Undergraduate

Course Code                          : Eng. 305

Course Title                           : Introduction to Sociolinguistics

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

This course provides a comprehensive introduction to sociolinguistics to illustrate the integral relationships between language and society. It orients students with key terms and concepts in sociolinguistics to facilitate understanding of the complex interactions between language and social variables in a diverse range of contexts including Bangladesh. It combines theories and practices to explain how language is centrally tied to social phenomena such as ideology, power, solidarity or identity, influencing the attitudes and actions of individuals or communities with languages.

Objectives

The course aims to:

  • provide learners with a fundamental understanding of the main concepts of sociolinguistics
  • develop learners’ awareness about the importance of the relationships that exist between languages in societies, including in the context of Bangladesh
  • help learners understand the relationships of language with social structures.

Course Contents

  • Defining Sociolinguistics: Language, society, sociolinguistics
  • Key concepts: Power, solidarity, identity, and the role they play in the relationship between language and society
  • Language and Dialect: Regional and social variation:  geographic  dialects and sociolects, linguistic features of regional and social dialects of Bangladesh
  • Standard variety: Need for standardization; standardization process and development of specific discourse practices; uniformity and correctness in language use; Standard variety vs. dialects
  • Language maintenance, shift, loss, and death: Theories on language maintenance, language shift as well as language revitalization through giving life and vigor to a language that has been diminishing in use; Research studies on ethnic languages of different contexts including Bangladesh
  • Style and register and jargon: Language use according to context, subject, and audience with special emphasis on style and identity
  • Languages in contact:  Bilingualism and multilingualism; code switching and code mixing (‘Speech Accommodation Theory’ and ‘The Markedness Model’) with special reference to Bangladesh where appropriate; Translanguaging among Bangladeshi youth in social and broadcast media
  • Diglossia: Definition, examples, Ferguson’s classic definition of diglossia, Fishman’s extended definition on diglossia; diglossia in the context of Bangladesh
  • Lingua Franca, Pidgins and Creoles: Definitions, Distribution, Characteristics, Theories of Origin
  • Language policy and planning: Language planning; national and official language, language planning and policies in education; language planning and policy in Bangladesh including status of English in the country and English in education policies.
  • Language, gender and identity: Gender and language relationships; gender and power; gender roles in relation to culture and society
  • Language, culture and identity: Relationship between language, nationality and cultural identity; how language relates to and reinforces cultural identity; Kinship terms, Taboo words, Whorfian Hypothesis of Linguistic Relativity and Determinism.

Intended Learning Outcomes

Upon completion of this course, the students will be able to:

  • demonstrate knowledge and understanding of essential sociolinguistic terms and concepts as well as show ability to define and give examples of these terms and concepts
  • show understanding of language variation and how they affect society and result in identity creation
  • understand relationship between language, nationality and cultural identity, language attitudes and ideology
  • demonstrate knowledge of the central theories and methods in language policy and planning.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Pair/group work

Core Texts

Holmes J. (2013). An introduction to sociolinguistics. London: Longman.

Hudson R. A. (1996). Sociolinguistics. Cambridge: Cambridge University Press.

Wardhaugh, R. (2015). An introduction to sociolinguistics. Malden, Mass.: Blackwell

Publishers.

Recommended Readings

Coupland, N. and Jaworski, A. (Eds.). (1997). Sociolinguistics: A reader and course book.

New York: St. Martin’s Press.

Fasold, R. (1990). The sociolinguistics of language. Oxford: Blackwell.

Holmes, J. and Meyerhoff, M. (2003). The handbook of language and gender. Oxford:

Blackwell.

Mesthrie, R., Swann, J., Deumert, A., and Leap, W. L. (2009). Introducing sociolinguistics.

Edinburgh: Edinburgh University Press.

Meyerhoff, M. (2006). Introducing sociolinguistics. London: Routledge.

Romaine, S. (1994). Language in society. Oxford: Oxford University Press.

Trudgill, P. (2000). Sociolinguistics: An introduction to language and society. London:

Penguin Books.

Van Herk, G. (2012). What is sociolinguistics? Chichester: Wiley-Blackwell.

Course Code              : Eng. 306

Course Title               : Introduction to American Literature       

Course Credits          : 4

Full Marks                 : 100

Introduction to the Course

This course introduces students to a variety of texts by North American authors from different ethnicities, including poetry, novels and drama, to make them aware of the significance of the cultural and contextual influences under which literary texts are written and received. It aims to give students some understanding of literary theories related to the texts and allows them to explore the experimental forms and techniques used by writers to portray the American socio-cultural and political milieu. This course presents students with a literary entity different from British literature.

Objectives

This course aims to:

  • introduce students to American literature as a literary entity distinct from British literature
  • explore the growth and development of ideas, issues, theoretical underpinnings and concepts such as the American Renaissance, Transcendentalism etc. which have given American Literature its particular identity
  • examine the place of Black American and Native American narratives in the overarching structure of modern American society.

