Irish Cultural Studies Fall 2020 Module Booklet - University of ...
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Irish Cultural Studies Fall 2020
Module Booklet
we think it is used or how we think it should be used. For How the Module will be Taught and what will be
------------------------------------------------------------ many analysts of language, spoken, conversational the Learning Experiences of the Students:
language is an effective baseline against which to The module consists of lectures with the highly practical
BR4002 – English as we speak it in Ireland investigate how language is used in distinctive ways in component of analysing real language data using
ECTS Credits: 6 different contexts. We focus on Irish English, the way the computational and manual methods. It requires research
English language is spoken in Ireland, and what makes it into real-world uses of language, negotiated and selected
Rationale and Purpose of the Module: a distinct, rich and interesting variety of English. The collaboratively, which is then submitted in assignment
This module contributes towards UL's broadening the materials used for the module are designed to be format and made accessible to the peer-group on the UL
curriculum strategy by offering participants the engaging, enjoyable and relevant. The syllabus covers VLE. There is a commitment to flipping the classroom by
opportunity to explore a shared resource - language - in the development of Irish English, its history and present- departing from traditional information-fronted lecture
a learning environment which will involve working day characteristics - this will involve learning new terms format and having students prepare for face-to-face
interactively and collaboratively in a cross-disciplinary to talk about spoken language in order to describe it, and sessions by listening to or watching pre-recorded
context. It is designed to engage participants by drawing so terms such as phonology, syntax, lexis, pragmatics lectures; a task- or problem-based orientation is used as
their attention to something often taken for granted, how and discourse will be introduced for non-specialists. a follow-up to this preparation. These methods of
language is used, and sensitise them to the nuances of Many of the concepts critical to understanding and facilitation are introduced gradually, but the focus on
language as it is spoken everyday. The module analysing spoken language, such as the concept of the interactivity is from the outset: it makes sense to be
introduces participants to the scholarship of what will be turn, or vagueness in language are very accessible. The interactive when the content relates to interaction.
for most 'their' English, and for others the dominant form syllabus will also include learning about how corpora are Faculty teaching on the programme are highly research-
of English they are surrounded by everyday - spoken used in the contemporary study of spoken and written active in the area and findings from their own research
Irish English. Irish English, its development, history and varieties of language, and hands-on experience of using as well as electronic resources created by faculty are
characteristics, is used as a focus for discussion of corpus analysis software to investigate language. central to the module. This module supports the
broader questions relating to language in use in society: Naturally occurring language from everyday sources, development of UL graduate attributes by helping
issues of power and legitimacy; how language is such as newspapers and social media will also be used as students to become more knowledgeable about their own
constructed and used in various media; the relationship practical examples of language, as well as fictional language variety, its history, characteristics and how it is
between language, identity and community; how representations of Irish English in film, television and used in everyday and in specialised contexts. Students
language is used to communicate and construct literature. participate in an active learning environment which
knowledge in an academic context; how it is used challenges them to be collaborative as they uncover and
creatively for self-expression and enjoyment; how it is Learning Outcomes: apply insights about language use to real world data. A
used and interpreted differently by different users in Cognitive (Knowledge, Understanding, Application, professional, responsible approach to language use is
different contexts. There is no specialist knowledge of Analysis, Evaluation, Synthesis) prioritised - above all, participants in this module develop
language required to access the content of the module, On successful completion of this module, participants will the reflexivity required to become truly articulate, in the
and the very fact that participants will share access to be able to: • Identify and describe key characteristics of sense of being conscious and empowered language
the variety at issue, Irish English, will mean that all Irish English; • Recognise and distinguish ways in which users.
