Postgraduate Course: Global Englishes for Language Teaching (EDUA11305)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||The main objective of this course is to explore the theoretical, descriptive and applied interest in the spread of English. It begins with an exploration of the theoretical implications, including a focus on speakers of the language and the implications of this global spread. This course also includes an exploration of the descriptive interest, looking at the World Englishes (WE) and ELF research paradigms. However, the main focus is in the applied interest of the spread of English, looking at the pedagogical implications for ELT. The dominance of native English speaker norms is explored, as well as the recent proposals suggested for change and for alternative approaches to ELT. In particular, those that include greater emphasis on raising awareness of Global Englishes (GE), which includes WE and ELF, are examined.
Most Applied Linguistics and TESOL courses now offer options in WE or ELF, and in recent years, several programmes have begun to offer courses in GE which include both concepts. The University of Southampton has also recently established a Center for Global Englishes that attracts an impressive number of masters and PhD students every year. A large number of our students chose to do their dissertations in this field, and it is clearly a topic that interests them greatly.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2014/15, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 8,
Seminar/Tutorial Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Group presentation (40%)
Individual assignment (60%)
An essay based on one of the options below (2,500 words).
Analyse a learning/teaching context in relation to GE, examine relevant research and the pedagogical implications for ELT in your chosen context. Based on this evaluation, recommend changes for ELT practice.
Provide a brief overview of research into one aspect of GE examined on the course. Select two relevant studies and provide a critical examination of them and the implications for ELT practice in a chosen context. Based on this examination, design a 1 hour lesson plan that demonstrates your application of this research.
Please note that the group presentation will be awarded a mark for group effort and for individual effort. Students do not need to pass the group presentation to progress to the individual assignment. An average mark for both assignments will be used as the final mark. It should also be noted that the assignment does not have to be exactly the same as the presentation, although students are advised to stay with the chosen topic and theme. However, it is possible for students to present on one option for their group presentation, but the other for their individual assignment.
|No Exam Information
| By the end of this course students will be able to:
- demonstrate critical understanding of the theories related to GE
- demonstrate raised awareness of the current sociolinguistic uses of the English language
- explore the relationship between GE research and ELT
- critically evaluate approaches to ELT in relation to GE
- analyse GE related research studies and their implications for pedagogy
- evaluate research methodology used for GE research
- critically analyse their own teaching context in relation to GE
- develop language teaching strategies that can raise students┐ awareness of GE
Galloway, N. and Rose, H. (2014). Introducing Global Englishes. Routledge:Axon.
Alsagoff, L., McKay, S. L., Hu, G. W., Renandya, W. (ED.). (2012). Principles and practices for teaching English as an international language (PP. 362). New York: Routledge.
Cogo, A. and Dewey, M. (2012) Analysing English as a Lingua Franca: A Corpus-driven Investigation. London: Continuum.
Jenkins, J. (2000) The phonology of English as an international language: new models, new norms, new goals. Oxford: Oxford University Press.
Jenkins, J. (2006) Current Perspectives on teaching World Englishes and English as lingua franca. TESOL Quarterly, 40 (1), 157-181
Jenkins, J. (2009) World Englishes: A Resource Book for Students, 2nd ed. London: Routledge.
Jenkins, J., Cogo, A., and Dewey, M. (2011) Review of developments in research into English as a Lingua Franca. Language Teaching, 44 (3), 281-315.
Kachru, Braj B., Kachru, Y., & Nelson, C. L. (2006). The handbook of world Englishes. Malden, MA/Oxford.
Kirkpatrick, A. (2007). World Englishes: Implications for International Communication and English Language Teaching. Cambridge: Cambridge University Press.
Kirkpatrick, A. (2012) English as an Asian Lingua Franca: the ┐Lingua Franca Approach┐ and implications for language education policy.
Journal of English as a Lingua Franca, 1 (1), 121-139.
Matsuda, A. (2012) Principles and Practices of Teaching English as an International Language. Bristol: Multilingual Matters.
Seidlhofer, B. (2011 ). Understanding English as a Lingua Franca. Oxford University Press.
Sharifian, F. (2009) English as an International Language: Perspectives and Pedagogical Issues. Bristol: Multilingual Matters.
|Graduate Attributes and Skills
|Additional Class Delivery Information
Paterson's Land G43
Workshop Group 1
Group 1 Paterson's Land 1.21
Workshop Group 2
Group 1 Paterson's Land 1.27
|Course organiser||Dr Nicola Galloway
Tel: (0131 6)51 6127
|Course secretary||Mrs Moira Ross
Tel: (0131 6)51 6206
© Copyright 2014 The University of Edinburgh - 12 January 2015 3:52 am