First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
Course unit
SUP6076057, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
IF0314, Degree course structure A.Y. 2016/17, A.Y. 2019/20
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination ANGLO-AMERICAN LITERATURE
Department of reference Department of Linguistic and Literary Studies
E-Learning website
Mandatory attendance No
Language of instruction English
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Teacher in charge ANNA SCACCHI L-LIN/11

Course unit code Course unit name Teacher in charge Degree course code

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines L-LIN/11 Anglo-American Languages and Literature 6.0

Course unit organization
Period Second semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 42 108.0 No turn

Start of activities 02/03/2020
End of activities 12/06/2020
Show course schedule 2019/20 Reg.2016 course timetable

Examination board
Board From To Members of the board
4 1920 01/10/2019 30/11/2020 SCACCHI ANNA (Presidente)
CORONATO ROCCO (Membro Effettivo)
DE BIASIO ANNA (Membro Effettivo)
BORDIN ELISA (Supplente)
3 1819 01/10/2018 30/11/2019 SCACCHI ANNA (Presidente)
CORONATO ROCCO (Membro Effettivo)
DE BIASIO ANNA (Membro Effettivo)
BORDIN ELISA (Supplente)

Prerequisites: Students should be familiar with basic facts of US history, culture and literature and have an advanced knowledge of spoken and written English.
Target skills and knowledge: Students will become acquainted with the contemporary debate on multilingualism, the predominance of English and the literary representation of multilingualism in contemporary societies, using the United States as a case study. The course will offer them the opportunity to gain a solid knowledge of the historical context (migrations, imperialism, Atlantic slave trade) which produced the contemporary plurality of languages in the US. Students will also develop their skills for critical thinking as well as for literary analysis, with particular reference to the literary use of code switching and code mixing.
Examination methods: Final paper, about 15 pages long, and discussion of the paper. Active participation in class discussions. The student can opt for an oral exam, which is mandatory if they have not attended classes. In the oral exam students will be expected to have a good knowledge of the historical context and critical debate as well as to be able to use it in the analysis of literary texts.
Assessment criteria: The student will be evaluated according to her acquired competence in the most relevant aspects of the critical debate and her ability to apply it in original readings of the assigned texts. Evaluation will be based on:
attendance and active participation in class discussions: 25%
paper: 50%
oral discussion of paper: 25%
Course unit contents: Fear of a Multilingual America? English, National Identity and the Right to Language in the United States

The contemporary debate on language in the US is not about language itself, but rather about national identity. The question is not "what is the national language of America?" but «who are we as Americans.» As Ronald Schmidt writes in his book on the connections between language policy and identity politics, in the discussion on language issues in the United States two groups confront each other, the assimilationists, who interpret the genealogy of the country in terms of immigration, and the pluralists, who have a more complex idea of the historical forces that shaped the nation and include imperialism, conquest and racism in the picture. The course will initially follow the development of a mythology of American English as a language closely linked to democracy and providing access to the American Dream, which emerged in the Early American Republic and became an exclusivist ideology in the course of the 19th century. In the second part of the course we will focus on how the literature of minorities has contested these assumptions through the creative use of multilingualism.
Planned learning activities and teaching methods: Classes will be delivered both as lectures and seminars. Students' participation in discussions and through brief oral presentation will be encouraged. Because of the multidisciplinary focus of the topics explored and its methodological approach, the course will often rely on films and other audio visual material and, whenever possible, will host guest lecturers.
Additional notes about suggested reading: You will find all assigned readings in our library or on my Moodle page, where you will also find the detailed syllabus and schedule before the beginning of classes but copies of the novels, if in print, should be bought.
Students not attending classes should contact me at least two months before their exam.
Textbooks (and optional supplementary readings)
  • Roth, Henry, Call it sleep (a selection of chapters). London: Penguin Books, 1977. Cerca nel catalogo
  • Yezierska, Anzia, How I found America, collected stories (a selection of stories). New York: Persea books, 1991. Cerca nel catalogo
  • Hurston, Zora Neale, Their eyes were watching god. London: Virago, 1986. Cerca nel catalogo
  • Cisneros, Sandra, The house on Mango street. New York: Vintage Books, 1991. Cerca nel catalogo
  • Anzaldua, Gloria, Borderlands/la frontera: the new mestiza. San Francisco: Aunt Lute Books, --. Cerca nel catalogo

Innovative teaching methods: Teaching and learning strategies
  • Interactive lecturing
  • Use of online videos
  • Loading of files and pages (web pages, Moodle, ...)

Innovative teaching methods: Software or applications used
  • Moodle (files, quizzes, workshops, ...)

Sustainable Development Goals (SDGs)
Gender Equality Reduced Inequalities Peace, Justice and Strong Institutions