PREMIÈRE ANNÉE (L1) COURS DE SPÉCIALISATION
SEMESTRE 1
L1S1 - Spécialisation : Penser les mondes anglophones
LLC-5E1SANMO2 - Comprendre les sociétés anglophones : outils et méthodes
Ce cours fonctionne en tandem avec le cours de Majeure “Introduction aux civilisations britannique et américaine”. Il s’agira de mettre en application les connaissances acquises lors du cours de Majeure en travaillant sur différents types de textes relatifs aux sociétés anglophones (articles de presse, sources primaires, discours…), pour mieux les comprendre, savoir les analyser et les résumer. Par ailleurs, les étudiants seront amenés à contraster les points de vue à partir de diverses sources sur un même thème. Ce cours prépare les étudiants à la méthodologie du commentaire de texte en civilisation.
*Groupe étudiants LEEI
Ce groupe réservé aux étudiants de la Licence d’Études Européennes et Internationales est un cours d’introduction aux civilisations britanniques et américaines. Il a comme objectif de d’expliciter le fonctionnement des institutions politiques britanniques et américaines contemporaines (le parlement, la monarchie, la Constitution américaine, les élections et les partis politiques) tout en donnant quelques grands repères historiques sur le développement géographique, politique, religieux et social du Royaume-Uni et des Etats-Unis afin de mieux comprendre les enjeux contemporains.
SEMESTRE 2
L1S2 - Spécialisation : Penser les mondes anglophones
Décrypter les Images : approches visuelles du Monde Anglophone
L’objectif de ce cours est d’introduire les étudiants à l’analyse critique de l’image, en leur fournissant des outils méthodologiques. Il s’agit de développer leur capacité à décoder les messages visuels, qu’ils soient artistiques, historiques ou médiatiques. À partir de documents de nature variée (photographie, tableaux, publicité, street art, etc.), nous établirons une méthodologie d’analyse de l’image pour mieux appréhender les spécificités culturelles du monde anglophone. Les étudiants seront évalués sur l’exercice d’analyse d’image, mettant en pratique les outils méthodologiques et les connaissances acquises durant le cours.
The aim of this course is to introduce students to the critical analysis of images by providing them with methodological tools. The course seeks to develop their ability to decode visual messages, whether artistic, historical, or media-related. Using a variety of materials (photographs, paintings, advertisements, street art, propaganda posters, etc.), we will establish a methodology for image analysis in order to better understand the cultural specificities of the English-speaking world. Students will be assessed through an image analysis exercise, allowing them to apply the methodological tools and knowledge acquired during the course.
L1S2 - Spécialisation : Penser les mondes anglophones
Croiser les perspectives : découverte de Shakespeare / Shakespeare from different perspectives
5 groups
This general culture module focuses on Shakespeare, studying his work from four different points of view :
literature, linguistics, history, and translation. Students will learn about the life and times of Shakespeare, will be introduced to some of this most important literary works, and will learn how to understand and analyse the English of the early modern world. This module aims to give students a firm understanding of this global icon of anglophone literature, to reinforce their familiarity with the general culture of the English-speaking world, and to provide a window into the different sub-disciplines of English studies and how they can overlap or interact with one another.
Students will be evaluated on the basis of attendance and continual assessment.
DEUXIEME ANNÉE (L2) COURS DE SPÉCIALISATION
SEMESTRE 3
L2S3 - Spécialisation : SoCL (Sociétés, cultures et linguistique) + Enseignement
L2 S3 - LLC-5E3SANMO1 - Sociétés Anglophones dans le Monde / Anglophone societies in the world
This course introduces students to the history of the wider anglophone sphere, focusing on two former territories of the British Empire : Ireland and South Africa. In both parts of the course, students will discover the legacies of colonialism in the modern world, and see how two very different places dealt with the aftermath of settler colonialism. The first section looks at modern Ireland as a post-colonial society shaped by long-standing divisions based on religion, class, and identity. It explains how partition and earlier inequalities led to the violence of the late 1960s and the conflict that followed. The course examines how different groups acted during this period and how their actions still affect Ireland today.
