Postgraduate Course: Global Englishes for Intercultural Communication (EDUA11480)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | Rationale 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 globalisation 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 practice continue to be scarce. This course aims to address the theory/practice divide, critically examine the research the available research, and help future practitioners examine the ELT materials available to them and consider ways to incorporate a Global Englishes and Intercultural Communication perspectives to meet the needs of interlocutors 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: Global English Language Teaching
Week Six: Language and Culture within Intercultural Communication
Week Seven: The Future of Global Englishes for Intercultural Communication
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 several types of tasks for use in the workshop. There are a number of introductory activities and discussion activities that support the readings. These will be done within Learning Sets both prior and during each workshop.
Introductory activities.
This includes activities that will introduce the topic of the lecture, but will not require specialised 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 verbal and/or non-verbal prompt
- A ranking or survey based activity to elicit beliefs from the students
- A case study
- A research task and/or lesson plan
Reading and discussion.
This task includes the weekly reading. Each week, students will be assigned a chapter/article to read and discuss with their Learning Sets. In addition, each student in a Learning Set 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 context or interests.
Listening and discussion.
This task uses audio and visual materials that complement issues raised in the lecture. Students listen to and/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 students' research for their dissertation. The materials have the following features: A wide range of text types and media, such verbal and non-verbal texts, comprising a wide variety of Englishes.
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.
Research evaluation and design.
This task is also designed to support the students' dissertation projects. Students will critically examine various research studies and also design their own studies in Learning Sets.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2026/27, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 8,
Supervised Practical/Workshop/Studio Hours 16,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
172 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Formative «br /»
Group Presentation LO 1, 2, 3, 4 & 5 «br /»
Summative «br /»
5 Reflective Blogs (40%) LO 1, 2, 3 (5x 300-350-word blog)«br /»
Individual assignment (60%) LO 1, 2, 3, 4 & 5 An essay based on one of the options below (2,500 words).«br /»
Essay: «br /»
Option 1: Individual written assignment focusing on analysis of a learning/teaching context in relation to GE. «br /»
Option 2: Individual written assignment focusing on research into one aspect of GE examined on the course. |
| Feedback |
Summative feedback and feedforward will be provided for the reflective blog entries. Feedback will be provided for the essay. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate critical understanding of the theories related to Global Englishes
- Explore the relationship between Global Englishes, research, and pedagogies related to English Language Teaching (ELT) and Intercultural Communication (IC).
- Critically evaluate ELT and IC policies and practices in relation to Global Englishes
- Critically analyse relevant research studies and their implications for pedagogy
- Critically analyse their own teaching context in relation to Global Englishes and develop context-specific approaches to raise students' awareness of Global Englishes.
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Reading List
Baker, W. (2016). English as an academic lingua franca and intercultural awareness: student mobility in the transcultural university. Language and Intercultural Communication, 16(3), 437-451. https://doi-org.eux.idm.oclc.org/10.1080/14708477.2016.1168053.
Baker, Will ; Morán Panero, Sonia ; Álvarez Valencia, José Aldemar ; Alhasnawi, Sami ; Boonsuk, Yusop ; Ngo, Phuong Le Hoang ; Martínez-Sánchez, Maritza M. ; Miranda, Norbella; Ronzón-Montiel, Gloria J., Decolonizing English in Higher Education: Global Englishes and TESOL as Opportunities or Barriers. TESOL quarterly, 59(1), 2025-03, 281 - 309.
Galloway, N. and Rose, H. (2015). Introducing Global Englishes. Routledge.
Munandar, M. I. (2023). Interculturality, native-speakerism and authenticity: paradoxes in Indonesia's EFL pedagogy. Pedagogy, Culture & Society, 33(2), 689-709. https://doi-org.eux.idm.oclc.org/10.1080/14681366.2023.2298441.
Tavares, V. (2022). Neoliberalism, native-speakerism and the displacement of international students' languages and cultures. Journal of Multilingual and Multicultural Development, 45(8), 3045-3058. https://doi-org.eux.idm.oclc.org/10.1080/01434632.2022.2084547.
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Additional Information
| Graduate Attributes and Skills |
*Knowledge and understanding: demonstrate a critical understanding of a range of specialised theories, concepts and principles found in Language Education and Intercultural Communication.
*Graduate attributes: Skills and abilities in Research and Enquiry: demonstrate knowledge and evaluative ability in research and enquiry, apply critical awareness when analysing research, and engage with knowledge exchange processes autonomously and alongside peers.
*Graduate Attributes: Skills and abilities in Personal and Intellectual Autonomy: apply critical analysis, evaluation and synthesis to forefront issues, or issues that are informed by forefront developments in Global Englishes and Intercultural Communication research, analyse policy documents, pedagogical materials, education and language policies while responding to questions about their analysis from a knowledgeable audience, and exercise substantial autonomy and initiative in professional and equivalent activities.
*Graduate Attributes: Skills and abilities in Communication: communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise, present analysis of policy documents, pedagogical materials, and policy documents orally and in writing to a knowledgeable audience and readership using supporting textual data and discursive devices, demonstrate evaluation skills in receiving feedback and feedforward support on their research project on language and intercultural communication.
*Graduate Attributes: Skills and abilities in Personal Effectiveness: be able to work collaboratively with each other recognising diversity and different viewpoints/ groups/ values, from a wide range of cultural backgrounds, and complexity of the specific context and the complexity of the process of intercultural communication, demonstrate initiative and make a critically informed and identifiable contribution to group, transfer learning and skills from one context to another, for example combining abilities from previous courses.
*Technical/practical skills: apply knowledge, skills and understanding in using a significant range of professional skills, techniques, practices and/or materials associated with Global Englishes and Intercultural Communication, produce a critical study on decolonisation of language for intercultural communication, and demonstrate evaluation skills in presenting analysis.
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| Keywords | Global Englishes,Intercultural Communication,Pedagogy |
Contacts
| Course organiser | Dr Michele Saraiva Carilo
Tel:
Email: msaraiva@ed.ac.uk |
Course secretary | Mr David Gilbert
Tel:
Email: david.gilbert@ed.ac.uk |
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