe, n.19.

Romero Dueñas, C.  y González Hermoso, A. (2006). El enfoque por competencias orientado a la acción. 603-614 http://www.edelsa.it/Area_profesor/Articulos/articulo6.pdf.  

Trim, J. (Ed.) (2001). Common European Framework of Reference for Languages: Learning, teaching and assesment. A guide for users. Strasbourg: European Council. Language Policy Division. 

Bibliography for Seminar 2 (Normative Spanish)

Aleza Izquierdo, M (coord.) (2010). Normas y usos correctos en el español actual, Valencia, Tirant lo Blanch (col. Prosopopeya).

Demonte, V. (2003). Lengua estándar, norma y normas en la difusión actual de la lengua española, Circunstancia, año I, n.º 1, abril, Madrid, Fundación Ortega y Gasset. (En línea: http://www.ortegaygasset.edu/contenidos.asp?id_d=394).

Diccionario de gestos españoles. (En línea:http://coloquial.es/es/diccionario-de-gestos-espanoles/).

Diccionario de términos clave de ELE. (En línea:

http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/).

Dubois, J. y otros (1973). Dictionnaire de Linguistique, Paris, Larousse. Versión española de Inés Ortega y Antonio Domínguez; dirección y adaptación de Alicia Yllera (1979): Diccionario de lingüística, Madrid, Alianza Diccionarios.

Gómez Torrego, L. (2006). Hablar y escribir correctamente. Gramática normativa del español actual I. Acentuación, Puntuación, Ortografía, Pronunciación, Léxico, Estilo, 2.ª ed., 2007, Madrid, Arco/Libros, S. L.

_____ (2006). Hablar y escribir correctamente. Gramática normativa del español actual II. Morfología y sintaxis, 2.ª ed., 2007, Madrid, Arco/Libros, S. L.

Lázaro Carreter, F. (2005). El nuevo dardo en la palabra, Madrid, Alianza.

Montolío E. (coord.) (2000). Manual práctico de escritura académica [Vols. I, II y III], Barcelona, Ariel.

Real Academia Española  (2005). Diccionario de la lengua española (DRAE), 23ª edición, Madrid, Espasa Calpe. (Disponible en línea http://lema.rae.es/drae)

Real Academia Española (2005). Diccionario panhispánico de dudas (DPD),

Madrid, Santillana. (Disponible en línea: http://lema.rae.es/dpd/).

Real Academia Española (2009). Nueva gramática de la lengua española, Madrid, Espasa Calpe.

Bibliography for Seminar 3 (Spanish/English in Advertising)

Adam, J.M. y Bonhomme, M. (2000). La argumentación publicitaria. Retórica del elogio y de la persuasión, Madrid: Cátedra.

Aparici, R. y García Matilla, A. (1989).  Lectura de imágenes, Madrid: Ediciones de la Torre.

Avogrado Thomé, M. y Ricardo Quiroga, S. (2016). La publicidad y las nuevas narrativas: de la linealidad a la transmedialidad, Contratexto, 25, pp. 63-72.

Ducrot, O. (1984): El decir y lo dicho. Polifonía de la enunciación, Barcelona: Paidós.

Ferraz Martínez, A. (1993). El lenguaje de la publicidad, Madrid: Arco Libros.

Franzen, G. (1994). Advertising Effectiveness. London: NTC Publications, Ltd.

Fuentes, C. y Alcalde, E. (2002). Mecanismos lingüísticos de la persuasión, Madrid: Arco Libros.

Givón, Th. (2002). The visual information-processing system as an evolutionary precursor of human language, en Givón, Th. & Malle, B. (eds.) The Evolution of Language out of Pre-language, Amsterdam: John Benjamins, pp. 3-50.

Gutiérrez Ordóñez, S. (1997). Análisis lingüístico de textos publicitarios, Madrid: Arco Libros.

  • Bibliography for Seminar 4 (The Teaching of Spanish Grammar to international Students: Proposals from Cognitive Linguistics)

Alonso Aparicio, I. (2014). Fundamentos cognitivos de la práctica sistemática en la 

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Ausubel, D.P. (1976). Psicología educativa: un punto de vista cognoscitivo. México:  

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Cadierno, T. y Lund, K. (2004). “Cognitive Linguistics and Second Language Acquisition: Motion Events in a Typological Framework”. En Van-Patten, B., Williams, J., Rott, S. & Overstreet, M. (eds.), Form-Meaning Connections in Second Language Acquisition. Nueva Jersey: Lawrence Erlbaum, pp. 139-144.