participants start off on an even footing, and they will be language is affected by context using language-based
invited to apply the new perspective on language that evidence; • Select and use quantitative and qualitative Research Findings Incorporated in to the Syllabus
develops as a result of completing this module to their techniques for analysing language data; • Design and (If Relevant):
own use of language in their private and public lives, as construct a sample of language-in-use for analysis; • Prime Texts:
well as the academic discipline they are studying. For Assess the key features of this sample of language-in- Amador-Moreno, C. P. (2010) An Introduction to Irish
example, thinking critically about how language is use and evaluate their significance; • Integrate and apply English , Equinox
instrumental in marketing and management, how the insights generated as part of this analysis across Anderson, W. & Corbett, J. (2009) Exploring English with
professional specialists in an area use language in ways different contexts of language use. Online Corpora , Palgrave Macmillan
that are distinct from everyday language. Introducing Affective (Attitudes and Values) Hickey, R. (2007) Irish English: History and Present-day
spoken Irish English as an important and robust variety On successful completion of this module, participants Forms , Cambridge
is intended to give participants a sense of ownership and will: • Have a heightened awareness of, and develop the Other Relevant Texts:
control of their variety of English, and, using spoken Irish capacity to articulate, the relevance of language in their Barron, A. & Schneider, K. (2005) The Pragmatics of
English as a baseline, participants are invited to become personal and academic life; • Value Irish English as a Irish English , Mouton de Gruyter
conscious users of language, challenged to think critically spoken language variety, as well as other local and global Hickey, R. (ed.) (2011) Irish English in Today's World
about how language works in different contexts, and how English language varieties, and, by extension, those of (special issue of journal English Today) , Cambridge
it impacts on their lives and the lives of others. other languages; • Appreciate different contexts of Kallen, J. (2013) Irish English Volume 2: The Republic of
language use and the impact of context on language use. Ireland , Mouton de Gruyter
Syllabus: Psychomotor (Physical Skills) Migge, B. & Ní Chiosáin, M. (eds.) (2012) New
The purpose of this module is to give participants an N/A Perspectives on Irish English. , John Benjamins
insight into how language is really used, rather than howresponsibility for the organisation of their own learning, will draw on a simial project funded by AHSS where a
establish and maintain contact with their partners and programme of telecollaborative learning was developed
------------------------------------------------------------ seek and offer information and opinions to enable and piloted by the Language Learning Hub in the Autumn
BR4012 - BROADENING: COMMUNICATION development of intercultural communicative competence. smester 2014 to prepare a groups language students for
ACROSS CULTURES Students will demonstrate in-depth reflection on their their period of studfy aborad. The module will contribute
ECTS Credits: 6 learning process through the keeping of a learner diary, to the development of the graduate attributes in a
in which they will record progress made, plan their next number of ways. Students will be involved in a
steps and reflect on their development during the collaborative project which will aid in the development of
Rationale and Purpose of the Module: semester. skills found under the headings of responible, articulate,
In line with the UL strategy to broaden the curriculum, Learning Outcomes: creative, pro-active and knowledgeable. The module will
this module will offer students in a range of different Cognitive (Knowledge, Understanding, Application, equip students with the know how of engaging with real
disciplines an opportunity to engage in learning about Analysis, Evaluation, Synthesis) world intercultural problems allowing them to be socially
language and intercultural communication. In our Having successfully completed the module, students will responsible and make a positive difference.
