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DRPS : Course Catalogue : Moray House School of Education and Sport : Education

Postgraduate Course: Global Englishes for Language Teaching (EDUA11305)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryRationale and Aims

English is now a globalised phenomenon and English is now used by diverse speakers from different linguistic and cultural backgrounds around the globe. As a global language, English now functions as an international lingua franca and language teachers need to develop an awareness of this new role that English plays today. However, in English Language Teaching (ELT), the native English speaker continues to dominate. Literature published in the last few decades documents the increasing number of non-native English speakers and also the need for a revaluation of ELT practice. In addition, both the field of World Englishes, which focuses on the identification and codification of national varieties of English, and the field of English as a Lingua Franca (ELF), which focuses on the use of ELF between speakers from different lingua-cultural backgrounds, have taken on growing importance, and in recent years the pedagogic implications have been increasingly stressed.

The main objective of this course is to explore the theoretical, descriptive and applied interest in the spread of English. It revisits many of the concepts and theories covered in the core courses in semester one including curriculum, methodology, language testing and policy in light of the globalisation of English. This course explores research within the World Englishes and ELF research paradigms, as well as looking at research studies on attitudes towards English and English teachers, where students are encouraged to examine research studies in this field critically. 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 in various contexts, as well as the recent proposals suggested for change to ELT. The course examines approaches to curriculum reform and also the possible barriers to implementing change in varied teaching contexts.

This course is intended for students interested in the pedagogical implications of the globalization of English. Pedagogy is a growing concern among those interested in the field of Global Englishes, yet this remains largely at the theoretical level. Little research has been done and the resources for teachers interested in incorporating a Global Englishes perspective into their classrooms continue to be scarce. This course aims to address the theory/practice divide, critically examine the research the available research, and help future teachers examine the ELT materials available to them and consider ways to incorporate a Global Englishes perspective into their classrooms to meet the needs of students who are likely to use the language as a global lingua franca.
Course description Course Content

Week One: The history of English and the global spread of English
Week Two: English in the Inner and Outer circles and World Englishes research
Week Three: English in global contexts and multi-diverse English as a Lingua Franca
Week Four: Decolonisation of English to confront Linguistic Imperialism, Neo-colonisation, and Recolonisation
Week Five: English Language Teaching
Week Six: Global Englishes Language Teaching
Week Seven: The Future of English
Week Eight: Presentations

Course Format

8 x 1hr lecture; 8 x 2hr workshop
Number of credits: 20
Level: Postgraduate (level 11)

The workshops will be designed around the readings and topics introduced in lectures. Each lecture is accompanied by 6 types of tasks for use in the workshop. There are a number of introductory activities and discussion activities that support the readings and these can be done online prior to the workshop.

Introductory activities.
This includes activities that will introduce the topic of the lecture, but will not require specialized knowledge on the topic. That is, students will be able to engage in these activities as pre-reading exercises before coming to the workshop. This task contains the following activity types:
- Opening discussion activity using a visual prompt
- A ranking or survey based activity to elicit beliefs from the students
- A case study
- A research task

Reading and discussion.
This task includes the weekly reading. Each week, students will be assigned a chapter/article to read and discuss with their classmates. In addition, each student in a group is required to read a different chapter/article and complete a reading worksheet, summarise the content to their classmates and lead a discussion on the issues raised using prepared questions. There is a long list of readings to choose from, so students can choose something relevant to their own teaching context or interests.

Listening and discussion.
This task uses audio and visual materials that complement issues raised in the lecture. Students listen or watch the material and discuss the content. The various formats of the listening materials, which include interviews, focus groups, observations and the like, provide a basis for research students to practice fundamental skills of research data analysis. These activities are also designed to support the Research Methods courses. The audio and visual materials have the following features:
A wide range of text types, such as presentations on the topic, interviews with experts, interviews with English language students and teachers, focus groups, and dialogues.
A wide variety of Englishes and ELF exchanges.
Opportunities for some data analysis for the research student

Debating the issues.
This task will showcase a main debate of an issue of central importance to the topic of the lecture using the content of the lecture as a springboard for conversation. The course takes a balanced view of Global Englishes and students are encouraged to debate the contents in relation to their own specific teaching contexts.

Materials evaluation and design.
This task will enable students to critically evaluate ELT materials in relation to Global Englishes Research. Students will also have the opportunity to design materials and lesson plans to introduce students in their chosen context to Global Englishes-related topics. These activities are designed to support the semester one core courses.

Research evaluation and design.
This task is also designed to support the Research Methods courses. Students will critically examine various research studies and also design their own studies in groups.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2024/25, Not available to visiting students (SS1) Quota:  None
Course Start Semester 2
Course Start Date 13/01/2025
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 8, Seminar/Tutorial Hours 16, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 172 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Weekly Reflective Blogs (40%)
Individual assignment (60%)

An essay based on one of the options below (2,500 words).

Option 1:
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.

Option 2:
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.
Feedback Formative feedback will be given in the form of poster presentations one week prior to the assessed presentations. Students will then receive individual feedback on their presentations to help them with the written assignment.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. demonstrate critical understanding of the theories related to Global Englishes
  2. explore the relationship between Global Englishes research and ELT
  3. critically evaluate ELT practice in relation to Global Englishes
  4. critically analyse relevant research studies and their implications for pedagogy
  5. critically analyse their own teaching context in relation to Global Englishes and develop context-specific approaches to raise students¿ awareness of Global Englishes
Reading List
Core Text

Galloway, N. and Rose, H. (2015). Introducing Global Englishes. Routledge.

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. (2006) Current Perspectives on teaching World Englishes and English as lingua franca. TESOL Quarterly, 40 (1), 157-181
Jenkins, J. (2014) Global Englishes: A Resource Book for Students, 3nd 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.
Additional Information
Graduate Attributes and Skills Not entered
KeywordsNot entered
Course organiserDr Michele Saraiva Carilo
Course secretaryMr David Gilbert
Tel: (0131 6)51 6265
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