Course Contents

Selections from the following:

 

Ralph Waldo Emerson:                                               ‘The American Scholar’

Nathaniel Hawthorne:                                                 ‘Young Goodman Brown’

Herman Melville:                                                        ‘Bartleby, the Scrivener’/ Benito Cereno

Henry David Thoreau:                                                ‘Resistance to Civil Government’

Walt Whitman:                                                            ‘Song of Myself’ (Sections 1-5, 10, 21)

Emily Dickinson:                                                       ‘I felt a Funeral in my Brain’;

‘The Soul selects her own Society’;

‘He fumbles at your Soul’

‘I died for Beauty’

‘I heard a Fly buzz—when I died’

‘This World is not Conclusion’

‘It was not Death, for I stood up’

‘One need not be a Chamber –to be                                                                           Haunted’

‘Speech’ is a prank of Parliament

‘Because I could not stop for Death’

‘The Chemical conviction’

‘A narrow Fellow in the Grass’

‘I cannot live with You’

  1. Scott Fitzgerald: The Great Gatsby

Robert Frost:                                                               ‘Mending Wall’; ‘The Death of the Hired

Man’; ‘Home Burial’; ‘Birches’; ‘Design’;

‘Two look at Two’; ‘After Apple picking’; ‘Stopping by Woods on a Snowy Evening’; ‘The Hill Wife’; ‘Out Out’; ‘The Oven Bird’; ‘West Running Brook’; ‘Departmental’

Arthur Miller:                                                              Death of a Salesman

Jerome David Salinger:                                               The Catcher in the Rye           

Toni Morrison:                                                            The Bluest Eye/ Beloved

Alan Ginsberg:                                                            ‘A Supermarket in California,’

Joy Harjo:                                                                    ‘Remember’, ‘Conflict Resolution for Holy

Beings’

Intended Learning Outcomes

Upon completion of the course, students will be able to:

  • trace how American critical thinking and style evolved over a period of time
  • examine the evolution and development of a distinct American sensibility in literature that reflects the key developments in American society.
  • relate concepts such as the democratic ideals, the ‘American dream,’ the attempts to deal with the complex social issues of race, class and others to the selected texts
  • compare, contrast and critically discuss the different thematic and stylistic features of the texts they have studied.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations

Recommended Readings

Du Bois, W.E.B. (2018). The souls of black folk. Penguin.

Ford, B, (Ed.). (1983). The new pelican guide to English literature: American literature (Vol. 9.).

Pelican Books.

Hassan, I. (1971). The radical innocence: Studies in the contemporary American novel.

Princeton University Press.

Marx, L. (1964). The machine in the garden. Oxford University Press.

Levine, R. S., Elliott, M. A., Gustafson, S. M., Hungerford, A., and Loeffelholz, M. (Eds.).

(2017). The Norton anthology of American literature (9th ed., Vol. A & B). W.W. Norton

and Company.

Tyson, L. (2006). Critical theory today: A user-friendly guide. Routledge.

Zaman, N. (Ed.). (2006). American voices (Vol. 1 and 2). Writers.ink.

Course Code                          : Eng. 307

Course Title                           : Understanding Critical Theory

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

This course will survey a wide range of the critical and theoretical positions relevant for literary studies. Writer-critics and theorists will be taught to focus on how critics can carry out close readings and engage themselves in issues such as tradition, influence, race, coloniality, gender and subject formation. The course will extend students’ ability to interpret literary texts in the light of theory.

Objectives

The course aims to:

  • introduce students to critical theory and its central tenets, such as class, gender, race, intersexuality, coloniality and praxis and engage students in some current debates in literary theory and literary studies
  • showcase the best theoretical/critical interventions of recent times relating to literary interpretation as well as trace their origin and evolution over years
  • make students come up with their own critical interpretations of literary texts using the theories that they learn in this course.

Course Contents

Selections from the following:

Ferdinand de Saussure:                                               A selection from Course in General

Linguistics

T.S. Eliot :                                                                   ‘Tradition and the Individual Talent’

Virginia Woolf :                                                          Women and Fiction’

Cleanth Brooks:                                                           ‘The Formalist Critics’

Simone de Beauvoir:                                                    Introduction to The Second Sex

Frederic Jameson :                                                      ‘On Interpretation’, The Political

Unconscious

Edward W. Said:                                                         Introduction to Orientalism

Terry Eagleton:                                                            ‘The Rise of English’

Intended Learning Outcomes

Upon completion of the course, students will be able to:

  • explore the founding texts of literary criticism, keeping in mind the broad chronological, thematic, and stylistic categories of literature
  • examine various formulations/ schools of criticism in the twentieth century
  • understand basic critical concepts and their use in interpreting literary texts
  • develop a nuanced understanding and enjoyment of literary texts
  • conceptualize the aesthetic, political and ethical dimensions of literary reading.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Group and pair work

Core Texts

Enright, D. J. Enright and De Chickera. (eds.). (1968). English critical reading. Oxford

University Press.

