James Joyce Dubliners 1914 Universitt Zrich Institut fr

James Joyce: Dubliners (1914) Universität Zürich Institut für Erziehungswissenschaft, Abteilung Lehrerinnen –und Lehrerbildung Maturitätsschulen Fachdidaktik II Hansjürg Perino 17. 5. 2018 Maja Bakos

When and why short stories? (Collie and Slater 1987, p. 196) • when introducing students to literature in the foreignlanguage classroom • practical length; they can often be read entirely within one or two lessons • sense of achievement for students at the end • great variety; we can choose very different short stories • experience encapsulated “with a masterly economy of language and imagery”

Dubliners (1914) • • a cycle of 15 short stories inner life of characters language of each story adapted to protagonist focus on lives of the Irish middle-class, ordinary people of all ages in Dublin during the late 19 th and early 20 th ct.

Lessons: overview Topic Textual analysis 1 “The boarding house” • narrative situation • point of view, voice what it means to dishonor one’s family; then and now sexual intercourse before marriage then and now 2 “Eveline” • character • time emigration to America 3 “Counterparts” • a short analysis of style • (spatiality? ) the effects of an addiction on work, family 4 “A painful case” figurative language / Lesson Global/nation al/… level Personal/family level Activities the vocabulary game leaving home, starting a new life looking back nostalgia What are soul mates? Forms of inter-personal connections Mini-theatre Options: 1. ) the argument with the boss 2. ) arm wrestling scene 3. )

Lesson plan 1 Time Phase Aims/content Method Problems, solutions Materials 5’ Warm up Getting them to remember characters, plot, … Two groups, subdivided into pairs: talk in pairs, one group of pairs about characters, the other about parts of the plot, what is told by who they haven’t read > class reading, each a section / 25 -30’ Delving into topic First encounter with textual analysis: thinking about narrative situation, point of view, voice, elaboration, introduction of terms I. p. presentation of results, then elaboration and discussion of new terms BB 10 -15’ Relaxation, another topic They think about features of Joyce’s language The vocabulary game, i. p. discussion Snippets of paper with sentences and explanations for them, PPT

Microteaching: the vocabulary game • Instructions: There are two boxes; one contains slips of paper with sentences from “The boarding house” on them. Each sentence has an interesting expressions in it, the meaning of which can possibly be derived from the context, but still needs to be made clear. The other box contains slips of paper with synonyms or explanations of these expressions. Each student pulls a slip from either box; the ones with the sentences try to come up with their own alternative expressions, the ones with the explanations try to come up with a sentence of their own. They can be creative as much as they like. They walk around, find a partner, read each other everything they have, repeat that until they found their match.

References • Joyce, James. (1977) Dubliners. Glasgow: Collins Publishing Group. • Collie, Joanne, Stephen Slater. (1987). Literature in the Language Classroom. A Resource Book of Ideas and Activities. Cambridge: CUP.