increasingly multicultural and multilingual society, be able to: • Illustrate, contrast and explain differences
communities and organizations are faced with a number in both verbal and nonverbal communication in and Research Findings Incorporated in to the Syllabus
of difficult challenges as they strive to provide a across different cultures, as emergent resources in (If Relevant):
respectful, safe and harmonious environment for all. It is intercultural communication, • Reflect on, describe and Prime Texts:
crucial that students have opportunities to understand clarify the configuration of cultural identities in Bowe, H. and Martin, K. (2007) Communication across
and appreciate their own culture and make connections intercultural communication, including your own • Define cultures , Cambridge University Press
to appreciate the cultures and experiences of others. To intercultural competency in terms of empathy, cultural Spencer-Oatey, H. (2009) Intercultural Interaction: a
this end, the module aims at developing students' adaptability, cultural relativisation, negotiation and multidisciplinary approach to intercultural
intercultural communication competence and is aimed at mediation, • Problematize definitions of culture and communication , Palgrave Macmillan
non-traditional language students. The module will bring language in intercultural communication, especially in Hua, Z. (2011) The Language and Intercultural
the concept of intercultural learning to life in a way that global lingua franca communication contexts • Make Communication Reade , Routledge
is engaging and allows students to critically evaluate the connections between theories of intercultural Other Relevant Texts:
importance of culture and language in intercultural communication and your own intercultural experiences, Holliday, A. , Hyde M., Kullman, J (2004) Intercultural
communication. The first part of the course explores Affective (Attitudes and Values) Communication: an Advanced Resource Book. ,
views of identity, culture, and intercultural Having successfully completed the module, students will Routledge
communication including the role of language. Students be able to demonstrate knowledge and understanding of: ------------------------------------------------------------
will look at representations of 'us' and 'them ', drawn • Constructions and negotiations of cultural identities in
from a range of genres including: the media, websites, intercultural communication, including stereotypes of GA4105 - IRISH FOLKLORE 1
embassy and business publications as well as "native" and "other" cultures, Demonstrate and practice ECTS Credits: 6
representations in art and film. Students will reflect on skills of intercultural communicative competence, cultural
their own cultural identities and how these might have awareness and intercultural awareness. • Embrace with School of Culture and Communication
informed their interpretations of the "other". In the deeper understanding people from different cultural
second part of the course students will carry out a backgrounds in real life situations. Rationale and Purpose of the Module: To introduce
collaborative project of intercultural learning. They will students from various disciplines (e.g. anthropology,
be paired with native-speakers from other cultures and How the Module will be Taught and what will be comparative religion, ethnology, history, literature,
be required to carry out tasks aiming at raising the Learning Experiences of the Students: sociology, etc.) to the area of folkloristics and to the
intercultural learning. The module will be taught using blended learning study of Irish folklore
combining traditional face-to-face lectures,tutorials and
Syllabus: on line delivery. The online learning component will Syllabus: An introduction to Irish folklore with special
This module aims at developing students' intercultural include the use of digital media to allow students actively reference to the following areas: definitions of folklore,
communication competence. The module will bring the engage in communication with a speaker of the target folklore collection and classification; verbal arts and
concept of intercultural learning to life in a way that is language. Students will mak use of innovative minor genres; story-telling and narrative genres;
engaging and allows students to critically evaluate the intercultural learning methods which include indigenous and international tale-types in Ireland; and
importance of language in intercultural communication. tellecollaborative learning via Skype or other computer- traditional custom and belief, including calendar customs
Students will attend an individual advisory session with a mediated communicaiton tools "Telecollaboration refers
language tutor where they will reflect on their current to the application of online communication tools to bring Learning Outcomes:
language level and intercultural awareness; this will together (...) learners in geographically distant locations Cognitive (Knowledge, Understanding, Application,
allow sudents to identify learning goals and create a to develop their foreign language skills and intercultural Analysis, Evaluation, Synthesis)
programme of learning including telecollaborative tasks comptence through collaborative tasks and project work" Having completed this module, students will be able to: -
in order to achieve these goals. Students will tkae (O'Dowd, 2011: 342). The telecollaborative component situate traditional verbal arts and practices in theircultural and social contexts - explain the development of To equip the student with basic writing skills. How the Module will be Taught and what will be
Folklore studies in the Irish context - evaluate the the Learning Experiences of the Students:
relevant folklore repertoire with reference to a chosen Syllabus: Language element: This is an introductory Students will participate in one lecture as well as
theme and present findings on same. course. Topics covered include: Meeting people, language tutorials practicing the language skills
Affective (Attitudes and Values) background and place of residence, the family, the house introduced in the module. Students will be given clear
Having completed this module, students will be able to: - and accommodation, pastimes, daily life and talents and direction with regard to independent language learning.