The second section focuses on South Africa’s history, marked by colonial violence, capitalist exploitation, and institutionalized racism, and how it has attempted to heal the scars of apartheid through the democratic transition of the 1990s and bridge the gap of inequality and poverty in the 21st century. Students will study and analyse primary sources, including images and videos.
L2S3 - Spécialisation : SoCL (Sociétés, cultures et linguistique) + Enseignement
History of English
Description
In this course we will study the history of the English language, from its Anglo-Saxon origins up through the modern period. Rather than following a strictly chronological approach, we will focus on certain major changes that have had a significant impact on English, e.g. lexical borrowing (especially from Old Norse & French), the loss of the 2nd-person singular pronoun thou, the Great Vowel Shift & other phonological changes, the evolution of the verbal system (inflection, verbal aspect, modals, subjunctives, auxiliary usage), etc. Through the study of these developments, we will gain insight into the evolution of English in particular & into the different mechanisms underlying language change in general.
L2 S3 - Mineure - Traduction en sciences humaines (DL23EN01)
Enseignante : A. A. Kekeh
This translation course involves going both into English and into French. It will focus on the main topics in humanities, relying on a variety of documents such as newspaper articles, blogs and recent works. We will strive at making translations sound fluent and authentical, stressing errors that need to be avoided with the help of exercises centered on grammar and vocabulary, reflecting on equivalence, synonyms and antonyms. There will be two assessments carried out in class, in the middle and at the end of the term.
L’UE de traduction anglaise – Version, Thème – s’axera sur les principaux domaines des ressources humaines à travers un corpus de documents divers et variés extraits de journaux, de blogs et d’ouvrages récents. Nous veillerons tout particulièrement à la fluidité et l’authenticité d’un texte en langue cible tout en mettant l’accent sur les erreurs et maladresses à éviter impérativement. Les exercices de traduction seront bien sûr à l’honneur, notamment les thèmes grammaticaux mais également le travail sur le vocabulaire en termes d’équivalence, de synonymie et d’antonymie. L’évaluation des étudiants s’effectuera en deux temps. Un partiel de mi-semestre et un examen final en fin de semestre.
Reference work :
- Gilbert Fontane et Jacqueline Fromonot, Anglais : vocabulaire, Paris, Robert et Nathan, 2009.
L2 S3 - Mineure - Traduction en sciences humaines (DL23EN04)
Enseignant : T. Rinaldetti
Based on the translation of documents dealing with specialized topics (such as wine growing, angling, fashion, architecture, medical care, sailing, interior design, etc.), this module aims to introduce second-year students to the techniques of terminology and documentary research in the translation process.
Nous traduirons, de l’anglais vers le français, des documents variés et parfois assez techniques abordant, par exemple, la pêche à la mouche, la viticulture, le matériel de voile, les soins dentaires, etc. Pour ce faire, nous serons amenés à utiliser de nombreuses ressources disponibles en ligne, telles que des dictionnaires bilingues et unilingues, des glossaires spécialisés, des sites internet spécialisés, des revues et articles scientifiques, des catalogues en ligne…
SEMESTRE 4
L2S4 - Spécialisation : SoCL (Sociétés, cultures et linguistique) + Enseignement
L2 S4 - LLC-5E4SANMO1 - Politique et identité / Politics and Identity
This multidisciplinary course will address current social and political issues through historical, sociological, linguistic and phonetic perspectives.
First of all, the diversity of political trends in Britain and in the United States will be presented. How does the heterogeneity in the population (race, gender, social class) is reflected politically ? How does politics instrumentalize the population’s identities ?
A second section of the course will be dedicated to sociology and sociophonetics, which is the study of socially conditioned phonetic variation in speech. The main focus of this part will be about gender : how do we perform our gender identity through our voice and speech ? Do these gendered vocal codes vary from one language to another ? What is the influence of gender stereotypes over our perception of voices ? An introduction to gender studies, intersectionnality and other sociological concepts will also be provided.
The third part of the course will focus on linguistics, linking the first two parts. This section deals with critical discourse analysis through both gender and political discourse in order to analyze how ideology is used and transmitted in the media.