Castañeda, A. (2004). Potencial pedagógico de la gramática cognitiva.pautas para la elaboración de una gramática pedagógica del español/LE, Redele, n. 0, marzo. http://www.mecd.gob.es/dctm/redele/Material-RedEle/Revista/2004_00/2004_redELE_0_06Castaneda.pdf?documentId=0901e72b80e0c73e

______ (coord.) (2014). Enseñanza de gramática avanzada de ELE: criterios y recursos. Madrid: Sgel.

______ y Ortega, J. (2001). Atención a la forma y gramática pedagógica: algunos 

criterios para el metalenguaje de presentación de la oposición ‘imperfecto/indefinido’ en 

el aula de español/ LE. En Pastor Cesteros, S. y Salazar García, V., Estudios de 

Lingüística, Anexo 1, Tendencias y líneas de investigación en adquisición de lenguas, 

Universidad de Alicante, pp. 5-84.

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Cifuentes Honrubia, J.L. (1994). Gramática cognitiva: fundamentos críticos

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Dirven, R., et alii (2001). Language and Ideology, I y II: theoretical cognitive 

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Doughty, C. J. y Williams, J. (eds.) (1998). Focus on Form in Classroom Second 

Language Acquisition. Cambridge: Cambridge University Press.

______ (1998). Pedagogical choices in focus on form”, en C.J. Doughty, y Williams, J. 

(eds.) (1998): Focus on Form in Classroom Second Language Acquisition. Cambridge: 

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Langacker, R. W. (1987). Foundations of cognitive grammar: Theoretical 

Prerequisites. Stanford, C.A: Stanford University Press.

______ (2008). “The relevance of Cognitive Grammar for language pedagogy”. En De 

Knop, S. y De Rycker, T. (eds.): Cognitive Approaches to Pedagogical Grammar

Berlín/Nueva York: Mouton de Gruyter, pp. 7-36.

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Lightbown, P. M. y Spada, N. (1990). Focus on form and corrective feedback in 

communicative language teaching. Studies in Second Language Acquisition 12-4, pp. 

429-448.

Llopis García, R. (2011). Gramática Cognitiva para la Enseñanza del Español 

como Lengua Extranjera. Monografías ASELE n. 14. Madrid: Secretaría General 

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______, Real Espinosa, J. M. y Ruiz Campillo, J. P. (2012). Qué gramática 

enseñar, qué gramática aprender. Madrid: Edinumen. 

Long, M. H. (1983). Does second language instruction make a difference? A review of research. TESOL Quarterly, 17, pp. 359-382.

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______  (1991). Focus on form: A design feature in language teaching methodology. En K. DeBot, R. Ginsberg, and C. Kramsch (eds.): Foreign language research in crosscultural perspective. Amsterdam: John Benjamins, pp. 39-52.

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teaching and cognitive semantics: The case of Spanish diminutives and reflexive 

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Bibliography for  Seminar 5 (Advertising and Second Language Acquisition)

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Pinilla Gómez, R. “El sentido literal de los modismos en la publicidad y su explotación 

en la clase de español como lengua extranjera E/EL. Actas del VII Congreso 

Internacional de ASELE, pp. 349-355.

Richards, Jack C. & Theodore S. Rodgers. (2014). Approaches and Methods in 

Language Teaching: A Description and Analysis. 3rd Ed. Cambridge: C.U.P.

Robinson, Ken (2001). Out of our Minds: Learning to be Creative.  Chichester: Capstone Publishing Limited. 

Sabina de la Maza, Cristina (2013). Estrategias Argumentativas en la Publicidad de 

Productos Tabú. Estudio Contrastivo. Madrid: (Unpublished PhD).

Ur, Penny (2012). A Course in English language teaching. Cambridge: C.U.P.

Vézina, R. & O. Paul (1994). Provocation in Advertising: A conceptualization and an empirical assessment. International Journal of research in Marketing 14 (2). Québec: University of Sherbrooke.

Villegas Saurí, Sara (2014). Marketingdencias. Madrid: Planeta.

Vokes, Sonia and Francisco Pineda (2004). ‘Advertising in the foreign language 

classroom: focus on learners’ communicative competence’. Francisco Pineda Castillo, 

Ed. An Integrating Approach to Applied Linguistics: Academic and Professional 

Insights. Granada: Comares. 235-54.