discuss basic concepts of the discipline of Folklore - skills. Gaeltacht regions and certain dialect features will
demonstrate in written form an in-depth understanding be discussed and some of the many Irish-language Research Findings Incorporated in to the Syllabus
of specialised topics within the field materials and resources available online will be explored. (If Relevant):
Psychomotor (Physical Skills) Prime Texts:
n/a Note: The language syllabus of this course has been Gantz, Jeffrey (1981) Early Irish Myths and Sagas. ,
developed by NUI-Maynooth and follows the guidelines Harmondsworth: Penguin
How the Module will be Taught and what will be established by the Council of EuropeÆs Common Neeson, Eoin (1965) The First Book of Irish Myths and
the Learning Experiences of the Students: European Framework of Reference for Languages. Those Legends , Cork: Mercier Press
Module is delivered through formal lectures and who continue with module GA4116 in the spring Faoláin, Eileen (2005) Irish Sagas and Folk Tales ,
workshops. The small class group group allows for high semester will gain enough practice with the language to Poolbeg Press
level of student participation and guidance with regard to sit the A1 level European Certificate in Irish, known as Heaney, Marie (1994) Over Nine Waves - A Book of Irish
self-directed study. Teastas Eorpach na Gaeilge. The certificate examination Legends , Faber and Faber Ltd
is completely voluntary and is not administered by the Other Relevant Texts:
Research Findings Incorporated in to the Syllabus University of Limerick, but does give the student an Ó Dónaill, É (2011) Gaeilge gan Stró! Beginners Level: A
(If Relevant): internationally recognized qualification in Irish. Please Multi-media Irish Language Course for Adults. , Dublin:
Prime Texts: see course tutor if you would like more details. Gaeltchultúr
Bourke, Angela (1999) The Burning of Bridget Cleary , Ó Dónaill, É (2005) Essential Irish Grammar: Everyday
London : Pimlico Lectures / Léachtaí: Grammar in Real Contexts , London: Hodder Education.
Danaher, Kevin (1976) The Year in Ireland, , Cork : Lectures will cover the history of the Irish language and Ó Siadhail, M (2006) Learning Irish , London: Yale
Mercier Press early Irish literature. Topics include the genetic University Press
Delargey, James H. (1945) The Gaelic Story-Teller , The relationship between Irish and other European Ihde, T., and Ní Neachtain, M (2005) Colloquial Irish: The
British Academy languages, particularly other Celtic ones, and trace the Complete Course for Beginners , New York: Routledge
Doyle, Mary Agnes (1988) Games of Lamentation, The development of the language from its primitive ancestor
Irish Wake Performance Tradition , Ann Arbor : UMI through to Old, Middle, and Early Modern Irish. A survey Programme(s) in which this Module is Offered:
Glassie, Henry (1987) Irish Folktales , Harmondsworth : of early Irish literature will include selected stories from Semester - Year to be First Offered:
Penguin Books the Mythological, Ulster, and Fenian Cycles with analysis Autumn
Lysaght, Patricia (1996) The Banshee , Dublin : O Brien of predominant themes and symbolism.
------------------------------------------------------------
------------------------------------------------------------ Learning Outcomes:
Cognitive (Knowledge, Understanding, Application, HI4152 - FROM KINGDOM TO REPUBLIC: IRISH
GA4115 - IRISH LANGUAGE 1 Analysis, Evaluation, Synthesis) HISTORY, 1660-1960
ECTS Credits: 6 Having completed this module, students will be able to: ECTS Credits: 6
engage with, and respond appropriately to, spoken and
School of Culture and Communication written Irish language texts on everyday topics express History
themselves appropriately and accurately in spoken and
Rationale and Purpose of the Module: The course written form on topics relating to their own lives Rationale and Purpose of the Module: This general
aims to provide the student with a strong basic Affective (Attitudes and Values) history module will provide those with little or no prior
knowledge of Irish. It introduces students to the history Having completed this module, students will be able to: experience of history with an overview of Irish society
of the Irish language and to early Irish literature. The discuss basic aspects of Irish language history and early and politics from c.1660 to 1960. It is ideal for the
course is designed to: Irish literature structure and assess own learning general arts student, the international student and those
Enable the student to understand and use basic independent of the language classroom who wish to have a general introduction to Irish history.
structures of Irish grammar. Psychomotor (Physical Skills) This is to be offered to students of the new BA Arts.
