CULTURAL HERITAGE STUDIES FACULTY

Academic processes
Archaeology and Conservation-Restoration Programs
Course name: English I (ESP: English Reading comprehension for archaeology and conservation)
Teacher: Serrano Rosero, Carlos Enrique
E-mail: carlos.serrano@uexternado.edu.co

Academic Period: 2020-I Code: RE0493/RE0564 Credits: 2

Hourly intensity: 4 hours
Modality: Group 1: Mon 9-11/Wed 7-9 Tutoring: Friday 10-12

Presentation

The academic world requires students to be updated in whatever field they study. Besides, most of
the recent articles related to different disciplines are being written and published in the English
language. Fully comprehending a text demands students to not only understand the words on it, but
also the way they connect to convey meaning. At the same time, paragraphs link among each other to
structure ideas in a coherent and cohesive way. Therefore, the English course 1 is intended to provide
students with complex reading tools and techniques that will enable them to perform satisfactorily in
their academic and labor contexts. English course 1 will develop three basic language skills: reading, as
the main learning focus, which will include authentic and adapted materials from the conservation
academic field; writing as a way to measure students reading comprehension through the production of
short paragraphs, graphs, mindmaps, presentations, etc., and finally, speaking which will take place
during the whole learning interaction, an in which students will have the chance of making questions,
giving opinions, and discussing archaeology and restoration/conservation issues.

Justification

In order to support Archaeology and Restoration students at Universidad Externado de Colombia,

this course will provide them the necessary help and advice on how to read academic texts. It is also
important to consider that English language is the mean through which we have to grasp meaning from
reading. That implies that English language grammar will also be discussed in class to clarify students’
doubts. As it was before mentioned, the academic world urges students to access the most updated
and relevant information from sources, like web pages and databases, which are generally produced in
the English language.
 Theoretical and conceptual basic considerations

ESP (English for Specific Purposes) is a common approach used in content-based and task-based
curricula design (Hutchinson, 1987). These ESP courses are formulated to meet specific needs related
to contents, and it is also focused on a particular type of discourse. The ESP approach is characterized
by the use and implementation of authentic sources and situations that students may have to face in the
academic and work field. Along with High/level thinking skills taken from Bloom’s taxonomy (1956), a
variety of strategies, such as SSR (Sustained Silent Reading) Read-Up, Extensive and Intensive
reading (Hafiz and Tudor, 1989) inferential and literal reading, among others will be used.

General Objective

To develop English reading and writing skills in students with regards to the Cultural Heritage academic
production

Specific Objectives

To recognize specific vocabulary from the heritage context

To identify the different types of texts within the discipline
To learn the most common grammatical structures used in scientific articles
To implement different reading strategies towards the specific contents of the course
To produce written texts such as short paragraphs, graphs, mind-maps, presentations, etc
To improve general English use

Methodology

The course will be divided according to the materials or workshops proposed for the semester. Each
material will also include a test to measure grammar, vocabulary and English comprehension. Each
material starts with a short contextualization of the topic, in which students participate orally and write
about their background knowledge on the issue. After that, a heritage vocabulary exercise will be done
individually or in pairs. Students will have to write their ideas using the vocabulary learnt every ended
lesson. Once the vocabulary is socialized, the first reading activity will be presented with a particular
English grammar structure. Next, a reading comprehension strategy will be discussed, followed by a
second reading exercise. Finally, a writing production assignment will close the lesson and homework
for next class will be delivered. Every material will include a quiz on any of the topics studied. Besides,
each student should select one article from a bank to work on during the whole semester, providing
evidences of advancement through written form. All materials, quizzes, exams, and reading progress
must be filed in a portfolio which will include a glossary, a self-evaluation, and any other documents
worked in class. Additional to regular lesson hours, tutorship will be offered to students who require
supplemental support. Those sessions will take place on Fridays from 8 to 10. The purpose of this
lesson structure is to create learning habits in students so as to generate cognitive repetitive behaviors
that will promote a better learning.
 Assessment

The assessment for the English I course is divided as follows:

-Classwork (Includes quizzes, readtheory, homework and participation) 30%

-First Progress Test (March 2nd) 15%

-Second Progress Test (April 20th) 15%

- Project (Oral presentation of a reading) Divided in three stages: 20%

1. Research of a museum (March 2nd) 5%
2. Audiovisual presentation draft (April 20th) 5%
3. Presentation (May 27th/29th) 10%

- Final Exam (May 25th) 20%

Note: have in mind that plagiarism is not tolerated at the university as stated in the Article 12 of the
University Regulations, which can lead to expulsion or enrollment cancellation. To avoid so, consider
using paraphrasing and the appropriate citation systems
(http://biblioteca.uexternado.edu.co/manual-de-citacion-apa/).