Said, Edward W. (1978). Orientalism. Pantheon Books.

Eagleton, Terry. (2008). Literary theory: An introduction. University of Minnesota Press.

Recommended Readings

Barry, Peter. (2009). Beginning theory: An introduction to literary and cultural theory.

Manchester University Press.

Bertens, Hans. (2013). Literary theory: The basics. Routledge.

Daiches, David. (1956). Critical approaches to literature. Englewood Cliffs.

Goring, P., Hawthorn, J., and Mitchell, D. (2010). Studying literature: The essential companion.

Bloomsbury Academic.

Lodge, D. (1994). The art of fiction. Penguin.

Royle, N., and Andrew B. (2009). An introduction to literature, criticism and theory. Longman.

Watson, G. (1986). The literary critics: A study of English descriptive criticism. Hogarth Press.

Course Code                          : Eng. 308

Course Title                           : Global Philosophies

Course Credits                      : 4

Full Marks                             : 100

Introduction to the Course

This course focuses on a basic understanding of some central principles, concepts, and problems of philosophy. It provides students with the opportunity to explore some major philosophical traditions of the world and help them become conversant with a wide range of societies and their ideational contexts.

Objectives

The course aims to:

  • introduce students to the philosophical traditions of different continents
  • familiarize students with axiological, epistemological and ontological systems of different traditions
  • inspire students to take a comparative approach to the philosophical schools/traditions of different parts of the world
  • inspire students to discover the relationships between philosophy and literature, philosophy and literary theory as well as philosophy and religions etc.

Course Contents

Introduction to Western Philosophy

  • Definition, scope and subject-matter of philosophy
  • Methods of philosophy: dogmatic, skepticism, criticism, dialecticism
  • Theories of knowledge: authoritarianism, rationalism, empiricism, mysticism, intuitionism
  • Nature of knowledge: realism, idealism, pragmatism, agnosticism, existentialism
  • Problems of knowledge-truth, error, relativity
  • Categories of knowledge-meaning of substance, causality, space and time
  • Nature of universe-origins of life, origin of species, theory of evolution
  • Theories of reality: monism, dualism, pluralism, materialism, spiritualism
  • Philosophy of the mind-mind-body relationship, immortality of the soul, freedom of will, pessimism, optimism
  • Philosophy of God, the problem of good and evil

Introduction to Eastern Philosophy

  • Indian: Orthodox Schools:Samkhya; Yoga; Vedanta

Heterodox Schools: Carvaka; Buddhist philosophy

  • Chinese: Taoism and Confucianism
  • Muslim: Schools of thought: Theologians, philosophers and

mystics

Sufism (thought, feelings and practice)

Intended Learning Outcomes

Upon completion of the course, the students will be able to:

  • describe and distinguish between key philosophical concepts such as mind, knowledge, reality, faith, belief, reason, free will and others.
  • demonstrate familiarity with some major philosophers and/or philosophical schools, both western and eastern.
  • explain and defend a position on basic philosophical problems both orally and in writing in a limited sense.
  • Relate the literary texts on their syllabus to philosophical movements of different periods.

Instructional Strategies

  • Lectures and discussions
  • Oral and multimedia presentations
  • Group work
  • Portfolio

Assessment

Equal weightage will be given to eastern and western thoughts in the midterm and the final exams.

Recommended Readings

Chatterjee, Satishchandra and Datta, Dhirendramohan. An Introduction to Indian Philosophy. New Delhi: Rupa Publications. 2007.

Fung, Ya-Lan. A Short History of Chinese Philosophy. London: Simon and Schuster. 1997.

Gaarder, Jostein. and Trans. Moller, Paulene. Sophie’s World. London: Phoenix. 1995.

Hai,  Saiyed Abdul. Muslim philosophy. Dhaka: Islamic Foundation. 1982.

Leaman, Oliver. Key Concepts in Eastern Philosophy. Routledge. 1999.

Matin, Abdul. An Outline of Philosophy. Dhaka: Adhuna Prakashan. 2017.

Nasr, Seyyed Hossein. Islamic Philosophy from Its Origin to the Present: Philosophy in the land of Prophecy. State University of New York Press. 2006.

Radhakrishnan, S. Indian Philosophy, 2nd edition, Vols I and 2. Oxford India Collection. 2009

Russell, Bertrand.  A History of Western Philosophy. London: Simon and Schuster. 1945.

Stumpf, Samuel Enoch. Socrates to Sartre: A History of Philosophy. London:McGraw-Hill. 1988.