Expose the student to a range of vocabulary and Having completed this module, students will be able to:
expressions which will allow her/him to present conduct basic conversations in Irish in a number of Syllabus: Defining Ireland; economy, society and class;
her/himself to, and communicate with Irish speakers. simulated environments use comprehensible women and politics; the Three Kingdoms; the Boyne and
To foster autonomous language learning skills. pronunciation and intonation the emergence of a protestant ascendancy; agrarian
To develop listening and speaking skills in Irish. society in pre famine Ireland; the Famine: dealing withthe catastrophe; patriots, nationalists, republicans, 1500-1800 , Routledge 4.Develop skills involved in group work. 5.Produce an
unionists, and others: politics and its followers; origins of JJ.. Lee (1989) Ireland, 1912-85 , Oxford academic paper with correct citation of source according
independence; constitutional developments and the two S. Connolly (2008) Divided Kingdom: Ireland 1630- to the Harvard style.
states of Ireland; economic development; population and 1800 , Oxford Affective (Attitudes and Values)
social change; education and language; the evolution of A. Jackson (2010) Ireland, 1798-1998: war, peace and 1.Contextualise their studies within the context of
popular culture; the Irish diaspora. beyond , 2nd Edition Blackwell twentieth century Ireland. 2.Express their opinions in
class discussion.
Learning Outcomes: Other Relevant Texts: Psychomotor (Physical Skills)
Cognitive (Knowledge, Understanding, Application, M. MacCurtain and M. O'Dowd (1991) Women in early 1.Develop critical auditory and visual discriminatory
Analysis, Evaluation, Synthesis) modern Ireland , Wolfhound skills. 2.learn introductory performance skills in msuic
Identify the chronological sequence of the key events D. Ferriter1 (2004) The Transformation of Ireland, 1900- song or dance.
that defined early modern and modern Ireland Recognise 2000 , Profile books
the key individuals and their contribution to the seminal How the Module will be Taught and what will be
movements that led to the creation of the Irish Free Programme(s) in which this Module is Offered: the Learning Experiences of the Students:
State in 1921 Assess how political events interacted with BAULARUFA – Arts A. 2 Weekly lectures. B.1 tutorial class for practicum in
social and cultural forces in the period Differentiate either music , song or dance. C.Independent research
between republicanism, nationalism and unionism Semester - Year to be First Offered: using library and web resources.
Affective (Attitudes and Values) Module Leader:
demonstrate the skills involved in the research, writing ruan.odonnell@ul.ie Research Findings Incorporated in to the Syllabus
and presenting in history show the complexity of Irish (If Relevant):
politics and society in terms of loyalties and allegiances Prime Texts:
Psychomotor (Physical Skills) Please note that this module is Pass/Fail. Breathnach, Breandán (1971) Folk Music and Dances Of
Ireland , Mercier Press
How the Module will be Taught and what will be Breathnach, Breandán (1999) The Story of Irish Dance ,
the Learning Experiences of the Students: Brandon
Understanding the complexity of societies in the past
involves a number of skills that students master.
Lectures and tutorials form a single part of the process of ------------------------------------------------------------ ------------------------------------------------------------
historical understanding alongside reading and research.