No. Contents Basic readings

Lessons
and dates
Reading strategy: Types of ideas Barker, A (2010) Exhibiting
Archaeology: Archaeology and
Grammar topic: Past simple vs. Present Perfect Museums. Annual Review of
Vocabulary topic: Heritage and museums Anthropology. Vol. 39. p. 293-308.
Díaz-Andreu, M (2013) Ethics and
Reading strategy: Text Structure Archaeological Tourism in Latin
Grammar topic: Passive voice and participles America. International Journal of
Vocabulary topic: Archaeological tourism and ethics Historical Archaeology.Vol. 17. p.
225-244.
Karlström, A (2013) Local heritage
Reading strategy: Scanning and the Problem with Conservation.
Grammar topic: Modal verbs In Trascending the Culture –Nature
Vocabulary topic: Conservation and local heritage Divide in Cultural Heritage. ANU
Press.
Final project presentation and review
Final project presentation and review

FINAL EXAM

FINAL GRADES AND CONSIDERATIONS

 AVAILABLE IN
LIBRARY
BASIC BIBLIOGRAPHY. YES NO
Barker, A (2010) Exhibiting Archaeology: Archaeology and Museums. Annual Review of Anthropology. Vol. x
39. p. 293-308.
Díaz-Andreu, M (2013) Ethics and Archaeological Tourism in Latin America. International Journal of x
Historical Archaeology.Vol. 17. p. 225-244.
Karlström, A (2013) Local heritage and the Problem with Conservation. In Trascending the Culture –Nature x
Divide in Cultural Heritage. ANU Press.

SECONDARY BIBLIOGRAPHY
Barrett, S. and Stulik, D. (1995) Historical Painting techniques, Materials, and Studio Practice. Leiden: The Getty
Conservation Institute.
Burnett, J.; Podany, J and True, M. (2001) History of Restoration of Ancient Sculptures Los Angeles: The J. Paul
Getty Museum.
Leonard, M. (2003) Personal Viewpoints: Thoughts about Painting Conservation. Los Angeles: The Getty
Conservation Institute.
May, E. and Jones, M. (2006) Conservation Science. Heritage Materials. Dorset: RSC Publishing.
Umney, N. and Rivers, S. (2003) Conservation of Furniture. Oxford: Butterworth Heinemann.
Heckenberger, M., & Neves, E. G. (2009). Amazonian Archaeology. Annual Review of Anthropology, 38, 251–266.
Retrieved from http://www.jstor.org/stable/20622652
Patel, S. S., & Blackburn, M. P. (2008). Blackbeard Surfaces. Archaeology, 61(2), 22–27. Retrieved from
http://www.jstor.org/stable/41780339
Irving, A., & Ambers, J. (2002). Hidden Treasure from the Royal Cemetery at Ur: Technology Sheds New Light on
the Ancient Near East. Near Eastern Archaeology, 65(3), 206–213. http://doi.org/10.2307/3210885
Penelope M. A. (2015). Characterizing Roman Artifacts to Investigate Gendered Practices in Contexts Without
Sexed Bodies. American Journal of Archaeology, 119(1), 103–123. http://doi.org/10.3764/aja.119.1.0103
De La Fuente, G. A. (2011). URNS, BOWLS, AND OLLAS: POTTERY-MAKING PRACTICES AND TECHNICAL
IDENTITY IN THE SOUTHERN ANDES DURING THE LATE PERIOD (ca. A.D. 900—A.D. 1450) (CATAMARCA,
NORTHWESTERN ARGENTINE REGION, ARGENTINA). Latin American Antiquity,22(2), 224–252. Retrieved
from http://www.jstor.org/stable/23072562
Robbins, L. H. (1972). Archeology in the Turkana District, Kenya. Science, 176(4033), 359–366. Retrieved from
http://www.jstor.org/stable/1734376
Leonard, A. (2000). Food for Thought: Saqqara Tomb 3477 Revisited. Near Eastern Archaeology, 63(3), 177–179.
http://doi.org/10.2307/3210770
Kirch, P. V. (1980). The Archaeological Study of Adaptation: Theoretical and Methodological Issues.Advances in
Archaeological Method and Theory, 3, 101–156. Retrieved from http://www.jstor.org/stable/20170155
Hall, R. A.. (1985). The Archaeology of Viking Age York. Archaeology, 38(5), 34–39. Retrieved from
http://www.jstor.org/stable/41731719
FALCHETTI, A. M. (2008). The Darién Gold Pendants of Ancient Colombia and the Isthmus. Metropolitan
Museum Journal, 43, 39–73. Retrieved from http://www.jstor.org/stable/25699085