Bibliography for Seminar 6 (Close reading vs. Distant Reading: Literary History and Literary Theory in the Digital Age)

Blair, Ann M. (2010). Too Much to Know: Managing Scholarly Information before the Modern Age. New Haven & London: Yale UP.

Bode, K (2017). The Equivalence of “Close” and “Distant” Reading; or, Toward a New Object for Data-Rich Literary History. Modern Language Quarterly, vol. 78, no. 1, pp. 77-106.

Freedman, Jonathan. (2015). “After Close Reading,” in The New Rambler, April 13, 2015, retrieved from http://newramblerreview.com/book-reviews/literary-studies/after-close-reading.

Herrmann, Berenike, Karina van Dalen-Oskam, Christof Schöch, and Christof Schöch. (2015). Revisiting Style, a Key Concept in Literary Studies. Journal of Literary Theory 9 (1): 52. https://doi.org/10.1515/jlt-2015-0003.

Moretti, Franco. (2000). Conjectures on World Literature, in New Left Review 1, retrieved from https://newleftreview.org/II/1/franco-moretti-conjectures-on-world-literature.

_____. (2013). Distant Reading. London and New York: Verso.

North, Joseph (2013). What’s ‘New Critical’ about ‘Close Reading’? I. A. Richards and His New Critical Reception. New Literary History 44: 141-57.

Schreibman, Susan, Ray Siemens, and John Unsworth, eds. (2015). A New Companion to Digital Humanities. John Wiley & Sons.

Underwood, Ted. (2017). A Genealogy of Distant Reading. Digital Humanities Quarterly. 11.2, retrieved from http://www.digitalhumanities.org/dhq/vol/11/2/000317/000317.html

_____ (2019). Distant Horizons: Digital Evidence and Literary Change. Chicago and London: U of Chicago P, .

Bibliography for Seminar 7 (Understanding the Self: Cross-disciplinary Perspectives in Literature and Culture / Science, Technology, and Society in Contemporary Fiction)

Alaimo, Stacy. (2010). Bodily Natures: Science, Environment, and the Material Self. Bloomington and Indianapolis.

Arias, Rosario (2011). Life After Man?: Posthumanity and Genetic Engineering in Margaret Atwood’s Oryx and Crake and Kazuo Ishiguro’s Never Let Me Go. Restoring the Mystery of the Rainbow: Literature’s Refraction of Science. DQR Studies in Literature 47. Ed. Valeria Tinkler-Villani and C.C. Barfoot. Amsterdam/New York: Rodopi, pp. 379-94.

Bauman, Zygmunt. (2000). Liquid Modernity. Oxford: Polity.

Benjamin, Marina, ed. (1993). A Question of Identity: Women, Science & Literature. New Brunswick: Rutgers UP.

Clarke, Bruce and Manuela Rossini, eds. (2011). The Routledge Companion to Literature and Science. London and New York: Routledge

Cordle, Daniel. (1999) Postmodern Postures: Literature, Science and the Two Cultures Debate. Aldershot: Ashgate.

De Cristofaro, Diletta, and Cordle, Daniel. (2018). Introduction: The Literature of the Anthropocene. C21 Literature: Journal of 21st-century Writings, vol. 6, no.1, February pp. 1–6, DOI: https://doi.org/10.16995/c21.73.

Fukuyama, Francis. (2003). Our Posthuman Future: Consequences of the Biotechnology Revolution. London: Profile.

Fuller, David & Patricia Waugh, eds. (1999). The Arts & Sciences of Criticism. Oxford: Oxford UP. 

Gossin, Pamela, ed. (2002). An Encyclopedia of Literature and Science. Westport and London: Greenwood.

Haraway, Donna. (1991). Simians, Cyborgs and Women: The Reinvention of Nature. New York: Routledge.

Levine, George, ed. (1987). One Culture: Essays in Science and Literature. Wisconsin: U of Wisconsin P.

Marshall, Kate. (2015). What Are the Novels of the Anthropocene? American Fiction in Geological Time. American Literary History, vol. 27, no. 3, September 2015, pp. 523–38, doi:10.1093/alh/ajv032.

Slade, Joseph W. and Judith Yaross Lee, eds. (1990). Beyond the Two Cultures: Essays on Science, Technology, and Literature. Iowa: Iowa State UP.

Wilson, David L. and Zack Bowen. (2001). Science and Literature: Bridging the Two Cultures. Gainesville: UP of Florida.