Learning outcomes

At the end of this course, students will be able to:

Lectures:

  • Conceptualize and define literatures in English as a global phenomenon, beyond traditional national and linguistic boundaries;
  • Identify linguistic diversity in a literary text, and the various linguistic configurations through which linguistic diversity may be rendered;
  • Identify the various functions of literary multilingualism in literary texts in relation to their societal and literary context;
  • Compare and contrast the uses of literary multilingualism in several texts;
  • Define and use specific theoretical terms in the field of multilingualism and translation studies;
  • Write in English in a structured manner, using a C1 level (following the CEFR).

Exercises:

  • Debate key societal and literary questions surrounding global literature and literary multilingualism;
  • Critically read and discuss academic papers (in the field of translation studies) ;
  • Identify, discuss and compare key passages from set readings (see "Sources").

In order to acquire these skills, active participation in both learning activities (lectures and exercises) is necessary.

Goals

Lectures:

  • Give students a better understanding of literatures in English as a global phenomenon;
  • Appreciate the relative nature of national and linguistic borders;
  • Deepen students' understanding of multilingualism as a social and a literary phenomenon;
  • Introduce students to the methodology of literary multilingualism studies and translation studies, as well as their interdisciplinarity (e.g. postcolonial approaches, etc.)
  • Further improve students' knowledge of the English language in its many variants; help them achieve level C1 (following the CEFR).

Exercises:

  • Help students understand the use and theoretical concepts related to literary multilingualism;
  • Introduce students to contemporary 'global' literature;
  • Encourage students to read academic papers (esp. in translation studies) and discuss them in class;
  • Introduce students to the practice of literary translation and of creartive writing;
  • Give students a space to talk, think, and actively participate in their learning.

Content

This course considers modern literature in English from the viewpoint of multilingualism, analysing the use of linguistic diversity within anglophone texts. It presents translation as a carrier of literary influence and exchange, both enriching the repertoires of writing in English and exporting the latter to other languages and cultures. The course predominantly focuses on multilingualism and translation as narrative and discursive devices within Anglophone texts. How are foreign accents, foreign languages and interlingual exchanges represented in the text? What are the esthetic and political implications of this? The course will provide a descriptive model that is to be applied to one play, and a range of short stories and novel excerpts, and two novels (the latter as part of the exercises).

Table of contents

1. Theoretical background: An introduction to literature and heterolingualism

2. Roald Dahl, Going Solo

3. Laura Bohannan, "Shakespeare in the Bush", and David Malouf, "The Only Speaker of His Tongue"

4. Brian Friel, Translations

5. Henry James, "A Bundle of Letters"

6. Nadine Gordimer, "Karma"

7. Xiaolu Guo, A Concise Chinese-English Dictionary for Lovers

8. Rolando Hinojosa, "Sometimes It Just Happens That Way"; Denise Chávez, "The Last of the Menu Girls", and K. A. Porter, "Flowering Judas"

(If time: 9. Jhumpa Lahiri, "Interpreter of Maladies")

Exercices

.See "objectives". The exercises aim to help students understand the theoretical model and key concepts of the course, to assist them in their personal readings of the set texts, and to help them develop their analytical and expressive abilities. The exercise will adopt several formats, but will always require the active participation of students.

Teaching methods

The classes will take various forms, mixing both formal teaching and seminar discussions. The two first sessions will be taught in lecture form, and will offer a theoretical introduction to the key concepts of literary multilingualism and translation studies. The next sessions will apply the theoretical model developed in the introduction to a variety of literary texts, belonging to various genres, periods, and areas. These analysis will generally be realised by the students themselves, either individually or in groups, before discussing the text with the class. It is therefore necessary for students to read and prepare the required texts ahead of class.

Assessment method

Lectures:

  • Written exam during the June session, assessing the students' ability to identify and analyse literary fragments seen in class, and their mastery of the theoretical model.

Exercises:

  • Continuous assessment: active involvement and participation in class activities, including debates, discussions and writing exercises;
  • Reading test during the semester, on the two novels analysed as part of the exercises (The Professor and The Thousand Autums of Jacob de Zoet, see "Sources").

In order to obtain a passing grade, students need to take and pass every part of the assessment (written exam, continuous assessment, reading test)

Model exams will be posted on WebCampus and commented on during the final session of the lectures.

Sources, references and any support material

Lectures:

  • Two coursebooks: a theoretical one and a "Reader" containing the literary fragments analysed in class;
  • A play will have to be read by the fourth or fifth week of class (depending on our speed): Brian Friel, Translations (1980);

Exercises:

Students are required to read the following two novels:

  • Charlotte Brontë, The Professor (1845-6)
  • David Mitchell, The Thousand Autumns of Jacob de Zoet (2010)**

** David Mitchell's novel is quite long, so students are advised to buy and start reading it well ahead of time!

Language of instruction

English