Very different from last semester’s content on a variety of subjects chosen by the students, this semester’s subjects are more literature oriented. In the first part of the semester, we will do a close reading of an important book: Decolonising the Mind: The Politics of Language in African Literature by Kenyan writer Ngugi wa Thiong’o. This book evokes complex questions, including the inquiry into the politics of language, the reexamination of the value and power of language, and the relationship between language, literature, and identity. It also leads the students to think about why we study “English,” and what it means to study English (both language and literature) in the age of globalization or postcolonialism. In the first part of the semester, students will have to refine their skills of writing summaries as each group in the presentation will have to summarize the presented section. Using African literature and language as a point of departure, in the class discussion and presentation we will try to compare the (post)colonial situation in Africa with Taiwan’s postcolonial cultural development since the two share many similar colonial histories. In what ways, with language as an empowering or de-powered tool, can we redefine our cultural identity and national subjectivity? Can it be neutral for any language learner to learn a language (e.g., English) without looking into the complicated questions of the language used in other countries in the context of power relations and of the langue itself evolving through history and through different users?
In the second part of the semester, we will study five short stories. Apart from knowing how to read short stories with certain techniques, we will, taking up the issues examined in the first part of the semester, look at and interpret such notions as personal, cultural, national identities. How do we relate literature to our daily life? In what ways are we affected by cultural surroundings? What does it mean to read stories in an age very much dominated by technology? Again, it leads us to think about why we learn English; why literature is so closely tied to language; and why we always return to humanistic concerns from literary edification.
In the third hour, continuing with what we did not finish in the first semester, the one-hour exposure to pronunciation is to assist the students to learn and practice correct speech patterns (articulation, rhythm, and intonation) and to learn how to self-monitor and self-correct for problem areas. Alternating with the one-hour listening is an introduction of poetry/song to students who will get to appreciate and interpret the beauty of literature and the richness of the English language.