L2S3 - Spécialisation : Enseignement + SoCL (Sociétés, cultures et linguistique)
Acquisition des langues (Language Acquisition)
Description
How do children acquire their native language(s) ? What are the differences between learning a foreign language in school and a second language while being immersed in it ? This course will present the main stages of native language acquisition, the concepts of fluency and accuracy, input and output, and the place of errors in the language learning process. The second part of the course will be focused more specifically on the acquisition of pronunciation. After revising the basic concepts covered in the phonetics courses, the module will present some phenomena observed in the acquisition of first and additional languages, as well as some of the research methods used in the field. For their final project, students will be asked to set up a mini experiment.
L2 S4 - Mineure -Techniques de rédaction en langue cible, mineure de traduction (DL24EN03)
Enseignantes : C. Larsonneur et intervenant.e à déterminer
The purpose of this course is to hone students’ skills in French so as to enhance the quality of their translations. We will work on style, vocabulary and grammar, aiming at effectiveness, elegance and complexity when writing in French.
Ce cours vise à parfaire les connaissances en français afin d’obtenir des traductions de qualité. Style, lexique et grammaire seront travaillés afin d’obtenir un français écrit riche, élégant et solide (ce cours n’est pas un cours de français langue étrangère).
Bibliography :
- Jean-Jacques Didier, Philippe Moreau, Michel Serron, Paul Thiry, Vocabulaire français - Trouver et choisir le mot juste, 2005.
- Maurice Grévisse, André Goosse, Nouvelle grammaire française, 1994.
TROISIEME ANNÉE (L3) COURS DE SPÉCIALISATION
SEMESTRE 5
L3S5 - Spécialisation : SoCL (Sociétés, cultures et linguistique) + Enseignement
L3 S5 - LLC-5E5SANMO1 - Histoire et Mémoire / History and Memory
Taking the example of African-Americans in the united States, this course invites students on a reflection around the theme of memory applied to history and linguistics.
For the first six classes, the course will focus on the way the country deals with the collective memory of slavery. Because slavery existed on American soil, the United States has developed a distinct approach to commemorating slavery. How is slavery both silenced and remembered ? What exactly is commemorated : slavery itself, the slave trade, or the abolition of slavery ? We will explore the different ways in which the memory of slavery is represented and materialized : contemporary art, museum exhibitions, historical tours, monuments, commemorative anniversaries, textbooks, or films. For each “site of memory”, we will examine its origins, describe its content, and attempt to assess its impact on American society. What was the intention of the author, artist, architect, curator involved ? To what extent did funding sources influence and shape these memorial projects ? What representations of slavery are being presented ? Is the horror of slavery emphasized, or has this history been softened for artistic, aesthetic, or touristic purposes ?
The course material will include scholarly articles and chapters as well as newspaper articles and primary sources. The exam will be an essay question synthesizing several aspects of the course.
After a brief overview of World Englishes, the second part of this course will be devoted to African-American English (AAE), its origins, features, and status as a distinct variety (with regional and social sub-varieties) that constitutes a core component of the identity of many African-Americans. We will focus on current AAE, as gleaned from interviews, film, television, and rap music, as well as other sources. We will take into consideration both spoken AAE and Black American Sign Language (BASL) and analyze patterns and triggers for code-switching. We will also examine to what extent AAE is currently influencing other varieties of American English as well as English in other parts of the world.
L3 S5 - LLC-5E5SANMO2 - Médias et Sociétés 2 / Media and Society : Practices in Cultural Journalism
Course Description
In this course, students explore the relationship between media and society through hands-on cultural journalism. Combining individual and collaborative work, they produce a range of media content including blog posts, interviews, opinion pieces, and multimedia stories.
Structured as a workshop, the course emphasizes learning by doing, peer review, and revision. Students work in small editorial teams and contribute to a collective online publication. They engage critically with issues such as media representation, audience, bias, and the social role of journalism.
One session will take place in the university radio studio (Studio 8), where students will conduct interviews with master’s students and work on producing a short audio piece.
By the end of the semester, students will have developed a portfolio demonstrating their ability to analyze, produce, and reflect on media content in a societal context.
Learning Objectives
By the end of the course, students will be able to :
Produce clear and engaging journalistic content across multiple formats.
Conduct interviews and report on events.
Identify issues of representation, bias, and audience in media production.
Collaborate effectively in editorial teams.
Provide constructive peer feedback.
Build a coherent media portfolio.