Lectures are designed to introduce a student to a MU4135 - IRISH TRADITIONAL MUSIC 1 Code TBC– Public Humanities
number of themes and events but will never provide all ECTS Credits: 6 ECTS Credits: 6
of the information necessary for achieving the objectives
of the module. Through personal reading and research Humanities Rationale and Purpose of the Module:
students will be better able to comprehend the people, This is an exceptional module designed to replace
places and politics of Irish society between 1660 and Rationale and Purpose of the Module: This module is Erasmus study due to emergency travel
1960. The learner will become: - knowledgeable of the an introduction to the growing field of traditional music restrictions. This module provides students with an
key themes of Irish history, through reading, writing and and dance studies and will give the student an overview introduction to key concepts and ideas in
listening; - proactive by participating in lectures and of some of the important features of these traditions. relation to the public humanities - defined as the ways in
tutorials; - creative through an active engagement with which humanities disciplines and
the assessment instruments; - responsible by exploring Syllabus: humanities expertise engage with disciplines, research,
and understanding why decisions were made and their Issues addressed in this module will be dance tune projects, and work beyond the traditional
impact on people and places; - collaborative by working types and structure, English language song tradition, sphere of the humanities. There is an emphasis on
together both formally and informally on assessments; instrumentation, traditional music and dance in America understanding the potential for interdisciplinarity
and - articulate by conveying ideas through written and in the first half of the twentieth century, the harp and collaboration and recognising different cultural
verbal means throughout the module. tradition to 1800, modern step dancing, ceili dancing. traditions and heritage, through the use of
international case studies. Students will have the
Research Findings Incorporated in to the Syllabus Learning Outcomes: opportunity to reflect on their own skills and
(If Relevant): Cognitive (Knowledge, Understanding, Application, expertise as AHSS students, and to develop a reflective
Analysis, Evaluation, Synthesis) portfolio for this module.
Prime Texts: 1.Identify some key concepts within the Irish Music and
W.E. Vaughan (1976) A New History of Ireland , Oxford Dance tradition. 2.Demonstrate a knowledge of texts Syllabus
D. Dickson (1999) New Foundations , Dublin relevant to Irish Music and Dance studies. 3. The syllabus for this module introduces students to key
M. O'Dowd (2006) A history of Irish women in Ireland, Demonstrate an ability to engage texts critically . ideas in relation to humanities disciplinesand expertise as they are and video content. Case studies will form an important Students will be provided with a range of national and part of this module, and the students will be international case studies, via podcasts and provided with a wide range of media introducing them to websites, introducing them to the different ways in which key concepts and current work in progress. humanities expertise operates across These case studies will reflect recent developments different cultures and spheres, including areas of across the humanities in relation to communication, media, and research. In relation interdisciplinary ideas, and the public humanities in a to research, students will be introduced to the 'new national and international context. In this way, humanities' areas, including the digital, medical students will develop knowledge about the different ways and environmental humanities, and important in which humanities skills and expertise frameworks for research, including the UN are deployed across multiple areas within different Sustainable Development Goals. cultural traditions. Online lectures will be used Students will develop a portfolio reflecting on the key in order to frame these case studies. Students will also ideas presented via the case studies. Students keep a reflective journal, ensuing that will also develop a reflective and intercultural component reflective learning is core to the module, and to their portfolio, mapping their own encouraging students to be proactive, creative, and skills and expertise as AHSS students. articulate in relation to their own skills and expertise. Finally, students will create a poster for display in an SULIS will be used as a learning platform for online exhibition showcasing one key finding the delivery of this module. from the module, either in relation to a case study they encountered, or a new idea developed in Possible book to add: response to the module content. Students will be Holm, Poul, Jarrick, Arne and Dominic Scott. 2015. encouraged to incorporate consideration of the Humanities World Report 2015. London: Palgrave role of the public humanities in the country where they Macmillan. had originally planned to undertake their Erasmus placement Learning Outcomes: Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) Identify key aspects of the public humanities as defined throughout the module; Recognise emerging humanities research frameworks and interdisciplinary models of research in relation to the humanities within a cross-cultural perspective; Analyse relevant national and internationalcase studies within their cultural context and tradition and summarise key findings; Assess the effectiveness of different strategies and methods in relation to research communication; Develop research communication skills. Reflect on core disciplinary skills and expertise; Respond proactively and creatively to potential areas of collaboration between their skills and other areas of research and work. be open to diverse cultural traditions in relation to the public humanities How the Module will be Taught and what will be the Learning Experiences of the Students: This module will be taught as an online module, through a combination of online lectures, podcasts
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