L3S5 - Spécialisation Enseignement + SoCL (Sociétés, cultures et linguistique)
Faits de langue
Description
NB : Course taught in French.
Ce cours s’adresse aux étudiant-es de L3 études anglophones, mineures Enseignement et Linguistique. Il est axé sur la préparation de l’épreuve linguistique du CAPES, mais aussi sur le développement de compétences plus générales de description et d’analyse linguistique, engageant par ce biais une réflexion sur la langue et les différences français/anglais. L’enseignement dispensé consistera en une révision rapide des éléments de description grammaticale acquis pendant la licence (groupe nominal, groupe verbal, syntaxe de la phrase canonique, etc.) puis en une réflexion autour des problématiques linguistiques propres à chaque phénomène. Les étudiants seront ainsi amenés à développer leurs capacités d’observation de la langue en contexte, de problématisation et de rédaction d’analyses grammaticales. Le cours sera dispensé en français.
L3S6 : Spécialisation Enseignement
Pratique de l’enseignement
Enseignante : Marie-Pierre Jouannaud, marie-pierre.jouannaud@univ-paris8.fr
The course will cover the following concepts :
- characteristics of instructed foreign language learning (differences with L1 acquisition and immersion),
- basic principles of second language teaching (input before output, scaffolding, error correction techniques, etc.)
- structure of a foreign language lesson (analysis of classroom videos)
Students will experience, design and analyze activities (ice breakers, games, role plays, etc) to teach English to elementary school or middle school students.
Assessment :
- 2 written tests.
- final project : reading a children’s book aloud, with pre- and post-reading activities focusing on lexical, grammatical or phonological objectives.
Attendance is required. Course taught in English.
SEMESTRE 6
L3 S6 - LLC-5E6SANMO1 - Savoir Interpréter les Sources / Reading and Interpreting Sources : Methods in Linguistics and History
This course introduces students to the methodologies used by historians and linguists to build knowledge from evidence. Although these disciplines investigate different aspects of human societies, they share a common methodological challenge : interpreting incomplete and sometimes contradictory primary and secondary sources in order to produce reliable scientific arguments. For both disciplines, this course will show that knowledge emerges through the critical interpretation and triangulation of multiple sources of evidence.
The course is structured into two complementary sequences.
- Sequence 1 : Building Linguistics Evidence. This sequence explores how linguists investigate language through a variety of data sources, including corpora, speaker judgements, experimental methods. Students will examine how linguistic evidence is collected, interpreted, and evaluated, while reflecting on methodological issues such as sampling, observer effects, experimental bias, reproducibility, and scientific transparency.
- Sequence 2 : Collaborative Research Laboratory. Teams will analyze the 1893 slave narrative of Isaac Mason, cross-examining his personal account against a diverse array of institutional archives, including census data, legal statutes, runaway advertisements, inventories, etc. In doing so, students will learn how to construct a stronger and more comprehensive historical argument.
Throughout the course, students will develop the critical toolkit necessary to evaluate historical and linguistic evidence, and identify their methodological complexities and limitations. By comparing the practices of historians and linguists, they will gain a broader understanding of how knowledge is produced across the humanities
L3S6 : Traduction orale (DL26EN04)
Enseignante : G. Le Cor
The purpose of this course is to introduce students to the skills involved in consecutive interpreting. We will work with newsreels or documentary films in British and American English. The method used is based on learning - or revising - advanced techniques in documentation, terminology, comprehension, discourse analysis, decoding, summarizing, note-taking, rereading, and on rallying the skills needed for the task. We will also begin working on conveying oral messages, on oral translation and on the written translation of speeches, systematically developing active and passive forms of vocabulary.
Objectif : Initiation à la traduction consécutive. Support : Journaux télévisés ou documentaires en anglais et en américain. Méthode : apprentissage ou révision de techniques avancées de préparation documentaire et terminologique, compréhension, analyse du discours, décodage, résumé, prise de notes, relecture, mobilisation des ressources ; initiation à la restitution et à la traduction orale, traduction écrite d’une prestation orale, développement systématique du vocabulaire actif et passif.
Bibliography :
- The Oxford Advanced Learner’s Dictionary, Oxford UP (support papier ou électronique).